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All Journal TOFEDU: The Future of Education Journal
Rahman, Salsa Billah
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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.                                               
Integration of Local Cultural Values in Indonesian Language Learning for Strengthening Elementary Students’ Character: A Systematic Literature Review Pebriana, Putri Hana; Kurniawan, Heri; Mahmudah, Wadda; Aulia, Riska; Sauqi, Nayya Azru; Rahman, Salsa Billah; Jasmi, Elvi Syahri
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.v5i2.1450

Abstract

This study examines the integration of local cultural values into Indonesian language instruction to strengthen elementary school students’ character development. Using a Systematic Literature Review (SLR) approach, the study analyzed 25 relevant scholarly articles selected from academic databases and Google Scholar based on strict inclusion criteria. The synthesis identified effective strategies and best practices for incorporating local cultural elements such as folktales, proverbs, pantun, and oral traditions into the Indonesian language curriculum. The findings indicate that integrating local culture not only enhances students’ linguistic understanding but also fosters positive character values, including tolerance, cooperation, patriotism, responsibility, honesty, social awareness, respect for elders, and appreciation of diversity. Implementation can be carried out through thematic and contextual approaches, culture-based extracurricular activities, and the development of locally relevant teaching materials. However, challenges remain, including limited teacher competence, insufficient contextual learning resources, and inadequate policy support. Therefore, this study recommends teacher training, the development of local wisdom–based instructional materials, and collaboration among schools, families, and communities. Integrating local cultural values makes Indonesian language learning more meaningful and supports sustainable character education aligned with 21st-century learning and the Pancasila Student Profile.
Co-Authors Aulia, Riska Fhahira, Sindy Viza Heri Kurniawan, Heri Jailani, Khairunnisakh Jasmi, Elvi Syahri Kartika Putri Mahmudah, Wadda Nikma, Hanati Ningsih, Aulia Nurhaswinda Putri Hana Pebriana Putri, Nadya Rewina Sauqi, Nayya Azru Slovenia, Salsa Velonia, Dora Elfita