The Trend of Inclusive Learning Models: Systematic Review Study

Endang Iryani; Hufad Hufad; Isti Rusdiyani

doi:10.59175/pijed.v2i2.117

Authors

Endang Iryani Universitas Sultan Ageng Tirtayasa
Hufad Hufad Universitas Sultan Ageng Tirtayasa
Isti Rusdiyani Universitas Sultan Ageng Tirtayasa

DOI:

https://doi.org/10.59175/pijed.v2i2.117

Keywords:

Inclusive, Model Learning, Systematic Literature Review

Abstract

This study aims to analyze the trend of inclusive learning models with study criteria; the learning model tested as an inclusive learning model at various levels of education. the systematic review method refers to Castlebery with five study stages namely compiling, disassembling, reassembling, interpreting, and concluding. data collection using the published or perish application to collect articles from 2013 to 2023, with the keywords teaching model inclusive, teaching model for inclusive school, and teaching model for SEND (student education need disabilities) from Google Scholar. 200 journals have been screened with predetermined study criteria. The results of this study have shown that the trend is testing existing learning models by looking at their effectiveness and relevance to inclusive classes (62%), the trend is investigating learning models adapted to inclusive classes (15%), the trend is comparing learning models by looking for relevance to the inclusive class (15%), and trends describing the right model for use in the inclusive class based on a literature review (8%). The findings of this study can be used as a reference for teachers in conducting inclusive classroom learning, and researchers can formulate a more comprehensive learning model based on the analysis of the learning models studied in this study.

References

Akbarovna, A. S. (2022). Inclusive Education and Its Essence. 11(01), 248–254.

Al-Shammari, Z., Faulkner, P. E., & Forlin, C. (2019). Theories-based Inclusive Education Practices. Education Quarterly Reviews, 2(2), 408–414. https://doi. org/10.31014/aior.1993.02.02.73

Altemueller, L., & Lindquist, C. (2017). Flipped Classroom Instruction for Inclusive Learning. British Journal of Special Education, 44(3), 341–358. https://doi.org/10. 1111/1467-8578.12177

Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: a systematic review. International Journal of Inclusive Education, 23(12), 1277–1295. https://doi.org/10.1080/13603116.2018. 1445304

Bahri, S. (2021). Inclusion Education Management in Primary Schools. Edukatif: Jurnal Ilmu Pendidikan, 4(1), 94–100. https://doi.org/10.31004/edukatif.v4i1.1754

Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education. Exceptionality Education International, 25(2). https://doi.org/10.5206 /eei.v25i2.7723

Castleberry, A., & Nolen, A. (2018). Thematic Analysis of Qualitative Research Data: Is It as Easy as It Sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807–815. https://doi.org/10.1016/j.cptl.2018.03.019

Cooc, N. (2019). Teaching Students with Special Needs: International Trends in School Capacity and the Need for Teacher Professional Development. Teaching and Teacher Education, 83, 27–41. https://doi.org/10.1016/j.tate.2019.03.021

Curtin, L., & Egan, M. (2021). Unveiling the Context of Practice: Teacher Allocation Models to Support Inclusion in Primary Schools in Ireland. International Journal of Inclusive Education, 1–17. https://doi.org/10.1080/13603116.2021.1931484

Dewi, N. K. (2017). Benefits of Inclusive Education Programs for Early Childhood. Jurnal Pendidikan Anak, 6(1), 12–19. https://doi.org/10.21831/jpa.v6i1.15657

Dewsbury, B., & Brame, C. J. (2019). Inclusive Teaching. CBE—Life Sciences Education, 18(2), fe2. https://doi.org/10.1187/cbe.19-01-0021

Fernandes, R. (2018). School Adaptation to Inclusive Education Policy. Jurnal Socius: Journal of Sociology Research and Education, 4(2), 119. https://doi.org/10. 24036/scs.v4i2.16

Hakim, L. (2016). Enforcement of Access to Education for the People in Accordance with the Provisions of the Law No. 20 of 2003 on the National Education System. EduTech: Jurnal Ilmu Pendidikan dan Ilmu Sosial, 2(1), 53–64.

Katz, J. (2013). The Three Block Model of Universal Design for Learning (UDL): Engaging students in inclusive education. Canadian Journal of Education / Revue Canadienne de l’éducation, 36(1), 153–194. http://www.jstor.org/stable/ canajeducrevucan.36.1.153

Katz, J. (2015). Implementing the Three Block Model of Universal Design for Learning: Effects on Teachers’ Self-efficacy, Stress, and Job Satisfaction in Inclusive Classrooms K-12. International Journal of Inclusive Education, 19(1), 1–20. https://doi.org/10.1080/13603116.2014.881569

Kurniati, A. (2013). Application of Individual Learning Approaches to Citizenship Education Lessons on Disabled Students (Tunanetra) in MAN Maguwoharjo. Jurnal Citizenship: Media Publikasi Pendidikan Pancasila dan Kewarganegaraan, 3(1), 41–56. http://journal.uad.ac.id/index.php/Citizenship/article/view/6405

Latif, M. A. (2019). Early Childhood Care and Development Resource Center (ECCD-RC) Yogyakarta. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 1(1), 1. https://doi.org/10.35473/ijec.v1i1.375

Marfu’ah, S., Zaenuri, Masrukan, & Walid. (2022). Mathematics Learning Model to Improve Students' Mathematical Reasoning Ability. Prosiding Seminar Nasional Matematika, 5, 50–54. https://journal.unnes.ac.id/sju/ index. php/prisma

Maryanti, R., Nandiyanto, A. B. D., Hufad, A., & Sunardi, S. (2021). Science Education for Students with Special Needs in Indonesia: From Definition, Systematic Review, Education System, to Curriculum. Indonesian Journal of Community and Special Needs Education, 1(1), 1–8. https://doi.org/10.17509/ ijcsne.v1i1.32653

Metsäpelto, R. L., Poikkeus, A. M., Heikkilä, M., Husu, J., Laine, A., Lappalainen, K., Lähteenmäki, M., Mikkilä-Erdmann, M., Warinowski, A., Iiskala, T., Hangelin, S., Harmoinen, S., Holmström, A., Kyrö- Ämmälä, O., Lehesvuori, S., Mankki, V., & Suvilehto, P. (2022). A Multidimensional Adapted Process Model of Teaching. Educational Assessment, Evaluation and Accountability, 34(2), 143–172. https://doi.org/10.1007/s11092-021-09373-9

Masino, S., & Niño-Zarazúa, M. (2016). What Works to Improve the Quality of Student Learning in Developing Countries? International Journal of Educational Development, 48, 53–65. https://doi.org/10.1016/j.ijedudev.2015.11.012

Mulholland, M., & O’Connor, U. (2016). Collaborative Classroom Practice for Inclusion: Perspectives of Classroom Teachers and Learning Support/Resource Teachers. International Journal of Inclusive Education, 20(10), 1070–1083. https://doi.org/10.1080/13603116.2016.1145266

Murtie, A. (2017). Encyclopedia of Children with Special Needs. Redaksi Maxima.

Nellitawati, N. (2019). Teacher’s Pedagogical Competencies on the Vocational High School of Padang City. Jurnal Konseling dan Pendidikan, 7(2), 58–61. https://doi. org/10.29210/133300

Otukile, Mpho, M. (2018). Teacher Centered Approaches: Their Implications for Today’s Inclusive Classrooms. Lonaka Jolt, 9(1), 1–8. http://journals.sagepub. com/doi/10.1177/1120700020921110

Purnama, A., & Abadi, M. I. (2019). Development of a Centered Learning Model and a Circle-Based Education of Inclusion for Kindergartens. Jurnal Teladan: Jurnal Ilmu Pendidikan http://journal.unirow.ac.id/ index.php/teladan/ article/view/45%0Ahttp://journal.unirow.ac.id/index.php/teladan/article/download/45/78

Ramesh, P., & Krishnan, P. (2020). Professional Competence of Teachers in Indian Higher Agricultural Education. Current Science, 118(3), 356. https://doi.org/10. 18520/cs/v118/i3/356-361

Rasmitadila, Widyasari, Prasetyo, T., Rachmadtullah, R., Samsudin, A., & Aliyyah, R. R. (2021). General Teachers’ Experience of the Brain’s Natural Learning Systems-Based Instructional Approach in Inclusive Classroom. International Journal of Instruction, 14(3), 95–116. https://doi.org/10.29333/iji.2021.1436a

Rivera, J. H. (2017). The Blended Learning Environment: A Viable Alternative for Special Needs Students. Journal of Education and Training Studies, 5(2), 79. https://doi.org/10.11114/jets.v5i2.2125

Rozi, Fathor, N. H. (2019). Inclusion Learning Model; Overcoming Students’ Learning Difficulties in Specific Language Impairment. Tjyybjb.Ac. Cn, 27(2), 58–66.

Rusman. (2018). Learning Models (7th ed.). PT Raja Grafindo Persada.

Smith, J. A. (2006). Inclusion: Friendly Schools for All. Nuansa.

Smith, J. A. (2009). Qualitative Psychology. Pustaka Pelajar.

Tanjung, R., Supriani, Y., Arifudin, O., & Ulfah, U. (2022). Inclusion Education Maintenance Management at Islamic Educational Institutions. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(1), 339–348. https://doi.org/10.54371/jiip.v5i1.419

Tarnoto, N. (2016). Problems Faced by Schools Providing Inclusive Education at Elementary Level. Humanitas, 13(1), 55. https://doi.org/10.26555/humanitas. v13i1.3843

Tremblay, P. (2013). Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo Taught Special Education. Journal of Research in Special Educational Needs, 13(4), 251–258. https://doi.org/10.1111/j.1471-3802.2012.01270.x

Trianto. (2013). Integrated Learning Model: Concepts, Strategies and Implementation in the Education Unit Level Curriculum (KTSP) (edition 5). Bumi Aksara.

Van Mieghem, A., Verschueren, K., Petry, K., & Struyf, E. (2020). An Analysis of Research on Inclusive Education: A Systematic Search and Meta Review. International Journal of Inclusive Education, 24(6), 675–689. https://doi.org/10. 1080/13603116.2018.1482012

Yunaini, N. (2021). Special Needs Child Learning Model in Inclusive Education Settings. Journal of Elementary School Education (JOuESE), 1(1), 18–25. https://doi.org/10.52657/jouese.v1i1.1326