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All Journal Al Ishlah Jurnal Pendidikan Journal of Business, Social and Technology
Lalan Soeherlan
Universitas Majalengka
Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Administrative Challenges and Policy Compliance in the Implementation of Inclusive Education in Indonesian Primary Schools Diding Bajuri; Lalan Soeherlan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8539

Abstract

Inclusive education in Indonesia aims to ensure equitable access for all students, including Anak Berkebutuhan Khusus (ABK). However, its implementation in primary schools is often hindered by administrative challenges, affecting schools’ compliance with inclusive education policies. This study employed an explanatory sequential mixed-methods design. In the quantitative phase, surveys were administered to 180 respondents from 30 inclusive primary schools to examine challenges in teacher allocation, lesson planning (RPP), and budget management. Pearson correlation was used to assess the relationship between these challenges and policy compliance. In the qualitative phase, case studies were conducted in three purposively selected schools through interviews and observations. Quantitative findings showed that budget management had the strongest negative correlation with compliance (r = –0.49), followed by RPP management (r = –0.35) and teacher allocation (r = –0.28). Qualitative data revealed that limited funding, lack of professional development, and uneven distribution of support teachers were key barriers. In contrast, proactive leadership and structured internal support systems contributed to higher compliance levels. Administrative constraints significantly influence the ability of schools to meet inclusive education policy requirements. This study highlights the importance of adequate financial resources, professional capacity-building, and equitable staffing in supporting inclusive education. Improving budget allocations, lesson planning support, and teacher deployment is essential to strengthening policy compliance in inclusive primary schools in Indonesia.
Effectiveness of the OPAK Flow Academic Supervision Model (Observation Training Action Collaboration) Based on Microsite in Improving Elementary School Teachers' Pedagogical Competence Dede Rina Andriani; Lalan Soeherlan; Eka Nurhidayat; Devi Ariyuni Yonanda
Journal of Business, Social and Technology Vol. 7 No. 3 (2026): Journal of Business, Social and Technology
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/jbt.v7i3.617

Abstract

Background: Improving primary education quality depends on teachers’ pedagogical competence, yet conventional academic supervision often fails to produce meaningful changes in classroom practice. Objective: This study examined the effectiveness of the Microsite-based OPAK Flow Academic Supervision Model (Observation, Training, Action, Collaboration) in improving elementary school teachers’ pedagogical competence. Methods: A quasi-experimental nonequivalent control group design was used. Sixty teachers were assigned to an experimental group (n = 30) receiving the OPAK-Microsite intervention or to a control group (n = 30) receiving conventional supervision. Data were analyzed using a paired t-test, an independent-samples t-test, and N-gain scores. Results: The experimental group showed significant improvement (pretest: M = 68.55, SD = 7.21; posttest: M = 85.92, SD= 5.88; t = 14.78, p < 0.001; Cohen’s d = 2.49). The control group showed minimal gains (pretest: M = 67.83; posttest: M= 73.40). Between-group comparison confirmed the superiority of the experimental group (t(58) = 8.34, p < 0.001). Conclusion: The OPAK-Microsite model significantly improves teachers’ pedagogical competence compared to conventional supervision and is recommended for broader implementation.
Co-Authors Dede Rina Andriani Devi Ariyuni Yonanda Diding Bajuri Eka Nurhidayat