cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
‪Khofidotur Rofiah
Contact Email
khofidoturrofiah@unesa.ac.id
Phone
+6285791234030
Journal Mail Official
jurnalpendidikaninklusi@unesa.ac.id
Editorial Address
Gedung O6 Jurusan Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan Universitas Negeri Surabaya Kampus Lidah Wetan Jl. Lidah Wetan, Kec. Lakar Santri - Surabaya
Location
Kota surabaya,
Jawa timur
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 164 Documents
 13   14   15   16   17 
A TEACHING STRATEGIES FOR CHILDREN ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN ELEMENTARY SCHOOL Cahyani Putri, Indah; Hermita, Neni; Adi Putra, M. Jaya
JPI (Jurnal Pendidikan Inklusi) Vol. 10 No. 1 (2026): .
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v10n1.p42-48

Abstract

This study aims to describe teachers’ strategies for teaching children with Attention Deficit Hyperactivity Disorder (ADHD) in elementary school and to identify the challenges faced during the learning process. The study employs a qualitative approach with a descriptive qualitative design. Data were collected through observation, interviews, and documentation involving classroom teachers, special education teachers, and students with ADHD in an inclusive elementary school. Data analysis utilized the Miles and Huberman model. The results indicate that children with ADHD experience difficulties in maintaining focus, exhibit impulsive behavior, and display excessive motor activity, all of which impact the learning process. Teachers also face challenges such as limited understanding of ADHD, a lack of learning materials, and insufficient time for individual support. To address these issues, teachers implement various strategies, such as the use of visual and concrete materials, activity-based learning, brief and structured instructions, individualized approaches, and positive reinforcement. This study demonstrates that adaptive learning strategies and an inclusive learning environment can help increase the engagement of children with ADHD in the learning process.
A STRATEGI GURU DALAM MENERAPKAN PEMBELAJARAN DIFERENSIASI PADA SISWA SLOW LEARNER DI SEKOLAH DASAR Utami, Fajar Sri; Fatimah, Hana; Widyasari, Choiriyah; Minsih, Minsih
JPI (Jurnal Pendidikan Inklusi) Vol. 10 No. 1 (2026): .
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v10n1.p18-29

Abstract

This study aims to describe teacher strategies in implementing differentiated learning for slow learners and identify supporting and inhibiting factors in its implementation in elementary schools. The research approach used was descriptive qualitative, with subjects consisting of a fifth-grade teacher and three slow learner students at SD Negeri 1 Canden. Data were collected through observation, interviews, and documentation, then analyzed descriptively. The research results show that teachers implement differentiated learning through three main components: content, process, and product differentiation. In content differentiation, teachers simplify language, use concrete media, and repeat explanations to help slow learners better understand the material. In process differentiation, teachers provide additional time, individual guidance, and peer support. Meanwhile, in product differentiation, teachers provide flexibility in learning outcomes according to students' abilities. Supporting factors include teacher commitment, peer support, and student motivation. Inhibiting factors include time constraints, minimal training, and inadequate facilities. Overall, teacher strategies demonstrate positive efforts toward inclusive and adaptive learning for slow learners, although professional training and adequate learning resources are still needed to increase their effectiveness
A Desain Karakter Board Game Pengenalan Fauna Bagi Anak SLow Learner Putra, Andika Perdana; Masnuna; Widyasari
JPI (Jurnal Pendidikan Inklusi) Vol. 10 No. 1 (2026): .
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v10n1.p30-41

Abstract

Education for slow learners requires special strategies due to intellectual and emotional barriers, such as anxiety and low self-confidence, which hinder the process of information digestion. This study aims to design character designs in the board game "ZooQuest" as an adaptive learning medium for fauna introduction for slow learner students at the elementary school level. The research method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. Data were collected through interviews with special assistant teachers, observations of the teaching and learning process at Cikal Surabaya School, and literature studies. The results of the study indicate that the design of four main characters (Bobo, Jojo, Cici, and Mimi) with a chibi visual style and "little researcher" attributes is able to transform abstract material into concrete role-playing experiences. These characters function as an emotional bridge that increases student engagement and stimulates verbal communication through cooperative game mechanisms. The conclusion of this study is that character designs adapted to child psychology are effective in supporting the cognitive abilities and social interactions of slow learner students, making them suitable for use as a reference for inclusive learning media
- MODEL MIKRO-DIFERENSIASI KURIKULUM BERBASIS PROFIL KEBUTUHAN PESERTA DIDIK DENGAN HAMBATAN INTELEKTUAL DI SEKOLAH DASAR INKLUSIF: - Untari, Dyah Tri; Saputri, Mona Monica Diky; Widyasari, Choiriyah
JPI (Jurnal Pendidikan Inklusi) Vol. 10 No. 1 (2026): .
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v10n1.p01-17

Abstract

This study aims to formulate an initial curriculum micro-differentiation model based on learner need profiles for students with intellectual disabilities in an inclusive elementary school. The research was conducted at SDN 03 Girimulyo, Karanganyar, Central Java, using a descriptive qualitative approach with a case-study design. Data were collected through classroom observation, semi-structured interviews with teachers and school personnel, and document review. The data were analyzed through reflective needs analysis involving data reduction, categorization, interpretation, cross-source verification, and model formulation. The findings show that the school has provided inclusive access and direct classroom support, such as repeating instructions, reducing assignment volume, providing concrete examples, and giving individual assistance. However, these supports have not been organized into a written and sustainable system for mapping needs, setting essential learning targets, modifying content, adapting learning processes, varying learning products, and monitoring progress. The proposed model consists of six interrelated components: initial mapping, essential target setting, content modification, process adaptation, product variation, and progress monitoring. Theoretically, this model does not replace differentiated instruction theory; rather, it strengthens it by offering a micro-level operational framework that is more feasible for inclusive elementary classrooms with limited resources. Practically, the model helps teachers move from spontaneous assistance toward documented, realistic, and continuous inclusive services. Keywords: curriculum differentiation, inclusive education, intellectual disability, learner profile, elementary school

Page 17 of 17 | Total Record : 164

 13   14   15   16   17 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 1 (2026): . Vol. 9 No. 2 (2025): Vol. 9 No. 1 (2025) Vol. 8 No. 2 (2024) Vol. 8 No. 1 (2024) Vol. 7 No. 2 (2023) Vol. 7 No. 1 (2023) Vol. 6 No. 2 (2022) Vol. 6 No. 1 (2022) Vol. 5 No. 2 (2021) Vol. 5 No. 1 (2021) Vol. 4 No. 2 (2020) Vol. 4 No. 1 (2020) Vol. 3 No. 2 (2019) Vol. 3 No. 1 (2019) Vol. 2 No. 2 (2018) Vol. 2 No. 1 (2018) Vol. 1 No. 2 (2017) Vol. 1 No. 1 (2017) Vol 4, No 2 Vol 4, No 1 Vol 3, No 2 Vol 3, No 1 Vol 2, No 2 Vol 2, No 1 Vol 1, No 2 Vol. 1 No. 2 Vol 1, No 1 More Issue