Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Solah APRON Education and Human Development Journal Jurnal Pendidikan Sendratasik
ENIE WAHYUNING HANDAYANI
Unknown Affiliation
Arts Humanities Education Environmental Science Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
Designing Inclusive Learning Environments in Vocational Education through the EKEE Learning Model Karoso, Subianto; Pujosusanto, Ari; Rinaldi, Cherry; Enie Wahyuning Handayani
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the role of the EKEE (Exploration, Creation, Expression, and Evaluation) learning model in designing inclusive learning environments in Indonesian vocational secondary schools. The research is grounded in the need for pedagogical approaches that not only support the development of vocational competencies but also ensure equitable participation, meaningful learning experiences, and holistic human development for students with diverse abilities and learning needs. A qualitative approach with an implementative design was employed in inclusive vocational school classrooms. Data were collected through classroom observations, in-depth interviews with teachers and students, and analyses of learning documentation. The data were subsequently analysed using thematic analysis. The findings indicate that the EKEE learning model effectively supports inclusive learning by embedding flexibility, collaboration, and reflection throughout all stages of the learning process. The exploration stage provides safe and accessible entry points for learning, while the creation stage facilitates differentiated and collaborative learning activities. The expression stage enables diverse and authentic demonstrations of learning outcomes, and the evaluation stage promotes reflective, fair, and process-oriented assessment practices. These integrated stages contribute to increased student engagement, confidence, social interaction, and meaningful participation in learning. The discussion highlights that inclusivity within the EKEE model is operationalized through intentional learning design rather than merely through structural placement. This approach aligns with constructivist, sociocultural, and humanistic learning perspectives. The study concludes that the EKEE learning model offers a flexible and humanistic pedagogical framework for inclusive vocational education, supporting both vocational competency development and holistic learner growth. The model also demonstrates potential for adaptation across various vocational fields to promote equitable and sustainable inclusive learning practices.
Co-Authors ARI PUJOSUSANTO AULIA FIZKA BELLA BIONITA DINA LOWRENTZA AGUSTIN FIZKA BELLA BIONITA, AULIA Karoso, Subianto KURNIA MAHENDRA, NUNGKI LIA ROVI AMELANI LOWRENTZA AGUSTIN, DINA MEDIANA WIJAYA, CHRISTIANTI NANDA DEWI, VITA RAFLI ALI ASNAN, MOHAMAD Rinaldi, Cherry ROVI AMELANI, LIA SYAHYU PERMATASARI, DEA VALENTINA PUTRI, AQUITA YESSYEKA LOVIANI, ERVINA