Abstract
Instructional strategy in inclusive classrooms in higher education has not yet been able to accommodate the needs and competencies that must be achieved by students who have various characteristics, learning styles and different obstacles. The aim of this research is to explore the perceptions of student’s teacher toward the implementation of an instructional strategy model based on the brain’s natural learning system, especially its benefits for all students in inclusive classrooms in higher education. Data was col-lected through open observation and interviews on students to determine the benefits of an instructional strategy model based on the natural learning system of the brain. The data were analyzed using qualitative data analysis. The research produced four major themes consisting of emotional skills, so-cial skills, cognitive skills, self-development. The findings have implica-tions for lecturers, as well as inclusive education researchers in higher edu-cation that focus on learning in inclusive classrooms by using an instruc-tional strategy model based on the brain’s natural learning system as a suit-able instructional strategy model to be carried out in inclusive classrooms in higher education.
Highlights
The implementation of instruction in inclusive classrooms in higher education does require the completeness of lecturers to complete all instructional materials at the end of the semester
It is intended that lecturers can accommodate all students' needs according to the learning goals and objectives of inclusive education set by the higher education [1][2]
Implementation of an instructional strategy model based on the brain's natural learning system in inclusive classrooms in higher education provides four benefits: self-regulation, peer relationship, self-direction, and self-concept
Summary
The implementation of instruction in inclusive classrooms in higher education does require the completeness of lecturers to complete all instructional materials at the end of the semester. The diverse characteristics of students in inclusive classrooms provide an overview of the challenges students will face as graduates who are ready to use their knowledge. They will meet all the pressures of work, the style of leading of superiors in a job, as well as individual differences that can come from friends or colleagues in one's position. Lecturers must be able to understand the characteristics of SNSs well, strengths, learning styles, as well as weaknesses and obstacles they have, so that suitable learning methods in inclusive classrooms can be appropriately applied [3][4][5]
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