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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: ide...
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... The Indonesian government seems to be gradually recognizing the respect, safety, and provision of the right to inclusive education, for all students with special needs and disabilities through its commitment to Education for All (EFA) (Indrasti & Jalil, 2019). However, research showed that currently, Indonesia's implementation of inclusive education remains insufficient and unsatisfactory (Amka, 2017;Rante et al., 2020). In addition, given the context of Indonesia, Inclusive Education Implementation is inseparable from key stakeholders -government, educational institutions, and the community and parent networks. ...
Indonesia made its commitment clear to obtain education for all its citizens without discrimination. However, the research-to-practice gap remains in terms of the implementation of inclusive education in the country. Therefore, this scoping review aims to describe the current progress of the country’s inclusive education implementation efforts through the previous literature. A total of 20 articles were included in this review. The findings showed that an increasing number of studies report on Indonesia’s progress in the implementation of inclusive education in terms of inclusive, innovative, and integrated learning programs, improvement of teachers’ competence, collaboration efforts, society’s respect towards persons with special needs and disabilities, and several challenges serve as a room for improvement. Factors contributing to the gradual progress of the country’s inclusive education implementation are teacher competence and awareness about inclusive education, good government support, multi-sectoral collaboration and coordination, profound legal support, and student-focused strategies.
... 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 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.
... It was argued that the different practice in inclusive schools is due to the variety of meaning of inclusion (Baglieri & Knopf, 2004;Florian, 2005;Finklestein, Sharma, & Furlonger, 2021). Other research within Indonesian context also support the importance of teachers' perception on the meaning of inclusion which will be reflected in their teaching practice (Rante & Tulak, 2020;Budiyanto, Sheehy, Kaye, Rofiah, 2020). The reluctance to accept inclusion philosophy may result in disengagement toward students with special needs in their classroom. ...
... Putting it into Göransson, & Nilholm (2014) classification of inclusive education, the teachers in this study tend to lean toward a more stricter criteria of inclusive education. A similar finding is reported in Rante & Tulak (2020). Teachers' tendency toward the (A) definition is implying that they see inclusion as a method or a way to engage students into general classroom. ...
Keywords Abstract Inclusive education, children with special needs, teacher Educational inclusion is a concept with significant impact in the context of education. It is a concept that aims to provide equal and inclusive education for all students, including those with special needs. This article aims to describe how teachers identify the classroom challenges and strategies as a reflection of their held meanings of inclusive education. The research data was obtained from 20 teachers who filled out short fills from questionnaires distributed online. Data is analyzed using thematic analysis where data is reduced and categorized into themes and subthemes based on similarity. The results show that teachers tend to use stricter view on inclusive education as education intended for children with special needs, while the challenges faced by teachers in the classroom include challenges related to social aspects, such as how to communicate and interact with students with disabilities, understand the needs and character of variations in existing disabilities, and pedagogical challenges, such as providing instruction, material, as well as classroom management. Strategies used by teachers include communication strategies and psychological approaches to deal with the social aspects of the challenges faced, and pedagogical strategies to overcome challenges in classroom teaching. The results of this study show the importance of social and pedagogic competence for teachers in adapting to the complexity in the classroom. This research carries significant implications for inclusive education. With an understanding that many teachers face challenges in understanding and managing the needs of students with special needs, it is important for the education system to provide appropriate training and necessary support.
... This education system allows students with different needs and potentials to learn together in the same class. In another words, inclusive education supports and fights for the justice and equality of children and inclusive children in education (Rante, Helaluddin, Wijaya, Tulak & Umrati, 2020). ...
This research aimed to investigate the teacher strategies in teaching English to children with special needs in Zonakata Inclusive School, Pontianak, Indonesia. This research was designed as qualitative case-study research. This design was chosen to help the researcher gain deep information about the phenomenon discussed and to explore the case intensively based on the real-life context. The research participants were two teachers in Zonakata Inclusive School who teach English to children with special needs in grade three. To get the data, observation, interview, and document review were used. The data collected was then analysed using thematic analysis. This study showed that the teachers used co-teaching and differentiated teaching strategies with the help of visual media to teach English to children with special needs. In conclusion, the participants' combination of those strategies was proven to be implemented and encouraged to be used to teach English to children with special needs.
... Jednym z istotnych czynników postaw nauczycieli jest poczucie własnej skuteczności, co potwierdzają badania zrealizowane w różnych grupach i różnych krajach świata (Savolainen, Engelbrecht, Mirna, Malinen,, 2012;Malinen, 2013;Sharma i in., 2018;Sharma i Jacobs, 2016, Rante, Helaluddin, Wijaya, Tulak, Umrati, 2020Yada, Leskinen, Savolainen, Schwab, 2022) oraz na różnych poziomach systemu edukacji (Munthe, Thuen, 2009;Lee, Tracey, Barker, Fana, Yeun, 2014;Malak, Tasnuba,2018). Związek między postawami nauczycieli wobec włączania a ich poczuciem własnej skuteczności ujawnił się również w analizowanych w tym raporcie z badań. ...
ABSTRAKT Wiele krajów świata wdraża edukację włączającą, a postawy nauczycieli od-grywają w tym procesie kluczową rolę. Dokonując analizy dotychczas opubli-kowanych w latach 2007-2021 badań, wykorzystano protokół PRISMA (Pre-ferred Reporting Items for Systematic Review), którego celem było uchwycenie: r istotnych zasobów osobistych nauczycieli, które mogą implikować ich pozy-tywne postawy wobec edukacji włączającej uczniów z niepełnosprawnościa-mi; r zmiennych demograficznych różnicujących natężenie postaw; r zmiennych związanych z praktyką edukacyjną. Zastosowana procedura pozwoliła na wyodrębnienie 15 badań, które speł-niały zastosowane kryteria włączenia. Kluczowymi zmiennymi modyfikujący-mi postawy nauczycieli wobec inkluzji edukacyjnej są: zmienne demograficzne, poczucie własnej skuteczności oraz praktyczne działania zmierzające do inklu-zji uczniów z niepełnosprawnościami. Wyniki pokazały, że postawy nauczy-cieli wobec włączania są powiązane z ich poczuciem własnej skuteczności oraz obawami dotyczącymi stosowanych przez nich odpowiednich praktyk w klasie szkolnej. Płeć nauczycieli nie jest jednoznacznym predyktorem postaw, nato-miast ich pozytywne nastawienie, długość stażu pracy oraz stan cywilny w spo-sób istotny wzmacniają postawy wobec inkluzji szkolnej. Słowa kluczowe: postawy nauczycieli, edukacja włączająca, poczucie własnej skuteczności, czynniki demograficzne, praktyki szkolne
ABSTRACT Many countries are implementing inclusive education, and teachers' attitudes play a key role in this process. When analyzing the studies published so far in the years 2007-2021, the PRISMA protocol (Preferred Reporting Items for Systematic Review) was used, the aim of which was to capture: 1) significant personal resources of teachers, which may imply their positive attitudes towards inclusive education of students with disabilities, 2) variables demographic factors that differentiate the intensity of attitudes, 3) variables related to educational practice. The procedure used allowed for the identification of 15 studies that met the inclusion criteria. The key variables modifying teachers' attitudes towards edu
... However, the concept of inclusive schools is not easy to implement, let alone to succeed. The implementation of inclusive school is somehow controversial due to its conflicts and challenges (Rante et al., 2020). ...
The purpose of this research was to find out the perceptions of SEN students' parents towards the inclusive school. The method used in this research was a qualitative method with a descriptive approach. The data collection techniques were in depth interview with three SEN students' parents and classroom observation at SMP Negeri 13 Palembang. The results of the research showed that the SEN students' parents have positive perceptions towards inclusive school because they believe that inclusive schools have benefits for their children; (1) improvement of SEN students' social skills, and (2) equal opportunity in education. However, the result from observation showed that there is a challenge to improve their academic skills. Thus, the SEN students' parents need to be more involved in their children's education in the class and outside the class.
... The concept refers to the belief that everyone should be able to assess their abilities. Selfefficacy is the basic concept in cognitive and social theory that refers to the belief in one's ability to achieve goals (Bandura, 1977;Rante et al., 2020;Supartini et al., 2020;Zamfir & Mocano, 2020). This concept is also interpreted as a belief that can affect choices, performance, and the effort one puts forth to achieve set goals (Razek & Coyner, 2014). ...
This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.
... SLR is a review method that provides a methodological approach in mapping existing research evidence on a particular topic. Besides mapping research evidence, SLR also assesses and synthesizes the studies' results it reviews [28] [29]. A similar statement was also made by Jin & Bridges [30] who stated that a good SLR provides a critical synthesis of research articles, identifies the knowledge, highlights gaps, provides guidance and ultimately offers a new perspective for future studies. ...
Until now, learning is still focused on the cognitive realm only. One aspect that is often neglected is social attitudes, which are part of the affective aspect that has an essential role in social life. The limited number of researchers who touch on this area makes reference sources of social attitudes still limited. This study is a Systematic Literature Review (SLR) using the PRISMA model. This model is considered a reasonably comprehensive model because it has four main stages: identification, screening, eligibility, and inclusion. Researchers collected data from various open access data sources such as Google Scholar, Web of Science (WoS), Scopus, ERIC, Researchgate.net, Academia.com, and Sciencedirect.com. Furthermore, the data were analyzed using content analysis techniques in obtaining an overview of trends and implications of research on education and learning social attitudes over the past ten years. The results showed that there were only 14 articles that met the criteria for further analysis. The fourteen articles discuss several main research topics, such as (1) improving students' social attitudes through learning models/approaches/methods, (2) learning social attitudes in the context of inclusive education, (3) developing and validating social attitude instruments, and so on other. These findings indicate the need for further and more comprehensive research on learning social attitudes so that this aspect is increasingly understood by various elements of education as an aspect that is as important as the cognitive aspect.
Based on statistical data for Special Education (2020), there are a total of 2,270 Special Schools (SLB) at various levels of education units throughout Indonesia. With details of 593 schools owned by the government and 1,677 schools owned by the private sector. The number of SLB mentioned above is compared with the number of predictions based on prevalence (more than 10 million children) and data recorded by the Ministry of Education and Culture (1.6 million), indicating limited access to education and many children with disabilities are not enrolled in school. This study employs descriptive analysis and uses online surveys for teachers who want to participate in this study (convenience sampling). The instrument used is a survey with the following components: perception, pedagogy, and facilities, with sub-components concerning the 'teacher-student', 'student-student', and 'student-content' aspects. There are a total of 35 (thirty-five) statement items as measured by a Likert scale. It was recorded that 229 teachers participated in the online survey which was conducted from December 2020 to February 2021. The survey results show that only 50% to a maximum of 70% of the ideal conditions of inclusive schools have been fulfilled. Cooperation and communication with parents is an aspect that has been carried out a lot and of course, this still needs to be expanded toward active participation. The hope is that in the future, the education budget can also begin to be directed to meet facilities and infrastructure, and services towards a sustainable Inclusive School.
Based on statistical data for Special Education (2020), there are total 2,270 Special Schools (SLB) at various levels of education units throughout Indonesia. With details of 593 schools owned by the government and 1,677 schools owned by the private sector. The number of SLB mentioned above is compared with the number of predictions based on prevalence (more than 10 million children) and data recorded by the Ministry of Education and Culture (1.6 million), indicating limited access to education and many children with disabilities are not enrolled in school. This study employs descriptive analysis and uses online surveys for teachers wanted to participate in this study (convenience sampling). The instrument used is a survey with the following components: perception, pedagogy, and facilities, with sub-components concerning the 'teacher-student', 'student-student', and 'student-content' aspects. There are a total of 35 (thirty-five) statement items as measured by a Likert scale. It was recorded that 229 teachers participated in the online survey which was conducted from December 2020 to February 2021. The survey results show that only 50% to a maximum of 70% of the ideal conditions of inclusive schools have been fulfilled. Cooperation and communication with parents is an aspect that has been carried out a lot and of course, this still needs to be expanded toward active participation. The hope is that in the future, the education budget can also begin to be directed to meet facilities and infrastructure, and services towards a sustainable Inclusive School.
