Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Indonesian Journal of Research and Educational Review (IJRER)
Sitti Habibah
Administrasi Pendidikan, Universitas Negeri Makassar
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Challenges of Inclusive-Responsive Leadership in Public High Schools: Mapping the Socio-Cultural and Policy Contexts Sitti Habibah
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.5001

Abstract

Despite national mandates for inclusive education, implementing inclusive-responsive leadership in Indonesian public high schools faces complex hurdles. This study maps the challenges of inclusive-responsive leadership by examining the socio-cultural and policy contexts within public high schools in South Sulawesi, exploring how school leaders navigate the gap between formal inclusion regulations and local cultural expectations. Employing a qualitative approach, a multi-site case study design was utilized across several schools. Data were collected through semi-structured interviews with principals and policy stakeholders, alongside regional policy document analysis, and interpreted using thematic analysis focusing on leadership adaptability. The results reveal three primary challenges: (1) policy-practice decoupling, where inclusive regulations lack technical guidelines for local execution; (2) socio-cultural barriers, including traditional paradigms viewing inclusion as a peripheral value; and (3) resource scarcity, specifically a lack of specialized pedagogical training for leaders. The study finds that while leaders show high commitment, their actions are restricted by a compliance-based rather than a value-based approach. This research contributes to educational leadership discourse by providing a localized mapping of inclusion challenges in a non-Western context. It offers insights for policymakers to harmonize national standards with socio-cultural specificities, advocating for a leadership model that is both policy-compliant and culturally responsive.
Mathematics Education Students' Adaptation to the Digital Learning Ecosystem Agusalim Juhari; Sitti Habibah
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.5002

Abstract

The transition to a Digital Learning Environment (DLE) in mathematics education often highlights a gap between rigid instructional delivery and students' diverse sensory preferences. This study aims to analyze the prevalence of learning styles among mathematics education students at Universitas Negeri Makassar (UNM) and explore their interactions with digital platforms. Employing a descriptive quantitative design, data were gathered via a standardized learning style inventory and a digital engagement questionnaire, then analyzed using descriptive statistics. The results reveal a structured hierarchical distribution dominated by visual learners (45%), followed by multimodal individuals (30%), and auditory learners (25%). These modalities directly dictate technology interaction patterns: visual students excel with dynamic geometry software and video tutorials, whereas auditory learners rely on audio-based discussions and podcasts. Notably, multimodal students exhibit the highest adaptability within Learning Management Systems (LMS) due to their capacity to simultaneously process dual sensory inputs. This research offers critical empirical insights into higher education pedagogy within the Indonesian context. It concludes that a successful digital transition requires a strategic shift toward a Dual-Coding instructional model that harmonizes dynamic visualizations with auditory narratives, thereby fostering an inclusive, adaptive, and highly effective mathematics learning environment.
Co-Authors Agusalim Juhari