Education must be able to accommodate towards to all those differences, and must provide all the students need as well encouraging them to actively participate in the learning process. The teaching process in class is still not giving the best support towards each student’s need. Most teachers still have a mindset that all students must have the same ability and has no clue how to probe the students need. The teaching process that’s been given are usually seem monotone and still using the teacher centered procedure, this procedure will hampering the critical thinking of students. I will share about the implementation from one of learning model which is differentiating instruction. This model can accommodate diversity students based on different readiness levels, interests and learning profile.

Honest and discipline as learning outcomes need to be assessed. Many teachers have difficulty developing honesty and discipline assessments. The lack of honest and discipline assessment instruments require special attention in development. The purposes of this developmental research were to find out: (1) honest and discipline instrument indicators; (2) content validity of the instrument; (3) construct validity of the instrument; (4) instrument reliability and (5) instrument application for assessment. The research method used the development of affective instruments. The research subjects were 140 students of grade IV and V on the elementary school. The instrument used a peer-assessment model with a summative rating scale. Data analysis technique used content validity with Aiken index; construct validity with Exploratory Factor Analysis (EFA); reliability with Cronbach; and application of instrument with descriptive quantitative. The results of the study were indicators of honest assessment instruments and discipline of the peer-assessment model, consisted of 4, honest: convey the true information and do the examination independently. Discipline: come to school on time and obey the rules of the school. The content validity of the developed assessment instruments based on the theory had fulfilled and included in the high category. The construct validity for the developed instrument had fulfilled; means, all items were valid. Reliability of the developed instrument had met the requirements; means, the instruments were reliable. The developed instruments can be used for assessment and proved by the use of instruments for honest and disciplined assessment of elementary school students.

This study aims to find out the implementation of inclusive education in SD Tumbuh ABSTRAKPenelitian ini bertujuan untuk mengetahui pelaksanaan pendidikan inklusi di SD Tumbuh 2 Yogyakarta. Jenis penelitian ini adalah penelitian kualitatif. Teknik pengumpulan data menggunakan observasi berperan serta (participant observation), wawancara, dan dokumentasi. Teknik analisis data yang digunakan dalam penelitian ini adalah metode deskriptif. Hasil penelitian menunjukkan bahwa SD Tumbuh 2 sudah tidak mengenal terminologi ABK dimana anak tidak dilihat dari hambatannya tetapi potensi yang bisa dikembangkan dari diri anak tersebut. Aktivitas kelas direncanakan dengan mempertimbangkan keadaan latar belakang peserta didik. Aktivitas kelas mendorong peserta didik untuk saling berkomunikasi. Guru selalu mendukung semua aktivitas siswa dengan tegas dan secara terarah. Meskipun terdapat beberapa siswa yang berkebutuhan khusus, guru tidak pernah melabel siswa sebagai seseorang yang merepotkan. Semua peserta didik diberikan kesempatan yang sama untuk ambil bagian dalam kegiatan khusus di kelas. Kata kunci: Pendidikan, inklusi, pelaksanaan PENDAHULUANPendidikan tidak memandang latar belakang ras, suku, etnik tertentu, agama, kemampuan, karakteristik atau perbedaan yang ada, sehingga pendidikan harus bersifat terbuka untuk semua. Hal tersebut akan mendukung tujuan akhir pendidikan yang

The right view of inclusive education is very influential on the success of the implementation of inclusive education, starting from the policies applied, routines that will bring up a culture of acceptance of diversity and the implementation of classroom learning. The principal becomes the agent of change and as the main key in the development, initiator of innovation and decision making on the implementation of inclusive education until the realization of the success of the implementation practices in school. The purpose of this study is to explain the principal's view of inclusive education in Yogyakarta Elementary School. Questionnaires were distributed to 25 principals in elementary schools in five districts in Yogyakarta Special Region. The results showed that the majority of principals in SD DIY have a narrow view of inclusive education, which is still limited to the acceptance of children with special needs, but the majority of principals agree and are open that children with special needs for school and study together with other children in the classroom regular / general.

In reality, teachers face the diversity of student characteristics in the classroom. Differences in student characteristics should be greeted with a positive attitude and emphasize that differences become a strength, not a burden. However, the reality in the field is that class differences still create gaps and are often ignored, these learning activities does not yet include every student’s participation to actively learn together in the same classroom setting. The purpose of this study is to describe the steps to apply the Sariswara method as accommodation in a diverse, inclusive classroom. The research method utilized is a literature review which contains descriptions of theories, findings, and other research materials obtained from reference to be used as a basis for research activities. This article examines the analysis of the diversity of student characteristics, learning accommodation in inclusive classrooms, and the inheritance method as an alternative solution that can be applied in the classroom to meet the learning needs of the diverse characteristics of students in the classroom.