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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Chasanah, Ines Alifah Wachidatun
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Humanities Education Mathematics Social Sciences Other

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HYBRIDIZATION OF INTERNATIONAL AND NATIONAL CURRICULA: CRITICAL REFLECTION THROUGH THE THOUGHT OF PAULO FREIRE Chasanah, Ines Alifah Wachidatun; Yulianti, Rhoma Dwi Aria
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.6732

Abstract

This article discusses how schools in Indonesia combine international and national curricula. This study was conducted through the systematic literature review (SLR) method which was analyzed using Paulo Freire's critical pedagogy framework. Based on 18 articles that have met the inclusion criteria, the adoption of international curricula, such as Cambridge or the International Islamic Boarding School (IIBS) is carried out by adjustment and negotiation that combines global standards with local cultural values, religion, and national identity based on Pancasila. The findings show that there is a pedagogical shift from traditional models to collaborative learning that is dialogical, project-based, and the use of technology, thus opening up the space for co-creation of knowledge as stated by Freire. This study confirms that curriculum hybridization can be a means of humanization when global and local knowledge can be placed equally and equitably. However, the implementation of the hybrid curriculum poses challenges in the form of access inequality due to differences in economic ability, geographical location, and school characteristics. The study also emphasizes the importance of education policies that ensure equitable distribution of service quality, strengthening teacher competencies, and curriculum design that allows for reflective dialogue between global contexts and cultural values and national identity.
Mewujudkan equity melalui pendidikan inklusi: Sebuah tinjauan literatur sistematis tentang siswa disabilitas Chasanah, Ines Alifah Wachidatun; Saliman, Saliman; Septiantoko, Riko
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 3 (2025): December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i3.109596

Abstract

Tujuan penelitian ini adalah menganalisis peran pendidikan inklusi dalam mewujudkan prinsip equity bagi siswa dengan disabilitas. Metode yang digunakan adalah Systematic Literature Review (SLR) terhadap artikel nasional dan internasional yang terindeks Scopus dan Google Scholar, terbit pada rentang 2015–2025. Proses seleksi dilakukan melalui tahap identifikasi, penyaringan, eligibilitas, dan analisis tematik terhadap 27 artikel terpilih. Hasil penelitian menunjukkan bahwa publikasi mengenai pendidikan inklusif berprinsip equity mengalami fluktuasi, namun meningkat signifikan sejak 2021 seiring menguatnya perhatian terhadap keadilan substantif bagi siswa disabilitas. Temuan utama mengungkapkan bahwa equity tidak sekadar menekankan pemerataan akses, tetapi juga keadilan dalam proses pembelajaran dan capaian hasil belajar. Prinsip equity ditentukan oleh tiga aspek utama, yaitu akses input, proses instruksional, dan luaran pembelajaran. Simpulan penelitian menegaskan bahwa pendidikan inklusi berprinsip equity berperan strategis dalam meningkatkan mutu pendidikan sekaligus membangun sistem pendidikan yang berkeadilan sosial. Realizing equity through inclusive education: A systematic literature review on students with disabilities Abstract: The purpose of this study is to analyze the role of inclusive education in realizing equity for students with disabilities. The method employed was a Systematic Literature Review (SLR) of national and international articles indexed in Scopus and Google Scholar, published between 2015 and 2025. The selection process followed identification, screening, eligibility, and thematic analysis stages, resulting in 27 selected articles. The results indicate that publications on equity-based inclusive education fluctuated but increased significantly after 2021, reflecting growing attention to substantive justice for students with disabilities. The findings reveal that equity extends beyond equal access to encompass fairness in instructional processes and learning outcomes. Equity-oriented inclusive education is shaped by three key dimensions: input access, instructional processes, and learning outputs. The conclusion confirms that implementing equity principles in inclusive education not only enhances educational quality through improved learning outcomes but also serves as a strategic instrument for developing a socially just education system.
Co-Authors Riko Septiantoko Saliman Saliman Yulianti, Rhoma Dwi Aria