Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal TOFEDU: The Future of Education Journal
Putri, Nadya Rewina
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Conditions and Challenges of Inclusive Education in Primary Schools Nurhaswinda, Nurhaswinda; Jailani, Khairunnisakh; Slovenia, Salsa; Velonia, Dora Elfita; Jasmi, Elvi Syahri; Putri, Nadya Rewina; Putri, Kartika; Nikma, Hanati; Ningsih, Aulia; Fhahira, Sindy Viza; Rahman, Salsa Billah
The Future of Education Journal Vol 4 No 7 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i7.744

Abstract

This study aims to describe the conditions and challenges in the implementation of inclusive education in elementary schools. Using a descriptive qualitative approach, data were collected through observations, in-depth interviews, and documentation in three inclusive elementary schools. The findings indicate that the implementation of inclusive education still faces various obstacles. As many as 80% of teachers admitted that they had not participated in inclusive education training in the past two years. Furthermore, 65% of students with special needs (SEN) experienced difficulties in basic skills such as reading and writing, while the remaining 35% encountered social and emotional barriers. On the parental side, 70% stated that they were helped by the existence of small group learning activities at school. Additionally, inclusive physical facilities were fully available in only one of the three schools, and the use of technology such as text-to-speech was implemented in only one school with limited frequency. Despite these challenges in infrastructure and human resources, social interactions between regular students and SEN students were relatively positive, with 85% of regular students showing cooperative attitudes toward their classmates with special needs. This study emphasizes the need for ongoing teacher training, provision of accessible facilities, and strong policy support and government oversight to realize fair and sustainable inclusive education.Keywords:  inclusive education, elementary school, students with special needs, support teachers, education policy.                                               
A Systematic Literature Review of Learning Strategies for Reading Comprehension Skills among Elementary School Students Pebriana, Putri Hana; Rama, Muhammad Hidayatul; Arrobbi, Restu; Nikma, Hanati; Putri, Nadya Rewina; Putri, Kartika; Ningsih, Aulia
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1461

Abstract

Reading comprehension skills are fundamental competencies that play an important role in the learning success of elementary school students. However, various studies indicate that students’ reading comprehension abilities remain relatively low, partly due to the use of less varied and insufficiently student-centered learning strategies. This study aims to systematically examine various learning strategies for reading comprehension skills among elementary school students through the Systematic Literature Review (SLR) method. The research was conducted by reviewing relevant scientific articles from national and international journal databases, which were then selected based on inclusion and exclusion criteria. The data were analyzed using content analysis to identify the types of learning strategies, implementation trends, and their impacts on students’ reading comprehension abilites. The findings reveal that guided reading strategies, KWL strategies, metacognitive strategies, cooperative learning, and text-based learning are the most frequently implemented strategies and have proven effective in improving elementary school students’ reading comprehension skills. These strategies enhance student engagement, text comprehension, and critical thinking skills. This study emphasizes that the implementation of active, systematic, and contextual learning strategies is essential for improving the quality of reading comprehension instruction in elementary schools.
Co-Authors Arrobbi, Restu Fhahira, Sindy Viza Jailani, Khairunnisakh Jasmi, Elvi Syahri Kartika Putri Nikma, Hanati Ningsih, Aulia Nurhaswinda Putri Hana Pebriana Rahman, Salsa Billah Rama, Muhammad Hidayatul Slovenia, Salsa Velonia, Dora Elfita