Inclusive Education In Indonesia Research Articles

Strategi Implementasi Kurikulum Merdeka Untuk Anak Berkebutuhan Khusus Di Sekolah Inklusi School Of Universe

This study focuses on the implementation of the Kurikulum Merdeka in inclusive education for children with special needs at the School of Universe, a school that adopts an inclusive education system. The identified problem is how the curriculum can be adapted to support the diverse learning abilities of students, particularly those with special needs. The aim of this study is to analyze the strategies and approaches used in teaching, as well as the role of teachers in supporting the learning process of students with special needs. The research method employed is qualitative with a case study approach, where data were collected through in-depth interviews, observations, and analysis of relevant documents. The results show that curriculum adjustments, such as the use of flexible teaching methods and the integration of technology, can improve motivation, engagement, and learning outcomes for students with special needs. Furthermore, the support provided by teachers through individualized teaching approaches plays a significant role in creating an inclusive learning environment. The conclusion of this study highlights the importance of flexibility in curriculum implementation and the need for teacher training focused on developing skills to manage diverse student abilities in inclusive schools. This research makes an important contribution to the development of inclusive education in Indonesia.

Implementasi Pendidikan Inklusif pada Siswa Berkebutuhan Khusus

This study explores the implementation of inclusive education at MTs Darul Ihsan Anggana, with a specific focus on the school's readiness, curriculum adjustments, and the challenges faced in integrating students with special needs into a regular learning environment. Using a qualitative approach with a phenomenological method, the research involved in-depth interviews, participatory observation, and document analysis to gather comprehensive data on the experiences of students with special needs, teachers, and parents. The results indicate that the school has demonstrated a strong commitment to implementing inclusive education by providing teacher training and adapting the curriculum to accommodate diverse learning needs. However, significant challenges persist, including limited resources, inadequate parental support, and social stigma towards students with special needs. These findings underscore the need for ongoing support from the government and stronger collaboration among schools, teachers, and parents to improve the effectiveness of inclusive education in Indonesia. While inclusive education has shown positive impacts in enhancing the social skills and self-confidence of students with special needs, further curriculum adjustments, increased teacher training, and greater community support are essential to fully optimize learning outcomes and create a more inclusive educational environment for all students.

Perlindungan Diskriminasi terhadap Disabilitas dalam Lingkup Pendidikan

Protection against disability discrimination in education is essential to ensure that all individuals, without exception, have a fair chance to learn and develop. Inclusive regulations and policies as well as data related to the challenges faced by people with disabilities can be the basis for improving the quality of inclusive education in Indonesia and the world. Based on this problem, further discussion is needed regarding how the government's efforts to provide legal protection to overcome acts of discrimination against people with disabilities and how the government can provide fair treatment for people with disabilities to obtain the right to a decent education. The approach methods used are the Statute Approach, the Historical Approach, and the Conceptual Approach. The results of the study show that the government actually still pays less attention to matters related to protection against discrimination against people with disabilities in the scope of education.

Inclusive Education Research Trends in Indonesia: A Bibliometric Analysis

Inclusive education is increasingly recognized as a critical component in ensuring equitable access to quality education for all students, regardless of their abilities or backgrounds. However, in Indonesia, the development and implementation of inclusive education practices remain uneven, with limited understanding of its growth and impact within the local context. This study aims to analyze inclusive education in Indonesia through bibliometric analysis, addressing six key questions: the most frequent keywords, trends in scholarly publications, prolific researchers, citation rates, influential journals, and collaboration patterns with other countries. Data from Scopus over the past decade resulted in 148 relevant articles, covering a wide range of topics from [Topic 1] to [Topic 2]. Findings reveal a predominant focus on inclusive education concepts in Indonesian literature, experiencing significant growth peaking in 2023. The study identifies 12 highly active authors with 98 articles and the top 10 most cited articles receiving 219 citations. Notably, research in 2020 achieved the highest citation rate, with 111 citations. The International Journal of Special Education emerged as the primary publication outlet. Indonesia collaborated with 13 countries, notably Malaysia, Australia, and the United States. These findings provide a robust foundation for developing inclusive education concepts and practices tailored to Indonesia's specific needs and context.

Evaluation of inclusive education in Indonesia: Elementary school teachers' perspective

This quasi-qualitative study explored the concerns, barriers, and impacts of implementing Inclusive Education (IE) in elementary schools in Sumatra and Java, Indonesia. Despite the Indonesian government's mandate to implement IE through Ministry of Education Act No. 70 of 2009, various challenges hinder its effective implementation. A survey and semi-structured interviews were conducted with 25 elementary school teachers to gain insight into their experiences and perceptions of IE. The findings suggest that teachers often lack confidence in employing inclusive strategies because of limited knowledge and large class sizes, highlighting the need for ongoing professional development. Additionally, while there is evidence of positive attitudes towards special educational needs (SEN) students among peers and parents, teachers may not fully embrace IE. This study aims to provide a thorough assessment of IE strategies employed in Indonesian elementary schools by analyzing key factors and offering recommendations to enhance the effectiveness of IE for both students and teachers. These findings will inform policymakers, educators, and stakeholders about the current state of IE and the necessary steps to improve it, ultimately contributing to the development of a more inclusive and equitable education system in Indonesia.

Development Study of Technology-Based Adaptive Learning Modules for Students with Special Needs

This research aims to examine the development of effective technology-based adaptive learning modules to support the learning of students with special needs in the context of inclusive education. Using the Systematic Literature Review (SLR) method, this study identifies, evaluates and interprets evidence from previous research related to the development of adaptive modules. The results show that educational technology, particularly adaptive learning modules, has an important role in improving access and quality of education for students with special needs. The results show that educational technology, particularly adaptive learning modules, has an important role in improving access to and quality of education for students with special needs. Adaptive modules allow for the customization of learning materials, methods and pace according to students' individual needs, which can improve their learning effectiveness and learning outcomes. This training can improve teachers' understanding of interventions for students with special needs and help them design adaptive learning services. It is hoped that the results of this study can make a significant contribution to the development of inclusive education in Indonesia and improve the quality of education for students with special needs through the use of adaptive technology

The Role of Parents in the Implementation of Inclusive Education at MI Ma'arif 56 Tempurejo, Jember, East Java

This research investigates the role of parents in inclusive education at MI Ma'arif 56 Tempurejo, Jember, East Java. Using questionnaire and interview methods, data was collected to evaluate the level of parental involvement in supporting inclusive education and identify the obstacles faced. The results showed that the majority of parents showed positive involvement, although some had difficulty understanding the concept of inclusion. The discussion emphasized the need to strengthen parental involvement and address barriers, such as lack of understanding of inclusion and lack of support from schools. The implications of these outcomes can be used to improve the inclusive education program at MI Ma'arif 56 Tempurejo so that it is more inclusive and effective for all students. Thus, this research makes an important contribution in understanding the role of parents in inclusive education in Indonesia.

Analysis of The Implementation of Inclusive Education Policy in Indonesia : A Literature Review

This literature review aims to analyze the implementation of inclusive education policies from early childhood education to higher education in Indonesia. Articles were selected through a screening process from 2015-2022. The review was conducted on an online database found on Google Scholar. There were 9 articles reviewed based on the inclusion criteria. Based on the results of the literature review, it was found that inclusive education is an innovative and strategic educational approach to expand access to education for all children with special needs at all levels of education. The inclusive education model has been supported by stakeholders, but in practice there are still various barriers that come from teachers, schools, parents, special education experts and the government. However, the evaluation of inclusive education revealed positive impacts such as increased public awareness and understanding of inclusive education, government efforts to increase the number of educators and improve their quality, and improved accessibility of public facilities for people with disabilities. Recommendations are also provided, especially regarding regulations governing the improvement of educators' competencies, socialization for subject teachers, community support and arrangements for funding the implementation of inclusive education in Indonesia.

Optimizing Inclusive Education: Uncovering Challenges and Strategies in Primary Schools Through a Literature Review

Inclusive education means that every student, including those with special needs, has the right to an education in an inclusive school environment. In the context of inclusive education, several fundamental obstacles stand in the way of creating an inclusive and supportive learning environment. The current study aims to provide a deeper understanding of the importance of inclusive education and the steps that can be taken to ensure that every child, including those with special needs, can benefit from a balanced and equitable education. The method used in writing this article is a literature review, with the ten articles used being literature published in 2020-2023 Articles were selected by determining the scope, selecting relevant keywords, and writing eligible articles related to the implementation of inclusive education in Indonesia. The results show that most schools in Indonesia have an understanding of inclusive education but still need to improve their implementation. Factors include the need for more special assistant teachers, socialization of inclusion policies, and limited budgets. Although some schools have implemented the inclusion program well, there are still challenges, including a need for more understanding from the community and parents, a shortage of human resources, and barriers to the optimality of inclusive education activities. In implementing inclusive education, success factors involve teachers' attitudes and knowledge, communication, and adequate infrastructure.

The Role of Vocational Schools in Enhancing Teacher Competence for Inclusive Education of Special Needs Children in Central Kalimantan

Background: This study aims to evaluate the effectiveness of training programs conducted by vocational schools in enhancing teacher competence for inclusive education of special needs children (SNC) in the Central Kalimantan region. Using a quantitative approach, a survey was conducted with 50 teachers from various schools in the region. The results of the study show that teachers' perceptions of the training effectiveness are generally positive, with an average rating of 3.9 out of 5. Data analysis reveals that teachers with longer teaching experience tend to have more positive perceptions of the training effectiveness. The main challenges identified in implementing skills from the training include a lack of time to prepare inclusive materials, limited resources, and inadequate support from school management. This research provides recommendations for the development of more specific and relevant training programs to meet teachers' needs, as well as increased support from school management to support the implementation of inclusive education. The results of this study are expected to make a significant contribution to improving the quality of inclusive education in Indonesia.

Pedagogical Competency Development Program for Special Supervising Teachers for Slow Learner Children at SMPN 6 Jakarta

The main philosophical foundation in implementing inclusive education in Indonesia is the Pancasila philosophy which has the motto "Unity in Diversity" which is a symbol and symbol of recognition that Indonesia is a multi-cultural, multi-ethnic and multi-language country, customs, religions and beliefs as a wealth that must be guarded, maintained and developed within the framework of the Republic of Indonesia. For this reason, abnormalities (disabilities) and giftedness are just a form of diversity, just like differences in ethnicity, race, language, culture or religion. Education should not need to differentiate between children in learning in the classroom. This is the case at SMPN 6 Jakarta as one of known to be around 12 students, the majority of whom are slow learners. Meanwhile, the condition of the teachers at SMPN 6 is also considered to have low pedagogical competence in dealing with children with slow learner needs, all of whom are general teachers. However, these limitations create problems during the learning process at school, especially in individual learning. The research results show that: (a) the pedagogical competence of special supervising teachers at SMPN 6 Jakarta is still lacking in understanding pedagogical competence; (b) the obstacle experienced by teachers is the unavailability of training programs that support teachers' understanding and mastery of students with special needs; (c) formulation of a training program to improve the pedagogical competence of special supervising teachers at SMPN 6 Jakarta for children with special needs in the form of a training program; and (d) the results of the implementation test of the pedagogical competency training program for special supervising teachers at SMPN 6 Jakarta showed that it had a significant positive impact.

Inclusive Education in Early Childhood: Assessing Implementation in Pekanbaru Through The Ainscow Inclusion Index

The implementation of inclusive education in Indonesia since 2002 has provided opportunities for all students, including those with special needs, to receive education in their nearest schools. Indonesian government regulations explicitly state that schools cannot reject students due to their disabilities. Consequently, schools across Indonesia, including those in Pekanbaru, have begun admitting students with special needs. However, challenges arise as the implementation of inclusive education varies among schools based on their understanding and perceptions. Therefore, this research aims to analyze the extent of inclusive education implementation at the preschool level in Pekanbaru using the Ainscow Inclusion Index. This study analyzes 12 preschools in Pekanbaru in serving students with special needs, providing a comprehensive overview of the inclusive culture, policies, and practices in the city.

Strategies for Successful Implementation of Inclusive Education in Indonesia: A Review

Strategies for Successful Implementation of Inclusive Education in Indonesia: A Review

Creating Accessible Chemistry Content for Students with Disabilities: Findings from Schools Providing Inclusive Education in Indonesia

The trend of students with disabilities attending secondary schools providing inclusive education in Indonesia is rising. This trend requires teachers as a key person to offer learning that suits the needs and abilities of each student, including those with disabilities. This research portrays how chemistry teachers provided alternative modes of representation as one of the principles of Universal Design for Learning (UDL). Three teacher participants from three schools providing inclusive education (SPIE) in the Special Province of Yogyakarta were recruited purposively and agreed to be interviewed on how they varied the chemistry content format. A descriptive method was used and directed content analysis was applied to analyze the data. The findings demonstrated that chemistry learning content were created more accessible for students with disabilities. Three chemistry teacher participants demonstrated that they implemented the principle of Multiple Means of Representation of UDL in a simple manner. The participants created learning objectives without modifying them to suit the student’s abilities. Learning content was offered in various ways and delivered with some strategies. Chemistry teacher participants demonstrated how they provided various assessments to gain students with disabilities opportunities to show their understanding.

Analysis of Knowledge and Skills among Special Education Teachers in Inclusive Schools in Indonesia

This research examined the knowledge and skills of special education teachers within the context of inclusive education in Indonesia. Employing a quantitative survey approach, the study aimed to determine whether a statistically significant disparity existed between these two variables. The data collection technique utilized included knowledge tests and performance assessments, involving 637 participants from 26 districts/cities. The data analysis technique employed was the t-test using SPSS. The research findings indicated that the mean knowledge score (51.85) was lower than the mean skill score (73.90). The t-test result showed a value of -29.87 with p-value <0.05, indicating a significant difference between the knowledge and skill scores. Several factors contributed to the higher skill scores, including limited access to specialized training and professional development, curriculum structures prioritizing skill-based coursework, and the unique demands of inclusive education settings.

Implementasi Pendidikan Inklusif Sebagai Perubahan Paradigma Pendidikan di Indonesia

The aim of this research is to provide information about how the implementation of inclusive education as a change in the educational paradigm in Indonesia can be carried out. The method used in this research uses a qualitative method with a literature study approach. Library studies can be defined as a series of activities related to collecting library data, reading and taking notes, and processing research materials. Based on the results of the literature study, the implementation of inclusive education in Indonesia is an important paradigm shift in the education system. This aims to ensure that every individual, including those with special needs, has full access to quality education. There are several steps that can be taken in implementing inclusive education as a change in the educational paradigm in Indonesia, namely, policies and regulations; training and education for educators; inclusive curriculum development; inclusive physical facilities; community education; collaboration between institutions; as well as evaluation and monitoring. So in essence inclusive education is very important to create equality, participation and respect for diversity in the classroom. Even though its implementation is still faced with various challenges and obstacles, the efforts of the government and related stakeholders have produced policies, programs and best practice models in inclusive education. Thus, it is important for the government, educational institutions, teachers and society as a whole to continue to work together and commit to encouraging the implementation of better inclusive education.

PENERAPAN METODE APPLIED BEHAVIOUR ANALYSIS (ABA) UNTUK ANAK AUTISME PADA PEMBELAJARAN AL-QUR'AN DI SEKOLAH DASAR ISLAM TERPADU PERMATA KOTA PROBOLINGGO

The Applied Behavior Analysis (ABA) method is employed to modify children's behavior, particularly those with autism, emphasizing positive reinforcement and firmness without resorting to violence. At SDIT Permata, the ABA method is applied in the Al-Qur'an learning process with the aim of assisting autistic children in understanding the Arabic alphabet and memorizing the Quran. This approach involves direct learning, creating specific situations, and conducting instructional activities. The Amanah Foundation, founded by Mr. Ir. Agung Sasongko, supports inclusive education as an expression of compassion for children with special needs. This research aims to explore the implementation of the ABA method in Quranic learning for autistic children at SDIT Permata and identify supporting and inhibiting factors. The research methodology employed in this study is descriptive qualitative field research. The results indicate that the implementation of the ABA method involves direct approaches, specifically designed situations, and instructional activities. Teachers provide consistent instructions, utilize positive reinforcement, and offer guidance based on individual needs. Supporting factors include teacher involvement, praise, and learning through planned situations, while inhibiting factors involve tantrums, difficulties in interaction, and unstable emotional conditions in children. This research is expected to contribute positively to the development of inclusive education in Indonesia. Keywords: ABA Method; Quranic Learning; Autistic Children.

The Policy of Inclusive Education in Indonesia

The Policy of Inclusive education plays a crucial role in building an inclusive and equitable society. Quality education obtained by students in general is the same right for children with disabilities. Through Permendiknas No. 70 in 2009, article 1 explains that the education implementation system provides opportunities for all children with disabilities who have the ability and intelligence or have special talents to attend education in an educational environment together with students in general. However, in practice, many schools that organize inclusive education have not fully implemented the policy. This is due to the absence of guidelines for educators in guiding their students. The purpose of this study is to analyze inclusive education policy in Indonesia. This research uses a literature review with documentary techniques as a means of collecting data from trusted sources. The findings of this study are that in implementing inclusive education policies, qualified resources (budget, teaching staff and infrastructure) are needed, interpreting and elaborating policies in the form of regulations to formulate policy implementation, preparing plans for several steps in implementation based on time, place and budget, continuously organizing students, budgets and infrastructure, and providing benefits.

Typical Challenges Faced by Sub-Urban State Primary Schools Implementing Inclusive Education in Indonesia

The aim of this study was to determine the common obstacles that Indonesian state primary schools have in attempting to provide inclusive education since there are gaps between sub-urban with urban areas. The objects were five state primary schools in one supervisory area in Central Java, one of which was the appointed inclusive school in the area. The four focuses of the research were the physical facilities, teacher perceptions, peer perceptions, and parents’ perceptions. Questionnaires were used to collect data from the headmasters, teachers, peers and parents of children with special needs. The results indicated that peers and parents of children with disabilities tended to have positive attitudes towards children with disabilities. Teachers had positive attitudes towards children with disabilities, but not to inclusive education. Another significant challenge was the limited physical school facilities, including building accessibility. The implication of these findings is that the development of inclusive education in sub-urban areas in Indonesia needs to pay attention to the physical facilities and teacher training.

IMPROVING TEACHERS' UNDERSTANDING OF INCLUSIVE EDUCATION

The existence of inclusive education in Indonesia plays a central role in achieving equitable and inclusive education for all students. This article identifies and formulates problems related to teachers' low understanding of the concept of inclusion, limited resources and variations in understanding of the concept of inclusion among educators. These challenges create barriers to the effective implementation of inclusive education across educational institutions. Through an in-depth literature review and analysis, this article offers a number of solutions, including improved teacher training programs, collaboration between stakeholders and improved access to inclusive learning information and resources. It concludes that changes need to be made at the policy, education institution and community levels to create a sustainable inclusive education environment that benefits all students in Indonesia. As such, this article contributes to an in-depth understanding of the challenges and solutions in the context of inclusive education in Indonesia.