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Tematik: Jurnal Penelitian Pendidikan Dasar
Published by Medan Resource Center
ISSN : -     EISSN : 28291476     DOI : 10.57251
Core Subject : Education,
Education
Tematik: Jurnal Penelitian Pendidikan Dasar is a peer-reviewed journal published by the Medan Resource Center in collaboration with the Faculty of Teacher Training and Education, Universitas Islam Sumatera Utara. This journal publishes research results and thoughts in the field of primary education, including Classroom Action Research, Qualitative Primary Education Research, Quantitative Basic Research, and others. The journal accommodates a broad scope of primary education, such as Elementary School or Madrasah Ibtidaiyah Teacher Education, Kindergarten Teacher Education, Early Childhood Education, and other primary education institutions, both formal and non-formal. The journal is published biannually in March and September and accepts articles in both Indonesian and English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
 1 
Search results for , issue "vol. 4 no. 2 (2025)" : 1 Documents clear
Strategi Pembelajaran untuk Anak Inklusi: Membangun Lingkungan Belajar yang Setara dan Bermakna Retnita Ernayani Lubis
Tematik: Jurnal Penelitian Pendidikan Dasar Vol. 4 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/tem.v4i2.2276

Abstract

Inclusive education seeks to ensure equitable and meaningful learning opportunities for all children, including those with special educational needs, regardless of differences in abilities, backgrounds, or physical and psychological conditions. Nevertheless, its implementation in Indonesia continues to face challenges related to limited specialized support teachers, insufficient teacher training, and persistent social stigma. This study examines effective instructional strategies for children with special educational needs and identifies approaches that can support meaningful learning in inclusive educational settings. Using a qualitative literature review, the study analyzes relevant scholarly literature on inclusive education, instructional practices, and curriculum adaptation. The findings indicate that differentiated instruction, curriculum modification, Individualized Education Programs, and Universal Design for Learning can accommodate diverse learning needs and enhance students’ participation in the learning process. The analysis further demonstrates that effective implementation requires sustained collaboration among teachers, parents, and relevant professionals. The study concludes that a holistic, adaptive, and collaborative instructional approach is essential for establishing equitable and meaningful inclusive learning environments while enabling children with special educational needs to develop their potential optimally.

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