Understanding the Role of Indonesian Language in Inclusive Education
DOI:
https://doi.org/10.32528/issh.v3i2.580Keywords:
Inclusive Education, Educational Psychology, Role Of The Indonesian LanguagesAbstract
The theme of inclusive education for children with disabilities is crucial due to persistent societal biases. Many children with disabilities lack access to formal education, with few specialized schools and qualified staff available. Using qualitative methods, including in-depth interviews and focus group discussions, and analyzed through educational psychology with a focus on language development, the research identifies key factors for successful inclusive education. Internal factors include health, intelligence, aptitude, interest, motivation, and learning styles, while external factors involve family, school, community, and neighborhood. The study highlights the vital role of special teachers who facilitate learning for students with special needs, such as those proficient in sign language, to ensure students grasp the material and achieve learning objectives.
Downloads
References
Andriana, E., & Evans, D. (2020). Listening to the voices of students on inclusive education: Responses from principals and teachers in Indonesia. International Journal of Educational Research, 103, 101644. https://doi.org/10.1016/J.IJER.2020.101644
Asrori. (2020). Psikologi Pendidikan Pendekatan Multidisipliner (first edit). CV. Pena Persada.
Creswell, J. W. (2009). Research Design: Qualitative Quantitative And Mixed Methods Approaches (V. Knight (ed.); third). SAGE Publications, Inc. https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf
Göransson, K., & Nilholm, C. (2014). Conceptual Diversities and Empirical Shortcomings – a Critical Analysis of Research on Inclusive Education. Https://Doi.Org/10.1080/08856257.2014.933545, 29(3), 265–280. https://doi.org/10.1080/08856257.2014.933545
Gülsün, İ., Malinen, O.-P., Yada, A., & Savolainen, H. (2023). Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour. Teaching and Teacher Education, 132, 104228. https://doi.org/10.1016/J.TATE.2023.104228
Harari, M. B., Parola, H. R., Hartwell, C. J., & Riegelman, A. (2020). Literature searches in systematic reviews and meta-analyses: A review, evaluation, and recommendations. Journal of Vocational Behavior, 118(January), 103377. https://doi.org/10.1016/j.jvb.2020.103377
Haug, P. (2017). Understanding Inclusive Education: Ideals and Reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
Irvan, M., & Jauhari, M. N. (2018). IMPLEMENTASI PENDIDIKAN INKLUSIF SEBAGAI PERUBAHAN PARADIGMA PENDIDIKAN DI INDONESIA. Buana Pendidikan: Jurnal Fakultas Keguruan Dan Ilmu Pendidikan Unipa Surabaya, 14(26), 175–187. https://doi.org/10.36456/bp.vol14.no26.a1683
Ishartiwi, I., Handoyo, R. R., Prabawati, W., & Suseno, A. (2023). The individualized instruction application for personal-social skills of students with intellectual disabilities. Jurnal Cakrawala Pendidikan, 42(2), 280–294. https://doi.org/10.21831/cp.v42i2.49240
Jaeger, P. T., & Cythia Ann Bowman. (2005). Understanding Disability: Inclusion, Acces, Diversity, and Civil Rights (1st ed., Vol. 1). Praeger.
Jusslin, S., Korpinen, K., Lilja, N., Martin, R., Lehtinen-Schnabel, J., & Anttila, E. (2022a). Embodied learning and teaching approaches in language education: A mixed studies review. Educational Research Review, 100480. https://doi.org/10.1016/J.EDUREV.2022.100480
Jusslin, S., Korpinen, K., Lilja, N., Martin, R., Lehtinen-Schnabel, J., & Anttila, E. (2022b). Embodied learning and teaching approaches in language education: A mixed studies review. Educational Research Review, 37, 100480. https://doi.org/10.1016/J.EDUREV.2022.100480
Kielblock, S., & Woodcock, S. (2023). Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education. Teaching and Teacher Education, 122, 103922. https://doi.org/10.1016/J.TATE.2022.103922
Kurniawati, F., Minnaert, A., Mangunsong, F., & Ahmed, W. (2012). Empirical Study on Primary School Teachers’ Attitudes Towards Inclusive Education in Jakarta, Indonesia. Procedia - Social and Behavioral Sciences, 69, 1430–1436. https://doi.org/10.1016/J.SBSPRO.2012.12.082
Moleong, L. (2021). Metodologi Penelitian Kualitatif (40th ed.). Remaja RosdaKarya.
Muhibbin, M. A., & Hendriani, W. (2021). Tantangan Dan Strategi Pendidikan Inklusi di Perguruan Tinggi di Indonesia: Literature Review. JPI (Jurnal Pendidikan Inklusi), 4(2), 92–102. https://doi.org/10.26740/INKLUSI.V4N2.P92-102
Mumpuniarti, M., Diniarti, G., Prabawati, W., & Suparno, S. (2021). Family nurture in the social skills development of children with intellectual disabilities through daily activities. Jurnal Cakrawala Pendidikan, 40(3), 625–636. https://doi.org/10.21831/cp.v40i3.43984
Paris, J., Beeve, K., & Springer, C. (2019). Introduction to Curriculum for Early Childhood Education (A. Johnson (ed.); 1st ed.). An Open Educational Resources Publication by College of the Canyons. https://open.umn.edu/opentextbooks/textbooks/810
Pratiwi, Y., Suyitno, I., Fawzi, A., Ariani, D., & Luciandika, A. (2022). How do students’ entry-level competencies determine the learning needs of BIPA lectures? Cakrawala Pendidikan, 41(2), 452–463. https://doi.org/10.21831/CP.V41I2.48579
Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417. https://doi.org/10.1016/J.CHB.2017.02.001
Rizk, J., & Hillier, C. (2022). Digital technology and increasing engagement among students with disabilities: Interaction rituals and digital capital. Computers and Education Open, 3, 100099. https://doi.org/10.1016/J.CAEO.2022.100099
Rodriguez, C. C., & Garro-Gil, N. (2015). Inclusion and Integration on Special Education. Procedia - Social and Behavioral Sciences, 191, 1323–1327. https://doi.org/10.1016/J.SBSPRO.2015.04.488
Santoso, W. M. (ed). (2016). Ilmu Sosial Di Indonesia. Perkembangan Dan Tantangan (Widjajanti Mulyono Santoso (ed.); 1st ed.). Yayasan Pustaka Obor Indonesia. http://obor.or.id/ilmu-sosial-di-indonesia-perkembangan-dan-tantangan
Septiarti, S. W., Hanum, F., Suardiman, S. P., & Kusumawardani, E. (2022). Parental Involvement of Marginalized Children’s Education in Yogyakarta. Jurnal Cakrawala Pendidikan, 41(2), 494–506. https://doi.org/10.21831/cp.v41i2.44982
Slavin, R. E. (2018). Educational Psychology: Theory and Practice (twelfth ed). Johns Hopkins University.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif Dan R&D. Bandung. Alfabeta.
Suwarta, N., Arifin, M. N., Riantiarno, E. D., & Andriyanto, A. (2022). Educational Value of Indonesian Feminism in Kitab Sarinah. Academia Open, 7(Education). https://doi.org/https://doi.org/10.21070/acopen.7.2022.5930
Suwarta, N., Astutiek, D., Riyanto, E. D., Fradana, A. N., Susilo, J., & Puspita, Y. M. (2023). Understanding the Role of the Environmental Arena and Community Social Structure in Stunting Prevention Education. Academia Open, 8(2 SE-Education). https://doi.org/10.21070/acopen.8.2023.8667
Wibawa, S., & Awaliah, Y. R. (2023). Building characters using local wisdom in ngaras and siraman traditions of Sundanese weddings. Cakrawala Pendidikan, 42(1), 136–148. https://doi.org/10.21831/cp.v42i1.52113
Zen, S., & Ropo, E. (2023). Constructing inclusive teacher identity in a Finnish international teacher education programme: Indonesian teachers’ learning and post-graduation experiences. Heliyon, 9(6), e16455. https://doi.org/10.1016/J.HELIYON.2023.E16455
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
