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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for "Bridging the Competence Gap" : 1 Documents clear
Bridging the Competence Gap: Pedagogical Adaptations of Elementary Teachers in Indonesian Inclusive Classrooms Herlina Febriyani; Suyatno Suyatno; Lukis Alam
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp693-708

Abstract

One of the key indicators of success in the inclusive education process is the response of teachers and its principles. This response is influenced by various factors, such as educational background, experience working with children with special needs, self-confidence in conducting educational activities, and the difficulty level of the children. Therefore, this study aimed to explore teachers' experiences in implementing inclusive practices and adapting pedagogical strategies when teaching children with special needs in elementary schools in a rural area of Indonesia, specifically in the Bengkalis Regency, Riau Province. This qualitative study employed a phenomenological approach, and data were collected through interviews with 10 elementary school teachers from different schools. Data were analyzed using thematic analysis to identify key themes emerging from teachers’ experiences. They had varying ages, educational backgrounds, and teaching experience. The results showed that teachers initially felt confused, tense, and worried about their ability to guide inclusive students. This condition was followed by pressure and diverse student attitudes, which increased stress, sadness, and a desire to give up. However, teachers felt challenged and realized that every child is special, unique, and entitled to receive appropriate educational services. Through reflective practice and collaboration with colleagues, teachers began to develop adaptive strategies, such as differentiated instruction, emotional regulation, and individualized learning support. This study emphasizes that inclusive education in rural areas requires not only emotional readiness but also systemic support for teachers in building confidence and competence to serve diverse learners. Keywords: children with special needs, experience of teachers, inclusive school, phenomenological.

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