Abstract
This study aimed to analyze peer tutoring in inclusive classes with character education approaches for elementary students. The target of this study were 30 teachers, 525 students, and 98 disabled students from nine elementary schools in East Sumba Regency. This research focused on changing the character of students with special needs or not using peer tutoring methods that are modified with various learning techniques. The results showed a change in the character of students with special needs and not with the peer tutoring method. Thus, peer tutoring can be recommended in improving learning skills and forming student character. Future studies are expected to show how peer tutoring shapes students' emotional intelligence in inclusive classes.
Highlights
UNESCO in 1997 and UNICEF in 2007 brought up the concept of education for all those based on human rights in the protection of children [1]
The problem faced is the character of students both regular and special needs in inclusive classes that have not been properly formed
This study indicates that there is a change in teacher characters
Summary
UNESCO in 1997 and UNICEF in 2007 brought up the concept of education for all those based on human rights in the protection of children [1]. One example is the inclusive education carried out in the UK providing special services to children and adolescents who experience physical and mental disabilities [3]. Inclusive education in Indonesia began in 2003 [4], [5], intended to provide opportunities for students with special needs, both those who have special limitations or intelligence to be able to enjoy the learning process as students without disabilities or disabled ones. Regular schools are committed to providing inclusive education for students with special needs [6]
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