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Rahmah Fithriani
UNIVERSITAS ISLAM NEGERI SUMATERA UTARA
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Journal : JURNAL KONFIKS

 1 
INCLUSIVE PEDAGOGY IN A MIXED-ABILITY CLASSROOM: A PHOTOVOICE STUDY OF TEACHER’S ADAPTATIONS FOR SLOW LEARNERS Maharani, Puspita Naurah; Fithriani, Rahmah
JURNAL KONFIKS Vol 12 No 1 (2025): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/n6dt5685

Abstract

This study examined the teaching experiences of a general English teacher working with students who are slow learners in a mixed-ability classroom. Addressing a gap in the literature on inclusive practices in under-resourced educational contexts, this research employed a reflective visual methodology to document pedagogical adaptations. Conducted as a qualitative single-case study, it involved one participant, a general English teacher at a private junior high school in Medan, Indonesia. Data were collected through semi-structured interviews, non-participant classroom observations, and photographs generated by teachers. Photovoice methodology enabled the teacher to critically reflect on real-time teaching practices while capturing visual narratives of classroom adaptations. Thematic analysis, guided by Patton’s framework, revealed three central themes. First, the Challenges of Inclusive Teaching highlighted limited teaching time and a broad range of student abilities. Second, Strategic Adaptation included the use of simplified phonics, visual aids, and flexible seating arrangements to accommodate diverse learning needs. Third, Emotional Landscape and Motivation underscored the teacher’s resilience, emotional engagement, and capacity for reflective thinking. Findings highlight the importance of differentiated teaching, scaffolded learning approaches, and sustained teacher support to realize inclusive education in mixed-ability settings. The use of photovoice not only generated rich qualitative data but also enhanced the participant’s pedagogical awareness and agency. This study contributes to the growing body of research on inclusive teaching by demonstrating the utility of reflective visual methodologies in promoting meaningful and sustainable teaching change, particularly in low-resource classrooms with learners of varied abilities.
Co-Authors Abdillah, Muhammad Ghozali Adawiyah, Rabiatun Ahmad Amin Dalimunthe Ahmad Husein Nst Ainun Pratiwi Alshehari, Azzam Amirul Mukminin Anakampun, Rizky Ananda Andana, Yosi Ayumi Pratiwy Tanjung Azima, Rizki Azizah Surayya Benni Ichsanda Rahman Hz Berutu, Hotma Br. Perangin-angin, Alemina Chairuddin Chairuddin Deliana, Deliana Devika Adelita Dwi, Fadilla Stephanie Eddy Setia Eka Yuni Kurniati Erlina, Dian Ernawati, Tuti Fadli, Izhar Feni Maharani Fridiyanto, Fridiyanto Ginting, Rita Seroja Hafizah, Dinda Hafni, Astrida Harahap, Hilyati Fitria Harahap, Mukhni Rahma Wati Harahap, Nurul Apwani Hasibuan, Derliana Hasibuan, Roslina Hia, Nadia Virdhani Hizbullah, Gilang Inaayah, Athiyyah Indah Purnamasari Irhamna, Vidia Irma Suryani Kamil, Dairabi Kasinyo Harto Khairatun Nisa Khairisya, Thahira Lenny Marzulina, Lenny Lubis, Jukni Ilman Maharani, Puspita Naurah Marpaung, Nisya Rahmaini Matondang, Saiful Anwar Moe, Sithu Mohd Ali, Fatin Aliya Mufida Syahnaz Nabila Widiastari Nabilla, Ega Viorenti Namira, Ade Nayla Ridha Nia, Nur Ade Erma Nikmah Fadillah Nasution Nilma Zola Novita Herawati Nur Halimah Lubis Nur Khofifah Harahap Nur Sellyta Putri Adinda Pratiwi PUTRI, TIARA Rahma, Alleyza Ramadhani, Ayu Sinta Rangkuti, Rahmadsyah Sadat, M. Anwar Salmiah, Maryati Sapri Sapri Sapri, Sapri Septiana Seroja br Ginting, Rita Sinar, T. Silvana Siregar, Mega Agnesya Siwi, Purwanto Supriadi Susi Handayani Syafira, Syafira Syaniah, Azmi Ellah Syla Fadila Batubara T. Thyrhaya Zein Tambunan, Khairunnisa Umar Mono Utami Dewi Vidia Irhamna Yunisa Khairani, Rizki Putri Yusriani, Yusriani Zahra, Mutia Zanna Nurpiana