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All Journal Jurnal Pendidikan dan Kewirausahaan Global Education Journal
Widyaningsih, Wiwi
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Education Social Sciences Other

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The Application of Inclusive Education Services in Shaping The Character of Students Soro, Suharyanto H; Rahman, Nana Herdiana Abdul; Khoirunnisa, Khoirunnisa; Widyaningsih, Wiwi
Global Education Journal Vol. 4 No. 1 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1298

Abstract

Inclusive education is one of the educational approaches that guarantees the learning rights of all students, including children with special needs (ABK). However, in practice, the implementation of inclusive education services in primary schools still faces various challenges, especially limited human resources, and understanding of school residents. This study aims to describe the application of inclusive education services in shaping the character of regular students in interacting with students with special needs. The research uses a qualitative research paradigm with a case study approach. The data collection method was carried out through non-participatory observation, structured interviews, and documentation studies. Data analysis is carried out in the stages of data reduction, data presentation, and conclusion drawn, and supported by triangulation of sources and techniques to ensure the validity of the data. The results of the study show that (1) inclusive education services are implemented through the combination of students with special needs and regular students in one class, accompanied by material modification, learning differentiation, use of visual media, and group learning with peer assistance; (2) The implementation of these services has a positive impact on the development of students' character, especially empathy, tolerance, cooperation, social concern, and mutual respect; (3) The implementation of inclusion still faces obstacles in the form of limited special assistant teachers, minimal support facilities, and gaps in abilities between students. This study concludes that the implementation of inclusive education services can form a positive character of students.
FT FILSAFAT PENDIDIKAN SEBAGAI DASAR PEMBELAJARAN BERMAKNA DALAM KURIKULUM TEMATIK SD Utami, Nur Widyasti; Utami, Widia; Widyaningsih, Wiwi; Yoseptry, Ricky; Qohar, Hendri Abdul
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 2 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i2.2127

Abstract

This study aims to analyze the application of educational philosophy as the foundation of meaningful learning within the Thematic Curriculum in elementary schools. Educational philosophy—particularly progressivism, constructivism, and humanism—serves as an essential basis for designing holistic, contextual, and student-centered learning. However, the implementation of thematic learning in schools often reveals a gap between the philosophical foundations of the curriculum and classroom learning practices. This research employs a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with teachers, and document analysis of lesson plans (RPP) and learning implementation. The findings indicate that teachers’ understanding of the philosophical foundations of the curriculum varies and tends to be technical in nature. Nevertheless, several philosophical values—such as learning by doing, contextual learning, and respect for students’ individuality—have emerged in practice, although not yet implemented consistently. The contribution of educational philosophy is reflected in the increased relevance of learning materials to real-life contexts, the development of learner autonomy, and the creation of more meaningful learning processes. This study emphasizes the importance of strengthening teachers’ philosophical understanding as a key factor in the successful implementation of the Thematic Curriculum and as an effort to build learning that liberates students intellectually, socially, and emotionally.
Co-Authors Hendri Abdul Qohar Khoirunnisa Khoirunnisa Rahman, Nana Herdiana Abdul Suharyanto H. Soro Utami, Nur Widyasti Utami, Widia Yoseptry, Ricky