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‪Khofidotur Rofiah
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khofidoturrofiah@unesa.ac.id
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jurnalpendidikaninklusi@unesa.ac.id
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Gedung O6 Jurusan Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan Universitas Negeri Surabaya Kampus Lidah Wetan Jl. Lidah Wetan, Kec. Lakar Santri - Surabaya
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INDONESIA
JPI (Jurnal Pendidikan Inklusi)
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 25809806     DOI : http://dx.doi.org/10.26740/inklusi.v2n1
Core Subject : Education,
Education
Jurnal Pendidikan Inklusi is a scientific publication that publishes scientific articles of research, study and development in the field of inclusive education.This scientific journal contains research articles related to the study of education, special need children, and inclusive education. The scope of the field of study is as follows: Best practice of inclusive education Education for children with visual impairment Education for children with hearing impairment Education for children with physical impairment Education for children with mental retardation Education for children with autism
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 9 No. 2 (2025):" : 6 Documents clear
BIBLIOMETRIC ANALYSIS OF PRIMARY SCHOOL READINESS IN ORGANIZING INCLUSIVE EDUCATION USING VOSVIEWER Nikmatusshobrina, Rani Azizah; Haerani, Rosita Putri Rahmi; Aras, Tiara Oktaviani; Cahyani, Almaidah Rifma; Anggraini, Dian
JPI (Jurnal Pendidikan Inklusi) Vol. 9 No. 2 (2025):
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v9n2.p13-27

Abstract

This research makes an important contribution to education policy makers and practitioners to improve the readiness and effectiveness of inclusive education at the primary level. This study aims to map the trends and directions of research on the readiness of primary schools to deliver inclusive education in Indonesia. A bibliometric approach was used with the help of VOSviewer software on 50 articles from the Scopus and Sinta databases published between 2020-2025. The analysis showed four main clusters: school readiness, inclusive education, infrastructure readiness and implementation. The keywords “inclusive education” and “implementation” were the most dominant, with an increasing trend of publications, especially from international journals. However, research gaps remain, such as the lack of longitudinal studies, the lack of integration of qualitative-quantitative approaches and the limited exploration of technology in inclusive education. These findings provide important insights for policy makers, researchers and education practitioners in developing data-driven strategies to improve primary schools' readiness to deliver inclusive education effectively and sustainably.
DEVELOPMENT OF A GAMIFICATION-BASED READING LEARNING PROGRAM FOR CHILDREN WITH DYSLEXIA Rahmanissa, Fashihah; Susetyo, Budi; Rochyadi, Endang; Tarsidi, Iding; Tambrin, Nita Nitya Intan; Kusumastuti, Shinta Dewi; Hapsari, Elvina
JPI (Jurnal Pendidikan Inklusi) Vol. 9 No. 2 (2025):
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v9n2.p28-36

Abstract

This study aims to develop a gamification-based reading learning program as a form of innovation in supporting the literacy skills of children with dyslexia. The background of this study is the limited adaptive and enjoyable learning media for children with specific barriers in reading, as well as the need for interventions that can facilitate phonological awareness and word recognition effectively. This study uses a descriptive approach with a simplified research and development (R&D) method in three stages, namely Needs Analysis, program Development, and validation by experts. Data were obtained through initial assessment, interviews with teachers and parents, and validation through focus group discussions. The results showed that programs designed according to the characteristics of children with dyslexia, utilize gamification elements such as points, levels, visual feedback, and interactive narratives. Expert validation shows that the program is feasible to use and can be an attractive and responsive alternative learning medium. Although this study does not yet include direct implementation trials, the development results make an initial contribution in designing a more personalized and enjoyable learning approach for children with special needs in reading.
STRATEGI GURU DALAM MERANCANG PEMBELAJARAN BAGI SISWA SLOW LEARNER DI SDN WIROPATEN SURAKARTA Aftiy Diya Almala
JPI (Jurnal Pendidikan Inklusi) Vol. 9 No. 2 (2025):
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v9n2.p59-66

Abstract

This study describes the teacher's strategy in designing learning for slow-learning students at SDN Wiropaten Surakarta. The qualitative research method is data collection through interviews and observations. The research subjects included class teachers, special assistant teachers, and slow learner students. The results showed that teachers implemented various strategies, including modifications to time allocations, learning materials, and teaching and learning processes. Time allocation is modified by providing additional time outside of class hours. Learning materials are modified by simplifying the material and using visual media. Teachers pay special attention to the teaching and learning process and create an inclusive environment. The results also highlighted the cognitive, language, and socio-emotional aspects of slow-learning students. Students have difficulty understanding the material, but still try to focus. Some students experienced problems in reading due to a lack of support at home. However, social interaction in the classroom went well without discrimination. This study concludes that teacher strategies and environmental support positively affect slow learners' learning. This study recommends the need for teacher training, parental support, and an inclusive environment to improve the quality of learning. Keywords: Inclusive Education, Slow Learner, Learning Strategy
A GROUNDED THEORY APPROACH TO THE CRITICAL THINKING TENDENCIES OF STUDENTS WITH DISABILITIES IN MATHEMATICS LESSONS Jaya, Daniel Jesayanto; Mara, Andry Ananda Putra Tanggu; Murtinugraha, R. Eka; Handoyo, Santoso Sri; Ramadhan, M Agphin; Subiyantari, Ansheila Rusyda; Anisah; Arifah, Shilmi; Abd Majid, Mohamad Zuber
JPI (Jurnal Pendidikan Inklusi) Vol. 9 No. 2 (2025):
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v9n2.p48-59

Abstract

This study analyzes the critical thinking tendencies of students with physical disabilities in mathematics learning at SMA-LB Negeri 3 Yogyakarta using a Grounded Theory approach. A qualitative method was applied, with data collected through observations, interviews, and questionnaires. The results indicate that 80% of students exhibit positive critical thinking tendencies, while 20% face internal challenges such as shyness, lack of confidence, and difficulty in collaboration. The main factors influencing critical thinking tendencies include the role of teachers, student participation, and classroom conditions. Teachers who implement interactive learning strategies, such as discussions and cooperative learning, play a crucial role in motivating students. A comfortable learning environment and adequate facilities also support the development of students' critical thinking skills. This study concludes that interactive teaching strategies and a conducive learning atmosphere are key to fostering students' critical thinking tendencies.
TELA’AH DAN ANALISIS KEBIJAKAN PEMERINTAH TENTANG PENDIDIKAN INKLUSIF Selamat Maulana; Ahmad Suriansyah; Sulistiyana; Uswatun Nisa
JPI (Jurnal Pendidikan Inklusi) Vol. 9 No. 2 (2025):
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v9n2.p1-12

Abstract

This article examines the Indonesian government's policies on inclusive education, exploring their philosophical, normative-religious, empirical, and juridical foundations. A literature review method is employed to analyze Law No. 20 of 2003 on the National Education System, Law No. 8 of 2016 on Persons with Disabilities, and Ministerial Regulation No. 70 of 2009 on Inclusive Education. The findings reveal that despite the existence of a legal framework, the implementation of inclusive education often faces challenges, such as limited resources, insufficient readiness of educators, and social stigma. This article highlights the importance of shifting societal paradigms toward embracing diversity and strengthening teacher capacity through training. By adopting integrated policies and collaborative approaches, inclusive education can foster a more equitable and diversity-appreciating society. The analysis also underscores the necessity of continuous policy evaluation to ensure the achievement of inclusive education goals in line with social justice principles.
UJI VALIDITAS BOOKLET MARS: MANAJEMEN AKTIF REDUKSI STRES PADA GURU PENDIDIKAN ANAK BERKEBUTUHAN KHUSUS MUFLIHA, IZZAH; Rahman, Marlita Andhika; Andriani , Annisa
JPI (Jurnal Pendidikan Inklusi) Vol. 9 No. 2 (2025):
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v9n2.p37-47

Abstract

Special educator experience high levels of stress. However, this is not balanced with effective stress management skills, as they tend to rely primarily on emotion-focused coping strategies. Furthermore, there is no existing intervention guide that teaches the application of stress management strategies centered on problem solving. The MARS booklet was developed as a psychoeducational medium and guide based on the cognitive appraisal process approach, emphasizing problem-focused coping through the strategies of planful problem solving and seeking social support. This study aims to examine the content validity of the MARS Booklet as a psychoeducational medium and guide for special educators in managing stress. The study employed a Research and Development method, consisting of stages problem identification, data collection, product design, validation test, and product revision. The booklet was evaluated by four validators comprising a clinical psychologist, an educational psychologist, and special educators from public and private schools. Data were analyzed using Aiken's V formula and descriptive analysis. The MARS Booklet obtained overall content validity scores ranging from 0.75 to 1.00, categorized as high to very high. Validators provided suggestions and feedback regarding adjustments to content, language, and overall design, as well as the inclusion of a user guide for special educators. The MARS Booklet has been declared content valid as a psychoeducational medium and guide for stress management among special educators.

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