Teachers' Perceptions of the Role of Universities in Mentoring Programs for Inclusive Elementary Schools: A Case Study in Indonesia

Rasmitadila,; Humaira, Megan Asri; Rachmadtullah, Reza

doi:10.20448/journal.509.2021.83.333.339

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…Education development should be prioritized as a nation's progress can be observed based on its educational advancement (Susanto et al, 2020;Rasmitadila et al, 2021). Therefore, the components involved in the education process such as students, teachers, teaching and learning processes, management, education services, and other supporting facilities should be well-coordinated and affiliated.…”

Section: Introductionmentioning

confidence: 99%

Empowering Student Learning Outcomes Through Problem-Based Learning in Social Science

Aryuli,

Armiati

2023

JIPE

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The purpose of this investigation was to examine the impact of the problem-based learning (PBL) approach on the learning outcomes of seventh-grade students in the subject of Social Science. The study employed a quasi-experimental design and targeted all seventh-grade students at SMPN 03 Batang Anai Padang Pariaman. Purposive sampling was utilized to select two classes, utilizing class VII.4 as the experimental group and class VII.5 as the control group, each containing 32 students. The PBL model was employed in the experimental group through instructional videos, while direct observation assignments were used in the control group. The findings demonstrated that the PBL model significantly enhanced the learning outcomes of students in the experimental group, thereby validating the effectiveness of this approach in enhancing the learning outcomes of students.

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Section: Introductionmentioning

confidence: 99%

Empowering Student Learning Outcomes Through Problem-Based Learning in Social Science

Aryuli,

Armiati

2023

JIPE

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“…One crucial issue of the implementation process that needs to be addressed is the lack of competent teachers in educational institutions (Baimenova et al, 2015;Florian, 2012;Qandhi & Kurniawati, 2019;Supratiwi et al, 2021). Furthermore, there is a lack of professional training on ways to conduct inclusive education (Rasmitadila et al, 2022;Zulfija et al, 2013). Finally, there is inadequate support from teachers in implementing creative inclusion-based methods in the teaching and learning process in both public and private schools (Isosomppi & Leivo, 2015).…”

Section: Introductionmentioning

confidence: 99%

Rasch Model Application: Instrument Development of Readiness to Conduct Inclusive Learning

Sari

Saleh

2023

psy

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This study aims to analyze development of an instrument that measures the level of readiness of Islamic Education (PAI) prospective teachers in conducting inclusive learning. The process was conducted by investigating three important indicators, namely: (1) motivation and value, (2) content-related, and (3) operational and pragmatist. The method employed was a non-experimental quantitative design which was considered a pilot test. Data were collected from 144 samples of PAI students who are prospective teachers from two private universities in Yogyakarta, and the tool used was a questionnaire which was analyzed using Rasch Model measurement software called WINSTEPS. Furthermore, it was used to determine the validity and reliability of items, respondents, and instrument. The results showed that development of readiness instrument in conducting inclusive learning using Rasch model consisted of 34 items with a coefficient of instrument, item, and respondent reliability of 92, 90, and 92, respectively. Therefore, it was discovered that instrument has good psychometric properties and can be used effectively.

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The Evaluation of Inclusive Education Programs in Two Primary Schools in Sidoarjo

Liswandari,

Hariyati,

Khamidi

2024

edu

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This research aims to determine the implementation of inclusive schools in Sidoarjo Regency. The schools are SD Negeri Sidokerto and SD Muhammadiyah 2 Tulangan. This research describes the system, human resources and learning outcomes of students with disabilities through the CIPP or Context, Input, Process, and Product evaluation model. A descriptive phenomenological approach was used to obtain data on implementing inclusive schools. The research was aimed at the 5th-grade elementary school level and was supported by interaction with GPK students with disabilities or shadow teachers, class teachers, and school principals. Interaction is carried out by observing classes and supporting activities at school, as well as in-depth interviews and documentation to support the data. Data analysis in this research uses the theory of Miles and Huberman to clarify the results of interactions at the 5th-grade level in each school. Thus, the study results show a comprehensive path by knowing that students with disabilities at the two schools can compete and have adequate competencies in academic and non-academic fields and that the schools are worthy of providing inclusion. However, this inclusive school management program requires special supervision that explicitly integrates developments and natural conditions in meeting school needs.

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Teachers' Perceptions of the Role of Universities in Mentoring Programs for Inclusive Elementary Schools: A Case Study in Indonesia

Cited by 3 publications

References 25 publications

Empowering Student Learning Outcomes Through Problem-Based Learning in Social Science

Empowering Student Learning Outcomes Through Problem-Based Learning in Social Science

Rasch Model Application: Instrument Development of Readiness to Conduct Inclusive Learning

The Evaluation of Inclusive Education Programs in Two Primary Schools in Sidoarjo

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