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

Abstract

The purpose of this Systematic LiteratureReview (SLR) is to identify: (a) research topics, (b)research methods used, and (c) research results oninclusive education in Indonesia. This study was an SLRusing the PRISMA model by identifying variousappropriate and relevant literature. The PRISMA modeladopted in this study contains four stages: identification,screening, eligibility, and inclusion. Data search wascarried out using criteria determined by researchers fromvarious search engines such as Google Scholar, ERIC,Scopus, Researchgate, and others, which resulted in 9articles for further analysis. Furthermore, the data wereanalyzed using a qualitative approach in describing theresearch findings. The results showed that three mainresearch themes have been found, namely theimplementation of inclusive education, teaching &learning in inclusive classrooms, and the inclusiveeducation curriculum. Outline, the analysis results of thesearticles stated that the implementation of inclusiveeducation in Indonesia is still not as expected. Thesefindings are expected to become the basis for teachers,education observers, and education policymakers, bothlocal and central government or the Ministry of Educationto implement education policies that support the progressof inclusive education in Indonesia

Analysis of Learning Style Characteristics of UKI Toraja Elementary School Teacher Education Students Class of 2022

“…Lecturers help each student to involve all the learning styles they have, because by involving all of these learning styles it will be able to help students to understand the subject matter they receive. For this reason, it is important for lecturers to know the learning styles of their students (Rante, Tulak, & Mantung, 2022;Sulle & Tulak, 2021). (Ghufron et al, 2012) states that there are several reasons why the teacher's understanding of student learning styles needs to be considered in the teaching process, namely; create a dialogic teaching and learning process.…”