Inclusive Education In Indonesia Research Articles

Inclusive Education in Indonesia: Teachers’ Perceptions

In recent years, extensive research has been conducted on the management of inclusive education. Globally, ensuring equal educational opportunity for all continues to be a significant challenge, and inclusive education continues to be a complex issue. In regard to inclusive education, teachers’ perception, to our knowledge, is surprisingly understudied in the Indonesian context. Therefore, this paper aimed to investigate teachers’ perceptions of inclusive education in Indonesia. This study, which enrolled a total of 157 teachers as research subjects, adopted a quantitative approach and collected data via a questionnaire. The collected data were descriptively analysed through descriptive statistics, which was performed using IBM SPSS Statistics Version 25 for Windows, summarising responses of participants to the questionnaire items. The findings indicate that this current study has finally unravelled teachers’ perceptions of inclusive education in Indonesia. They have a positive perception of inclusive education regardless of their demographic backgrounds. The findings also imply that it is crucial to continue and expand teacher education as inclusive education is still in its infancy. Professional development for teachers to improve their knowledge of inclusive education, benefiting all students, is required. Suggestions with recommendations for future research are also discussed.

Guidance and Counseling Strategy for Students with Special Needs in Pertiwi Inclusion Kindergarten in Metro City

Research on Counseling Strategies for students with special needs was carried out in order to provide an overview of how educational services are also provided optimally in accordance with the mandate of inclusive education services in Permendiknas no. 70 of 2009 concerning inclusive education in Indonesia. This type of research is field research with a descriptive approach, namely by presenting descriptive data about guidance and counseling strategies carried out at Pertiwi Kindergarten, Metro City. In this study it was found that the guidance and counseling strategy was carried out in three stages, namely the planning stage in the form of initial communication with the parents and then determining the observation period for three months.

The Implementation of Special Needs School Programs as Resource Center for Inclusive Education in Indonesia

This research is on the Implementation of special needs schools as Resources Center for Inclusive Education in Jakarta, Indonesia. This study aims to determine the implementation of special needs schools as organizers of inclusive educational resource centers. This research was conducted in a special needs school designated as an inclusive education resource center numbering 18 schools in Jakarta. This research uses a qualitative approach. Implementing the special needs schools' program as a resource center for inclusive education illustrates that the condition of inclusive education has not been maximized because there is still a lack of means to support the activities of inclusive educational resource centers. In addition, the need for training on inclusive education for teachers and education personnel becomes important for inclusive schools to do.

Student teachers' perceptions of the collaborative relationships form between universities and inclusive elementary schools in Indonesia.

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials in the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose universities have successfully educated them in order to teach in inclusive elementary schools. Against the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities about inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used is a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve inclusive education in Indonesia, we also recommend that the government make policies on multi-sectoral collaboration in order to support inclusive education .

Model Layanan Pendidikan Inklusif di Indonesia

The government's high attention to the implementation of education in Indonesia is evidenced by the enactment of Law No. 20 of 2003 concerning the National Education system, namely equal distribution of education without discrimination against Children with Special Needs (ABK). However, the implementation of inclusive education in Indonesia has not run perfectly as the purpose of implementing inclusive education. Some schools appointed as implementing inclusive schools only run perfunctory. Although there are many inclusive schools in Indonesia, the quality of inclusive schools in Indonesia is still lacking. This study aims to analyze the inclusive education service model and its implementation in Indonesia, and the quality of inclusive schools in Indonesia. The research was conducted using a paper research method, namely reviewing and understanding studies related to the title. The results of this study showed that the model of education services and the implementation of inclusive education in Indonesia is still of low quality, this is because schools do not yet have readiness in implementing inclusive education.

Perceptions of Student Teachers on Collaborative Relationships Between University and Inclusive Elementary Schools: A Case Study in Indonesia

This study explores the perceptions of student teachers on the collaborative relationship between inclusive elementary schools (IESs) and universities. Data were collected through online surveys and semi-structured interviews with 50 student teachers studying in elementary school teacher education study programs spread across three provinces of Indonesia, namely West Java, Central Java, and East Java. Data were analyzed using thematic analysis. The analysis results found four main themes: inclusive teacher readiness, benefits, inclusive education insights, and inclusive education quality. This study indicates that mutually the collaborative relationship between universities and IESs is very important for the two parties specifically, and for inclusive education in Indonesia generally. Broadly, this research implies that, to establish policies and practices for inclusive education, universities, as the primary authority for producing inclusive teacher candidates, must design programs that are relevant to the problems experienced by IESs. Policymakers, namely the government through the education office, must support and encourage multi-relational collaborative relationships with all parties. To date, the implementation of inclusive education, especially the involvement of all stakeholders in developing inclusive education, follows the policies set by the government – the Ministry of Education, Culture, Research and Technology – of the Republic of Indonesia.

Voices of students with intellectual disabilities: Experiences of transition in “inclusive schools” in Indonesia

Accessible summary This paper reports the experiences of primary school students with intellectual disabilities in Yogyakarta, Indonesia, during transitions within various contexts such as from “regular school” to “inclusive school,” from special class to regular class and from one year level to the next year level after experiencing year(s) of grade retention. Students with intellectual disabilities together with their typically developing peers were involved as co‐researchers using drawings and photographs to research their educational and social experiences and report their views. Educational transitions are rarely discussed or taken into account in the Indonesian context. The views of the students with intellectual disability in this study are a significant contribution to the development of meaningful inclusive education in the Indonesian context, which at this time continues to represent exclusionary practices or divisions between “regular children” and “inclusion children.” AbstractBackgroundWithin the emergence of inclusive education in Indonesia, transitions take on various forms impacting the educational and social lives of students. This paper reports the experiences of primary school students with intellectual disabilities during transitions in various contexts.MethodsAn initial period of research used arts‐informed methods to support the students to capture their journey in education. While the voice of students about inclusive education was captured through photographs, drawings and conversations, students were supported to undertake a personal research project.ResultsStudents shared a range of experiences and feelings in the interviews using the photographs and drawings as prompts. Some reported on being expelled from regular school as a result of failure to meet academic standards and transitioning to “inclusive school.” These “inclusive schools” moved the students from special to the regular classroom, and back, based on their academic performance. While students valued the opportunity of having more friends in the regular class, they voiced a preference for the special classroom for social interactions. Some students reported their experiences of being retained at year level for lack of progress in a rigid curriculum. Students expressed their conflicting emotions of sadness when retained, of happiness when promoted and despair at the level of learning support provided to “survive” in the higher year level. The students also provided insight into the identity of students with intellectual disabilities as impacted by transition experiences.ConclusionsTransitions, and barriers to transitions, come in varying forms, and students with disabilities contextualise and report them in different ways.

The Development of Model Design Inclusive Education Learning

The learning of inclusive education will run in accordance with the national education goals, characteristics, and culture of the Indonesian social system when applied in a clear and measured model of inclusive education learning. However, the learning process of inclusive education in Indonesia does not mean there are no challenges and failures, and so far, there has not been a model based on local wisdom. Therefore, the development of inclusive learning design models based on local wisdom becomes more important. This research aims to produce a product development model of inclusive education learning design based on local wisdom. This model was developed using a combination of the Borg & Gall model that accommodates the local wisdom of inclusive education. Local wisdom in inclusive education is reflected in three characters, namely: respect for diversity, cooperation, and a sense of brotherhood. This research was conducted in 100 schools that provide inclusive education. The result is that the design of inclusive education learning must follow components such as: the process of identification and assessment of special needs, the curriculum is developed with a modification model, the availability of human resources (GPK), and assessment of learning processes for special needs students is arranged and adapted to the conditions/characteristics of students and system culture Indonesian social society. The implications of the findings above schools need to prepare human resources, infrastructure, funding allocation, and regulations set by schools in the implementation of inclusive education.

PENGEMBANGAN BUKU BRAILLE STATISTIK DASAR PADA PROGRAM STUDI TEKNIK INFORMATIKA DI UNIVERSITAS PAMULANG

Tunanetra yang tidak disertai dengan hambatan intelektual berhak mendapatkan pendidikan di sekolah inklusi. Saat ini pendidikan inklusi di Indonesia telah berkembang pada tingkat perguruan tinggi untuk memfalitiasi mahasiswa tunanetra belajar. Dalam perjalanannya pendidikan inklusi di perguruan tinggi menemui berbagai kendala. Salah satunya kesulitas mahasiswa tunenetra belajar matematika. Kesulitan terjadi karena pembaca layar yang digunakan mahasiswa tunanetra untuk memahami file dari dosen tidak bisa membaca persamaan atau simbol matematika. Tujuan penelitian ini adalah untuk menghasilkan buku braille statistika dasar untuk memfasilitasi mahasiswa tunanetra belajar di kelas inklusi bersama dengan mahasiswa lainnya. Penelitian ini merupakan penelitian pengembangan dengan adaptasi pengembangan model pengembangan Borg & Gall yang meliputi tahap penelitian dan pengumpulan data, perencanaan, pengembangan produk awal, uji coba terbatas, revisi produk, uji coba lapangan dan revisi akhir. Instrumen penelitian yang digunakan adalah lembar validasi, lembar observasi, pedoman wawancara dan tes statistika. Hasil dari penelitian ini telah menghasilkan buku braille statistika dasar yang layak digunakan karena memenuhi kriteria valid, praktis dan efektif berdasarkan hasil uji coba lapangan. Oleh karena itu buku braille statistika dasar dapat digunakan sebagai pilihan alternatif dalam membantu mahasiswa tunanetra belajar materi statistika dasar, khususnya di program studi Teknik informatika.

Implementasi Pendidikan Inklusif Pada Lembaga Pendidikan Anak Usia Dini Di Indonesia

This study aims to analyze the extent of the implementation of inclusive education in early childhood education institutions in Indonesia. Inclusive education at an early age begins by accommodating the needs of children, identifying the special needs of children, and mapping the development potential and barriers of children now and in the future. Inclusive education provides opportunities for children with special needs to get an equal education. The practice of the inclusive education system implemented at the level of early childhood education still leaves problems, the implementation of inclusive education which is apparently still not inclusive. The issue of educators, supporting facilities, and inclusive education curricula in early childhood education institutions is also not yet capable Inclusive education in Indonesia must involve parents, teachers and the environment, the implementation of inclusive education in Indonesia leads to the goal of inclusive learning that provides the broadest opportunities- breadth to all children including children with special needs to get proper education in accordance with their needs.

Far from Expectation: A Systematic Literature Review of Inclusive Education in Indonesia

The purpose of this Systematic Literature Review (SLR) is to identify: (a) research topics, (b) research methods used, and (c) research results on inclusive education in Indonesia. This study was an SLR using the PRISMA model by identifying various appropriate and relevant literature. The PRISMA model adopted in this study contains four stages: identification, screening, eligibility, and inclusion. Data search was carried out using criteria determined by researchers from various search engines such as Google Scholar, ERIC, Scopus, Researchgate, and others, which resulted in 9 articles for further analysis. Furthermore, the data were analyzed using a qualitative approach in describing the research findings. The results showed that three main research themes have been found, namely the implementation of inclusive education, teaching & learning in inclusive classrooms, and the inclusive education curriculum. Outline, the analysis results of these articles stated that the implementation of inclusive education in Indonesia is still not as expected. These findings are expected to become the basis for teachers, education observers, and education policymakers, both local and central government or the Ministry of Education to implement education policies that support the progress of inclusive education in Indonesia.

The challenges of inclusive education in Indonesia

Inclusive education is the fulfillment of the right to education for all people, including children with special needs. In Indonesia, the right to education of children with special needs is guaranteed and protected by the constitution. This paper aims to discuss the challenges of inclusive education in Indonesia. This paper finds that the challenges of inclusive education in Indonesia are socio-cultural issues that include the belief system of society and parents; regulatory issues, technical policies, and operations of inclusive education; as well as a support system. Based on these findings, it is hoped that all stakeholders will have a commitment to accept the presence of children with special needs, conduct socialization, and accelerate regulations on inclusive education in the regions.

Strategi Pengelolaan Siswa ABK Jenis Tunagrahita di Kelas Inklusi

The application of inclusive education in Indonesia is a way for the government to continue to provide educational services to the community openly and non-discriminatively, both for typical children and children with special needs, one of which is mentally disabled children. This study aims to understand about 1) Characteristics of Tunagrahita Students in the Junrejo 01 SDN inclusion class and 2) Tunagrahita Student Management Strategies in the Junrejo 01 SDN inclusion class in Batu. This research method is a qualitative approach, the type of case study located at SDN Junrejo 01 Kota Batu for ABK students with mental disabilities class II inclusion in the 2019 school year. This study indicates that the mentally disabled students have IQ characteristics below between 70 -80, have the same physical condition as an average child, have high imagination despite weak language skills, and have low self-confidence. From the motor aspect, the mentally retired student can perform psychomotor activities like other students. The mental retardation student management strategies are 1) Applying cooperative learning models, 2) Learning with the Peer Teaching method, 3) Giving the same task in study groups, 4) Assigning homework specifically for mentally disabled people, 5) Using educational games in learning, 6) Giving Rewards for Group and Personal Achievement 7) Environmental Therapy to Train the Solidarity of Retarded Students, 8) Teachers Establish Cooperative Relations with Parents of Tunagrahita students.

What makes Indonesian Eastern students struggle on academic performance at urban college: A grounded theory

A Grounded Theory was employed to design a theoretical model for explaining a phenomenon of low academic performance among a minority group at Urban college, henceforth referring to as Indonesian Eastern Students. 15 college students were purposively selected to take a semi-structured interview focus group about perspectives, experiences and insights that might hinder minority students in academic performance, putting a limelight on how they constructed self-identity through social interaction on and off campus. Through social justice perspective, this research finding offered theoretical framework to improve student performance in academics, to reduce the gap of educational disparity and foster inclusive education in Indonesia. DOI: 10.26905/enjourme.v4i2.4311

The Pre-Service Teachers’ Attitudes Towards Inclusive Education: An Empirical Study in Yogyakarta City, Indonesia

Abstract The pre-service teachers’ attitudes is one indicator to show whether the inclusive education system is successfully implemented. However, no research studies have been conducted to reveal pre-service teachers’ attitudes towards inclusive education in Indonesia. Therefore, the purpose of this study was to know the attitudes towards inclusive education of pre-service teachers in Indonesia. The current study investigated 177 Indonesian pre-service teachers who have studied the inclusive education course in Yogyakarta city using the teachers’ attitudes towards inclusion scale. The findings of the current study were 1) the pre-service teachers had moderate attitudes and beliefs towards inclusive education, 2) there were no differences in attitudes toward inclusive education between males and females, and between those who have never interacted with students with special education needs and those who have such experiences.

The Rule of Law for the Right to Inclusive Education in Indonesia

Indonesia is committed to guarantee the right to education for all citizens without exception. The commitment of Indonesia to Education for All (EFA) leads to the fulfillment of inclusive education policies. The people of Indonesia tend to understand inclusive education as education for people with disabilities. On the other hand, inclusive education has a broader meaning, which does not refer only to special education. Furthermore, it also covers education with special services. The essence of inclusive education is to remove barriers that limit all marginalized learners, to respect diversity and needs, to create patterns of education without discrimination, and ultimately to achieve quality education. People’s understanding leads to questions about inclusive education in legal context, as well as the rules of inclusive education in Indonesia. This paper contains a qualitative study with a historical-doctrinal approach. The study aims to explain the right to inclusive education listed in the rules and regulations in Indonesia and their problems. From the normative point of view, the rules on inclusive education are regulated in the Law Number 8 of 2016 on Persons with Disabilities and the Regulation of the Minister of National Education Number 70 of 2009. Furthermore, the rules of inclusive education can also be found in several other regulations implicitly. Most of the rules have stipulated provisions that include the right to education. Therefore, the Government appears to be progressively realizing the respect, protection, and fulfillment of the right to education, including inclusive education, for all people of Indonesia.

Inclusive Education in the Special Region of Yogyakarta: Equity Pedagogy Perspective

Inclusive Education in Indonesia, especially in special regions of Yogyakarta, has been
 running on its regulations, but Equity Pedagogy is to see how inclusive education in
 school units needs to be deepened, because the implementation of inclusive education
 in inclusive schools in Yogyakarta is still a problem, especially at the learning level.
 This study uses the Systematic Literature Reviews (SLR) in the method. The findings
 obtained from the analysis of cementation in the form of perceptions, competencies,
 and actualization in the school environment, society and government are issues of
 equity pedagogy in inclusive education in special regions of Yogyakarta. This study
 shows that inclusive education in inclusive schools in special regions of Yogyakarta has
 not been able to contribute to the career development of children with special needs
 (careers are a form of manifestation of personal acceptance in their environment).
 Showing that Equity Pedagogy on inclusive education in inclusive schools in special
 regions of Yogyakarta is still in the process of forming a system.

IMPLEMENTASI PENDIDIKAN INKLUSIF SEBAGAI PERUBAHAN PARADIGMA PENDIDIKAN DI INDONESIA

The aim of implementing Inclusive education is providing opportunities for all students to fulfill the right of children with disabilities that is to learn together with other students in a school environment.The implementation of inclusive schools should initiate an inclusive culture, and a friendly environment for children with disabilities.The writing of this article aims to examine the implementation of inclusive education in Indonesia. The data are processed, obtained through literature study, interview, and field observation. Data collected are analyzed using qualitative approach.The data obtained shows that the implementation of inclusive school has not been evenly distributed in every region, not have adequate accessibilityyet, and not fulfillment of competent educator in special education field yet.Based on the analysis it can be concluded that the implementation of inclusive education requires the function of supervision, assistance, and evaluation to support the positive progress of inclusive education in terms of both quantity and quality.

The Analysis of Teachers’ Competence in Participating the In-Service Training Program of Inclusive Education in Indonesia

Theory, strategy, learning method, technology, and curriculum of inclusive education for both regular children and children with special needs (CWSN) are changing from time to time. Teachers require In-Service Training (IST) which enables them to adapt to these changes. One of the alternative ways for teachers who were already employed to obtain a new development access in education and educational technologies is to get IST. This research aimed to classify the teachers’ competence in inclusive schools based on their participation in the In-Service Training program of inclusive education. The research subjects were the 38 inclusive school teachers, taken by purposive random sampling. The data was collected by using questionnaire and analyzed by using descriptive and parametric statistic. The results reveal that there was a significant difference in pedagogic competence of teachers based on their participation in the In-Service Training (IST) program of inclusive education. The more often the teachers participate in the In-Service Training program, the better their pedagogic competence can be.

IMPLEMENTASI PENDIDIKAN INKLUSIF SEBAGAI PERUBAHAN PARADIGMA PENDIDIKAN DI INDONESIA

The aim of implementing Inclusive education is providing opportunities for all students to fulfill the right of children with disabilities that is to learn together with other students in a school environment. The implementation of inclusive schools should initiate an inclusive culture, and a friendly environment for children with disabilities. The writing of this article aims to examine the implementation of inclusive education in Indonesia. The data are processed, obtained through literature study, interview, and field observation. Data collected are analyzed using qualitative approach. The data obtained shows that the implementation of inclusive school has not been evenly distributed in every region, not have adequate accessibility yet, and not fulfillment of competent educator in special education field yet. Based on the analysis it can be concluded that the implementation of inclusive education requires the function of supervision, assistance, and evaluation to support the positive progress of inclusive education in terms of both quantity and quality.