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

Rante, Susanna Vonny N.; Helaluddin, Helaluddin; Wijaya, Hengki; Tulak, Harmelia; Umrati,

doi:10.13189/ujer.2020.082273

Cited by 6 publications

(4 citation statements)

References 42 publications

(52 reference statements)

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“…Empirical evidence has indicated that inclusive education worldwide is portrayed less prepared for gifted students. It is also similar to the condition of gifted student in Indonesia where many complexities are constantly encountered [41]. Specifically, [14] unraveled that pre-service teachers' attitudes toward inclusive education in the province of Yogyakarta, Indonesia is seen as ordinary, showing that they do not have special attention toward gifted student.…”

Section: Introductionmentioning

confidence: 79%

Investigating the Enactment of Inclusive Education at a University Level: A Call for Literacy Practices in Inclusive Learning

Prasetyoningsih¹,

Widowati²,

Ubaidillah³

et al. 2022

Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

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Empirical evidence on practices of inclusive education has long saturated the literature to date. However, little attention is directed at portraying the enactment of inclusive education from policy-making perspectives during the COVID-19 pandemic. To fill such a void, this paper, situated within an Indonesian higher education context, reports on a case study that attempts to explore (1) gifted student's characteristics in the inclusive education, (2) the student's sustained participation in the program, and (3) the barriers encountered during the inclusive education implementation. Data in this study were generated through in-depth interviews with a single gifted student. The study's findings suggest that the participant experienced well-attained prior learning in the schooling sector in his senior high school and enacted agency in the university's learning through active participation in the teaching assistantship and internship programs for Merdeka Belajar Kampus Merdeka (MBKM) policy implementation. Despite these, undervaluing views from society is also seen in the interview. The study calls for stakeholders to construe gifted students' learning characteristics, accommodate the students' participation, and provide treatment on how society could appreciate such students' academic excellence regardless of their special needs. Future research should also continue this scholarship using ethnography design in different educational settings.

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Section: Introductionmentioning

confidence: 79%

Investigating the Enactment of Inclusive Education at a University Level: A Call for Literacy Practices in Inclusive Learning

Prasetyoningsih¹,

Widowati²,

Ubaidillah³

et al. 2022

Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

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show abstract

“…To achieve the research objectives described above, the source of this research is a literature review, namely research that seeks data from various written sources such as books and officially published articles (Snyder, 2019). SLR research examines, separates and combines the consequences of existing exploration to obtain the furthest edges of several written works (Rante et al, 2020). This SLR research method uses the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) model by searching for inclusive and exclusive criteria.…”

Section: Methodsmentioning

confidence: 99%

Comparative Analysis of Islamic Education Policies in Indonesia and Russia

Usman,

Hunaida,

Mala

et al. 2024

Al-Hayat J. Islamic. E.

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This research discusses Islamic education policies in Indonesia and Russia. The importance of this study is based on the Islamic education policy process in countries with a majority Muslim population and countries with a majority non-Muslim population. This research was conducted using a qualitative approach, and data was collected from books, journals and experts' thoughts related to the research theme. Data was obtained with the help of an electronic database site with a Scopus-indexed national and international journal search site, which was then mapped by searching for inclusive and exclusive criteria. The next step was selecting studies, collecting data, and extracting data, and the data was analyzed using comparative techniques. Based on the findings, Islamic education policies have been implemented in Indonesia and Russia, as evidenced by the policies issued by the government for implementing Islamic education from the lowest level of education to the highest level of education. Indonesia implements an integral curriculum policy combining religious and general education. Russia implements a mandatory curriculum policy that requires students to choose their religious education, including Islamic education. Through this research, it is known that there is still room for Islamic education in secular countries, and secular countries believe that Islamic education plays a vital role in creating a generation of character. Thus, this research significantly contributes to the development of Islamic education at the global level by identifying space for Islamic education in secular countries and emphasizing the critical role of Islamic religious education in creating a society with character. This enriches discussions about the relationship between religion and education in the context of multiculturalism and religious pluralism and provides a basis for developing inclusive and sustainable education policies in various countries.

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“…Studies on teachers' responses to curriculum change in Indonesia were conducted mainly through individual studies involving teachers in specific regions or schools. While there is a wealth of literature addressing Indonesian teachers' reactions to areas such as STEM education (Ilma et al, 2023), inclusive education (Rante et al, 2020), and values education (Mohamad et al, 2020), a comprehensive systematic review capturing teacher responses to curriculum changes remains absent. This gap signifies the need for a systematic literature review to provide an understanding of teachers' responses, experiences, and challenges during these educational reforms.…”

Section: Introductionmentioning

confidence: 99%

Twenty Years of Change : A Systematic Literature Review of Indonesian Teachers’ Responses to Curriculum Change

Nasution,

Indrasari

2024

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study investigates Indonesian teachers' responses to curriculum changes over the past twenty years, involving four curriculum changes. This study employed a qualitative approach, conducting a systematic literature review conforming to PRISMA 2020 guidelines. Utilizing databases such as Scopus, ERIC, EBSCO, ProQuest, Taylor & Francis, Science Direct, and Google Scholar with selection criteria focused on empirical studies capturing Indonesian teacher's responses toward curriculum changes within the last 20 years (2003-2023). Screening and quality assessment resulted in 26 studies for detailed content analysis. The findings showed teachers’ general openness and acceptance of new curricula, yet this does not translate into effective implementation and reliance on traditional methods. Persistent difficulties include struggles applying student-centered learning, developing learning material, authentic assessment, digital proficiency, and tailored curriculum. These challenges were attributed to inadequate training, resource constraints, student difficulties, cultural factors, and teacher practical competence. This review implied the need to shift schools and local government towards hands-on in-service teacher training and for policymakers to enhance effectiveness through a system of monitoring and incentives. It also suggested a re-evaluation of pre-service training and teacher recruitment criteria, ensuring teachers were equipped for transforming educational practices in Indonesia.

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

Cited by 6 publications

References 42 publications

Investigating the Enactment of Inclusive Education at a University Level: A Call for Literacy Practices in Inclusive Learning

Investigating the Enactment of Inclusive Education at a University Level: A Call for Literacy Practices in Inclusive Learning

Comparative Analysis of Islamic Education Policies in Indonesia and Russia

Twenty Years of Change : A Systematic Literature Review of Indonesian Teachers’ Responses to Curriculum Change

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