Electronic Theses and Dissertation

Pendidikan merupakan hak asasi manusia yang dijamin oleh konstitusi dan diakui secara global melalui Deklarasi Salamanca serta Tujuan Pembangunan Berkelanjutan (Sustainable Development Goals), khususnya terkait pendidikan inklusif. Namun, implementasinya di Indonesia masih menghadapi berbagai kendala, terutama dalam penyediaan aksesibilitas fisik di lingkungan sekolah. Penelitian ini bertujuan untuk mengidentifikasi sebaran penyandang disabilitas fisik usia 12–18 tahun serta menilai tingkat kemudahan gedung dan aksesibilitas spasial pada 16 SMA Negeri di Kota Banda Aceh. Penelitian menggunakan pendekatan mixed methods dengan desain concurrent embedded strategy. Data diperoleh melalui observasi lapangan, wawancara semi-terstruktur, dan data sekunder. Analisis dilakukan menggunakan Building Inclusiveness Assessment Score (BIAS) berdasarkan Permen PUPR Nomor 14 Tahun 2017 serta analisis spasial menggunakan ArcGIS melalui metode Kernel Density Estimation (KDE) dan overlay. Hasil penelitian menunjukkan bahwa persebaran penyandang disabilitas fisik di Kota Banda Aceh cenderung membentuk pola acak (random pattern). Tingkat kemudahan gedung menunjukkan bahwa 15 sekolah (94%) berada pada kategori sedang dan 1 sekolah (6%) berada pada kategori rendah, serta tidak terdapat sekolah yang mencapai kategori tinggi. SMAN 1 dengan skor tertinggi sebesar 30 (61%), diikuti SMAN 7 dengan skor 29 (59%), sedangkan SMAN 14 memperoleh skor terendah sebesar 14 (29%). Hasil overlay antara peta KDE penyandang disabilitas fisik dan peta KDE tingkat kemudahan gedung menghasilkan wilayah prioritas rendah seluas 23,69 km² (40,13%), prioritas sedang seluas 21,87 km² (37,04%), dan prioritas tinggi seluas 13,48 km² (22,83%). Kendala utama yang teridentifikasi melalui wawancara meliputi keterbatasan anggaran, belum adanya prioritas pembangunan fasilitas ramah disabilitas, serta minimnya penyediaan toilet aksesibel dan fasilitas sirkulasi vertikal sesuai standar. Analisis spasial menunjukkan bahwa tingkat aksesibilitas cenderung terkonsentrasi pada kawasan pusat Kota Banda Aceh. Temuan ini menunjukkan bahwa pemerataan aksesibilitas SMAN di Kota Banda Aceh masih belum optimal sehingga diperlukan peningkatan fasilitas dan pemerataan layanan pendidikan berbasis prioritas wilayah, guna mendukung terwujudnya lingkungan pendidikan yang inklusif.
Kata kunci: aksesibilitas, disabilitas fisik, pendidikan inklusif, Kernel Density Estimation (KDE)

Education is a fundamental human right guaranteed by the constitution and recognized globally through the Salamanca Declaration and the Sustainable Development Goals (SDGs), particularly in relation to inclusive education. However, its implementation in Indonesia still faces challenges, especially regarding physical accessibility in school environments. This study aims to identify the distribution of persons with physical disabilities aged 12–18 years and assess the building accessibility and spatial access in 16 public senior high schools (SMA Negeri) in Banda Aceh City. A mixed-methods approach with a concurrent embedded strategy was employed. Data were collected through field observations, semi-structured interviews, and secondary sources. Accessibility was evaluated using the Building Inclusiveness Assessment Score (BIAS) based on the Regulation of the Minister of Public Works and Housing (Permen PUPR) No. 14 of 2017, and spatial analysis was conducted using ArcGIS through Kernel Density Estimation (KDE) and overlay techniques. The results show that the distribution of persons with physical disabilities in Banda Aceh City follows a random spatial pattern. Building accessibility assessment indicates that 15 schools (94%) are classified as moderate and 1 school (6%) as low, with no school achieving a high category. SMAN 1 achieved the highest score of 30 (61%), followed by SMAN 7 with 29 (59%), while SMAN 14 recorded the lowest score of 14 (29%). Overlay analysis of KDE maps of persons with physical disabilities and school accessibility identified low-priority areas covering 23.69 km² (40.13%), medium-priority areas 21.87 km² (37.04%), and high-priority areas 13.48 km² (22.83%). Key challenges include limited budgets, lack of prioritization for disability-friendly infrastructure, and insufficient accessible toilets and vertical circulation facilities. Spatial analysis also indicates that accessibility levels are concentrated in the central area of Banda Aceh. These findings suggest that the distribution of accessibility in public senior high schools in Banda Aceh is still uneven, highlighting the need to improve facilities and ensure equitable educational services based on regional priority to support an inclusive learning environment. Keywords: accessibility, physical disability, inclusive education, Kernel Density Estimation (KDE)