Inclusive Learning Research Articles

PERAN GURU TERHADAP SIKAP TOLERANSI BERAGAMA PADA ANAK USIA DINI DI TK PERTIWI METRO PUSAT

Diverse nation, with various religions and beliefs. Early childhood education covers 6 aspects of development that are very important in shaping a child's personality, including an understanding of religious tolerance. At Pertiwi Metro Kindergarten, which has students from various religious backgrounds, teachers play a key role in educating, directing and instilling the values ​​of tolerance, The research method used is a qualitative approach with a descriptive type. Sources of research data include Pertiwi Metro Pusat Kindergarten teachers. Data collection techniques are interviews and documentation and observation. The data analysis techniques used are data condensation, data presentation and conclusion drawing. Test the validity of the data using triangulation of sources, techniques and time.The research results show that teachers at Pertiwi Metro Kindergarten play an important role in instilling the values ​​of religious tolerance in early childhood. They develop a curriculum that emphasizes the values ​​of tolerance through stories, songs and routine class activities, as well as being role models in everyday behavior. An inclusive learning environment is created so that every child feels accepted regardless of religious background, and communication with parents is established to strengthen the understanding of tolerance at home. This school integrates religious activities according to each child's beliefs and regularly evaluates the tolerance program through observation and feedback from parents. Despite the challenges of diversity in family backgrounds, schools overcome them with training for teachers and dialogue with parents. As a result, children at Pertiwi Metro Kindergarten show a better understanding of religious differences and mutual respect, forming the basis for a harmonious society in the future. This research also highlights the importance of collaboration between teachers and parents, as well as an integrated learning approach that includes activities for Muslim and non-Muslim children, in creating an inclusive environment that respects religious diversity

Improving the Creativity of Children with Disabilities Based on Local Culture: An Exploration of the “Karya.Ku” Program

The cultural activities based on “Karya.Ku” offer an innovative approach of improving the creativity of children with disabilities to be more positive and inclusive. This study aims to explore the various forms, factors, and implications of cultural activities based on “Karya.Ku” in facilitating self-expression, social interaction, as well as shaping people’s self-perception and views of children with disabilities. Descriptive qualitative methods were used to collect data through observations, interviews, and documentation of cultural activities based on “Karya.Ku” at the Alamanda special school for autism. The study involved principals, teachers, homeroom teachers, and students as informants. The findings of this study reveal that cultural activities based on “Karya.Ku” are significantly effective in enhancing the creativity of children with disabilities. This is achieved through the structured methodologies, the support for an inclusive learning environment, and the synergy between all parties. Furthermore, this study recommends the exploration of the implementation of cultural activities in other communities, with attention to the formation of attitudes.

The Effect of Online Learning on Student Motivation and Achievement during the Pandemic

This study aims to analyze the impact of online learning on students' motivation and academic achievement during the COVID-19 pandemic. The method used in this study is a quantitative survey by distributing questionnaires to 300 high school students in various regions in Indonesia. The data obtained were analyzed using descriptive statistics and multiple regression analysis to identify the relationship between the variables studied. The results show that online learning has a significant effect on students' motivation to learn, with 65% of respondents reporting a decrease in motivation due to the challenges faced. However, the effect on academic achievement varied; students with good access to technology and strong family support showed a 20% increase in academic achievement compared to those with less support. Based on these findings, it is recommended that education policy prioritizes the development of more inclusive learning strategies, including improved access to technology and training for teachers in digital pedagogy, to ensure all students have equitable and quality learning opportunities.

The Effectiveness of English as a Science Medium Instruction in Higher Education

This research presents a comprehensive analysis of English as a Medium of Instruction (EMI) in higher education, drawing insights from seven studies involving 150 students. The investigation delves into various factors such as academic proficiency, TOEFL scores, and gender distribution. Findings reveal a clustering of TOEFL scores around the midpoint of the range, suggesting a normal distribution. However, gender distribution exhibits significant deviations from normalcy. Despite these variations, detailed statistical analyses offer valuable insights into student performance within EMI programs. Moving beyond data analysis, a systematic review explores the impact and effective practices of EMI in higher education. It acknowledges the ongoing debate regarding EMI's influence on language proficiency and academic achievement. While some studies suggest positive outcomes, others highlight challenges and discrepancies, emphasizing the complexity of evaluating EMI's success. The review underscores the importance of examining diverse linguistic and non-linguistic factors and calls for further research to inform instructional strategies. Furthermore, the study identifies effective practices in EMI implementation, emphasizing instructional techniques, curriculum design, language support services, assessment procedures, faculty development, and reflective practice. These approaches aim to create inclusive learning environments conducive to language acquisition, subject matter learning, and student success. Additionally, the review proposes solutions to address challenges and promote inclusivity in EMI contexts, including cultural orientation programs, academic assistance, institutional regulations, social justice initiatives, intercultural competencies, and student-centered teaching approaches. This holistic approach seeks to enhance the long-term success and well-being of students within the EMI framework in higher education.

Analysis of Inclusive Education Curriculum in Physical Education, Sports, and Health Subjects at Brajan Elementary School, Tamantirto, Yogyakarta

This study aims to determine the implementation of the inclusive education curriculum related to learning planning, learning implementation, and learning assessment. The study was conducted at Brajan Elementary School, Tamantirto in the 2023/2024 school year. This study used a qualitative method with observation, documentation, and interview techniques with three main respondents: class VI teachers, principals, and Physical Education, Sports, and Health (PJOK) teachers. The research findings show that the school has not prepared a PDBK Student Learning Profile, made adaptations or modifications related to the devices, or prepared an Individual Learning Program. This is because teachers do not yet know about preparing inclusive learning, teachers have never attended training, schools do not have GPK, lack adequate resources, and schools have not been involved or collaborated with related experts in preparing learning devices for PDBK.

Evaluation of E-Learning Platforms under the EASTRIP Project: Enhancing Competency-Based Education and Training through Holographic Technology in Dar Es Salaam, Tanzania

This study delved into the use of hologram technology to bridge the practical learning gaps in the Competency-Based Education and Training framework when using E-learning platforms. The study utilized a convergent mixed-method, combining quantitative and qualitative approaches. The study focused on 26 public tertiary learning institutions located in Dar es Salaam. It selected 14 widely used e-learning platforms for a comprehensive analysis, ensuring diverse representation. The study's statistical treatment included descriptive statistics and content analysis. The study concluded that the platforms are crucial in delivering content and in teaching, uploading lecture notes and administering tests. However, the use of technology in final examinations and practical assignments indicates notable gaps that need addressing, requiring advanced technologies such as hologram. Addressing these gaps will require technological advancements and continuous professional development for academic staff to optimize the use of e-learning platforms and ensure they meet the comprehensive needs of modern education. This holistic approach will strengthen the alignment of e-learning practices with the CBET framework, fostering a more effective and inclusive learning environment.

Navigating the Path to inclusive Education in Primary Schools in Arusha Region, Tanzania: A Descriptive-Correlational Study on Key Implementation Factors

This study navigated the path to inclusive education in primary schools in Arusha Region, Tanzania. The study used the descriptive correlational design. Out of the population of 14,881 stakeholders, the study had the sample size was 1,163 subject including 370 mainstream pupils, 278 mainstream teachers, 346 special needs learners and 169 special needs teachers. Sources of data were a questionnaire, an interview schedule, an observation schedule and Focus Group Discussions. Data analysis involved the thematic approach, descriptive statistics and regression analysis. While the running of inclusive education requires supporting tools and infrastructure, the schools did not have sufficient infrastructure and science and technology facilities to support the inclusive learning atmosphere. While primary schools had suitable classrooms, toilets, and playing grounds, the lighting, ventilation, and sound system were limited in quality. Based on the conclusions, the established shortcomings in infrastructure and technological equipment call for the school budget to include special education requirements. Finally, there is a need for schools to propagate appropriate cultural norms that cherish the value of humanity for both teachers and learners to respect special needs learners, providing necessary support for special needs learners to study comfortably without any discrimination.

Navigating Chinese international students’ inquiry learning in a multilingual and multicultural environment

ABSTRACT In the past few decades, inquiry learning, as a research-based learning approach, has been increasingly emphasised in developed Western countries. This study examined the inquiry learning experiences of 17 Chinese international students at their host universities in the USA, the UK, Australia, and Canada, along with their achievements and challenges. Through two rounds of one-on-one semi-structured interviews, this study found a close relationship between the emphasis on inquiry learning in host universities and neoliberal demands for students to acquire knowledge and diverse practical competences. Urged by the learning demands in the host universities, participants advanced in knowledge acquisition, acquired active, passionate, responsible, and inclusive learning attitudes, as well as English language competence, intercultural competence, and other practical competences through inquiry learning. They also faced additional workload and challenges regarding language difficulties and sociocultural factors mediated by home and host educational, social, and cultural contexts. This study advises international and domestic staff and students to engage in constant, candid dialogue, try to understand the specific learning challenges that international students face, and the support they desire. Collaborative efforts from all relevant stakeholders are necessary to create a diversified, caring, inclusive, and supportive inquiry learning environment conducive to mutual learning and thriving.

Chill to Thrill: How Ice-breaking Transforms TOEFL Preparation and Student Engagement

This research explores students' roles and perceptions towards ice-breaking activities in the context of TOEFL preparation classes at one of the universities in East Java. The research employed a qualitative approach with data analysis conducted using NVivo 12. The study involved 20 TOEFL preparation class students who actively participated in ice-breaking activities. The research instruments used were observation and semi-structured interviews to collect data on student perceptions of ice-breaking. Data analysis was carried out by identifying thought patterns that emerged from student responses to the ice-breaking activity. The research results show that ice-breaking activities effectively create a livelier and more interactive classroom atmosphere, increase students' active participation, and reduce anxiety often experienced when preparing for the TOEFL test. In addition, the active role of mentors in facilitating these activities has proven to be very important in creating a supportive and inclusive learning environment. In-depth observations also revealed that ice-breaking strengthens social interaction and collaboration between students, increasing their understanding of the material being taught. Future researchers should explore the long-term impact of ice-breaking on students' academic performance in the TOEFL test.Keywords: Ice-breaking, Student perception, TOEFL preparation

Robotics for inclusive education: Combining active methodologies in a classroom

In light of the growing diversity of students in the classroom, there is a pressing need to address the potential for discrimination against minorities, arising from cultural, socioeconomic, special needs, learning styles, and other differences. It is, therefore, essential to establish inclusive learning environments that guarantee equitable learning outcomes for all children and young people. This study aims to determine the impact of educational robotics (ER) in promoting emotional, cognitive, and social inclusion attributes through active methodologies among secondary students in public institutions. The applied methodology is composed of elements typical of active methodologies implemented in education and cited in the theoretical framework. The instruments employed to measure the classroom intervention process across various stages demonstrated a gradual improvement in the reference attributes of inclusive education. The findings suggest that ER can serve as a valuable tool for promoting inclusion in diversity contexts.

Factors that play a role in international PhD candidates’ social experiences with inclusion and integration in an international learning environment: A narrative inquiry in a Dutch research university

International universities often promote inclusive learning environments to aid their sojourners’ social integration and improve their well-being. However, little is known about how social experiences with inclusion and integration (SEII) unfold for international PhD candidates in Dutch research universities (DRUs). This study uses the narratives of twenty IPCs to understand the factors that play a role in their SEII in a DRU. Findings suggest that nine factors may define SEII among the participants. Two factors—prior experiences in an ILE and identity in PhD role—played a role in participants’ early SEII, while seven factors played a role in participants’ early and later SEII. These included IPCs’ social participation level, intercultural interaction dynamics, shared language adaptation, cultural events, university’s international campus climate, social support, and perceived prejudice and stereotypes. IPCs and their international universities should align expectations to promote an inclusive social climate to foster social integration of IPCs.

Digital Divide & Inclusive Education: Examining How Unequal Access to Technology Affects Educational Inclusivity in Urban Versus Rural Pakistan

This paper analyses the concept of the digital divide and its implications for the issue of inclusive education in both urban and rural Pakistan. This paper looks at the impact of technology on the inclusion of learners in education when technology is distributed concentrically and categorizes the study between urban and rural areas. This looks at the status of technological infrastructure and current access to the Internet in both environments, as well as perceived computer literacy. The positions discussed in the paper focus on the main problems related to the management of students' and educators' access to digital resources in the learning process. Regarding the aspect of equity, it also explores the government policy and strategies implemented towards closing the digital divide in education. It is thus evident that urban and rural areas are poles apart in terms of access and education by and with these devices. This paper's conclusions present possible ways of handling these inequalities: increasing formal infrastructure in these regions, training teachers, and changes in policy. This is followed by a recap of the concerns put forward in the preceding arguments about the necessity for concerted efforts towards the mobilization of equitable resources with a view to enhancing the educational resource mix at the base of the hill country's geography in Pakistan.

EMPOWERING EDUCATION: INTEGRATING CRITICAL PEDAGOGY INTO TRANSFORMATIVE TEACHING STRATEGIES

The objective of this study is to explore the implications and effectiveness of critical pedagogy in fostering social justice and empowering students in educational settings. This research adopts a qualitative approach, employing literature review to examine the implementation and outcomes of critical pedagogy in various educational contexts The study findings reveal that critical pedagogy serves as a powerful tool for challenging societal norms, empowering marginalized individuals, and promoting social justice within educational settings. Through student-centered learning, collaborative problem-solving, and the development of 21st-century skills, critical pedagogy equips students with the tools and mindset necessary to critically evaluate their surroundings and take action to address oppressive conditions in society. Furthermore, the research highlights the pivotal role of teachers in facilitating critical inquiry, fostering dialogue, and promoting social justice within the classroom. By engaging in self-reflection and transformative practice, educators can create inclusive learning environments that empower students to become active agents in their education and advocates for positive change in society. he contribution of the results of this research to the development of the scientific field lies in providing insights into the practical application of critical pedagogy in classrooms, highlighting its capacity to equip students with critical thinking skills and a sense of agency to address oppressive conditions, thereby advancing the discourse on transformative education practices and social justice within educational contexts.

Literature Study On The Effect of The Discovery Learning Approach On Students' Computational Thinking Ability By Considering Gender Aspects

This research aims to explore the findings of previous studies regarding the effect of the discovery approach on students' computational thinking ability, taking into account gender aspects. Computational thinking ability is an essential skill in today's digital era, and the appropriate learning approach can help students develop this ability. The method used in this research is a literature study by analyzing relevant journal articles and research to identify emerging findings and patterns. The research results are expected to provide valuable insights for education practitioners in designing effective and inclusive learning strategies to improve students' computational thinking abilities, considering gender differences.

Pengembangan Komponen Tujuan Kurikulum Pendidikan Agama Islam (PAI) Multikultural di Pondok Pesantren

Pondok Pesantren Raudlatul Ulum is the largest salaf Islamic boarding school in Ganjaran Village, Malang, which has an educational focus on divinity, in line with the values of Pancasila, science, and technology. This study develops the objectives of a multicultural Islamic religious education curriculum using five main principles: relevance, flexibility, continuity, efficiency, and effectiveness. This approach is based on five foundations: Salafi essential perennials, mazhabi essential perennials, modernist typology, contextual essential perennials, and tauhid-based social reconstruction. The research method used is descriptive analysis with a qualitative approach. The findings show that the developed curriculum effectively creates an inclusive learning environment oriented towards multicultural values.

Designing and Teaching Courses on Sex, Gender, and the Brain: Two Implementations in the Undergraduate Classroom.

Courses on the neuroscience of sex and gender can support inclusive and integrative neuroscience curricula. Developing and teaching such courses, however, can be intimidating for educators due to the subject's complexities and nuances, the increasingly politicized nature of the subject material, and the difficult conversations that the material invites. In this article we discuss how we approached the development of two undergraduate courses on sex, gender and the brain. In describing our thought process we discuss the institutional contexts for our courses and the rationale for the selected course structures, learning objectives, and content. We also describe how we fostered inclusive learning environments - particularly within the context of the COVID-19 pandemic - and implemented course activities and diverse assessments aligned to the course learning objectives. We hope that readers of this article can apply our insights into developing courses on sex/gender in neuroscience at their home institutions.

Affective, meta and collaborative STEAM learning

The purpose of this research was to identify synergies in affective, meta and collaborative STEAM learning, and the level of professional development structure and collaborative support needed for teachers to achieve these. Three project case studies (KIKS, STEAMTEACH and STEAMCONNECT) are examined to do this. In the KIKS (Kids Inspiring Kids in STEAM) project, student groups were issued a very open-ended challenge: “How would you get your fellow students to love STEAM?” They undertook a series of student-led intensive workshops to deliver prototypes and other teaching materials. The intensive, collaborative problem-solving Hothousing workshops focusing on Expectation shock perception enhancement, were inspired by industry practice. The successful outcomes evidenced affective, meta and collaborative learning and suggested the need for further research to develop an associated teacher professional development framework (STEAMTEACH) and also to develop further the collaborative aspect beyond the students (STEAMCONNECT). The projects together delivered over forty project outcomes judged high quality by teachers, students and researchers alike benefitted from affective, meta and collaborative, inclusive learning on many levels from students to teachers to parents to wider community collaboration including local community, business and academic experts. It was thus found that STEAM education can synergically enhance affective, meta and collaborative learning, and for this to happen, should be supported by a STEAM professional development framework and extended networking between teachers, schools, parents, education and industry experts, and community from all abilities and backgrounds.

Kolaborasi Guru dan Manajemen Sekolah dalam Pengembangan Kurikulum Efektif

This research aims to identify the role of collaboration between teachers and school management in developing an effective curriculum at SMP Plus Darussalam. The research method used is a qualitative approach with a case study design. Data was collected through in-depth interviews with school principals, teachers and students, as well as participatory observation and analysis of documents related to the curriculum. The research results reveal that close collaboration between teachers and school management is very important in designing and implementing a curriculum that suits students' needs. Collaborative involvement with various parties enriches the curriculum development process, increases the relevance of the material, and facilitates responsive adjustments to educational challenges. This research concludes that a collaborative approach not only improves curriculum quality but also increases teacher satisfaction and student motivation. The implication of these findings is the need to integrate collaborative models in curriculum development in other schools to achieve more adaptive and effective education, as well as strengthen a supportive and inclusive learning environment.

Peer mentoring experience related to information and communication technologies. A qualitative study

IntroductionQuality and inclusive education must include Information and Communication Technologies (ICT), which is a growing trend in educational environments since the COVID-19 pandemic. These technologies have transformed learning towards more collaborative and interactive models, but they also pose a barrier due to the lack of skills or knowledge about their use. This circumstance has been identified among some first-year nursing students. ObjectiveThe present study focuses on exploring the perception of students who participated in the experience of peer mentoring to improve adaptation to the use of Information and Communication Technologies. Design and methodsThe study employed a descriptive qualitative approach, relying on in-depth interviews and a focus group conducted with 29 students who participated in the project between 2020 and 2023. Additionally, sociodemographic data and information about Information and Communication Technologies were collected through a self-administered questionnaire. ResultsThe findings indicate that mentors exhibited higher competencies than those being mentored, yet the experience was positive and satisfying for both, emerging as an effective strategy to facilitate learning. Another noteworthy result is the performance of younger students in the role of mentors, a fact that contradicts similar experiences. ConclusionIn conclusion, peer mentoring emerges as a valid strategy for acquiring digital competencies and Information and Communication Technologies among first-year nursing students, fostering more inclusive learning environments.

The Role of Positive Discipline in The Digital Era: Fostering Inclusive Learning Environments

The half-day seminar on implementing positive discipline in schools aimed to provide high school principals and teachers with an in-depth understanding of the concepts, principles and implementation strategies of positive discipline. Through material presentation, discussion and experience exchange, participants were given insights into the importance of positive discipline in creating an inclusive learning environment and supporting students' holistic growth. Principals and teachers were empowered to become agents of change in implementing positive discipline practices in their schools, focusing on building positive relationships between students and educators, fostering students' social-emotional skills, and establishing a supportive school culture. As a result, participants expressed enthusiasm and desire to engage in follow-up seminars to enhance their understanding and skills in implementing positive discipline, and to continuously improve the learning environment in their schools.