The Instructional Strategy of Inclusive Education Through Cluster Model Development in Inclusive Schools.
(B. pendidikan)
The Instructional Strategy of Inclusive Education Through Cluster Model Development in
Inclusive Schools
Key words: full inclusion, instructional strategy, students’ characteristics, modified curriculum
Gunarhadi; Shaari, Abdull Sukor; Sunardi; Yusuf, Munawir; Andayani, Tri Rejeki
Fakultas KIP UNS, Penelitian, BOPTN UNS, Hibah Kerjasama Luar Negeri dan Publikasi Internasional, 2012
The research aims to (1) discover the current condition of the implementation of inclusive education, (2)
identify the inhibiting sources and the need of the instructional strategies in full inclusive education, (3)
propose an alternative model of instructional strategy in inclusive schools.
The sample of this research is a number of 56 inclusive schools randomly assigned to represent the
inclusive schools in regional areas of Solo Raya. The data was collected by means of questionnaire and
interview analyzed by both quantitative and qualitative methods. Quantitative method was used
described the data resulted from questionnaire. While qualitative method was used to describe the data
resulted from interview.
The data showed that the full inclusive schools in Solo Raya have performed special educational services
such as ; modified curriculum (36.4%), teachers’ understanding of students characteristics (51.1%),
Teachers’ competence (46.4%), ABK learning involvement (51.1%), attention from non-ABK (58.2%),
Teachers’ assistance (60.4%), Classroom management (40.4), Special teachers’ involvement (48.2),
parents’ and School committees’ involvement (44.6%), and ABK academic achievement (45.0%).
The research concluded that (1) the implementation of educational services in full inclusion model was
not yet well performed. It was indicated by the following facts; 9 schools (16%) with very low, 6 schools
(11%) quite low, 15 schools (27%) adequate, 18 schools (32%) good, and 8 schools showed very good
performances, (2) the schools performances were inhibited by the insufficient implementation of
inclusive educational services. (3) the need to propose an alternative model instead of full inclusive
model of instructional strategy.
The Instructional Strategy of Inclusive Education Through Cluster Model Development in
Inclusive Schools
Key words: full inclusion, instructional strategy, students’ characteristics, modified curriculum
Gunarhadi; Shaari, Abdull Sukor; Sunardi; Yusuf, Munawir; Andayani, Tri Rejeki
Fakultas KIP UNS, Penelitian, BOPTN UNS, Hibah Kerjasama Luar Negeri dan Publikasi Internasional, 2012
The research aims to (1) discover the current condition of the implementation of inclusive education, (2)
identify the inhibiting sources and the need of the instructional strategies in full inclusive education, (3)
propose an alternative model of instructional strategy in inclusive schools.
The sample of this research is a number of 56 inclusive schools randomly assigned to represent the
inclusive schools in regional areas of Solo Raya. The data was collected by means of questionnaire and
interview analyzed by both quantitative and qualitative methods. Quantitative method was used
described the data resulted from questionnaire. While qualitative method was used to describe the data
resulted from interview.
The data showed that the full inclusive schools in Solo Raya have performed special educational services
such as ; modified curriculum (36.4%), teachers’ understanding of students characteristics (51.1%),
Teachers’ competence (46.4%), ABK learning involvement (51.1%), attention from non-ABK (58.2%),
Teachers’ assistance (60.4%), Classroom management (40.4), Special teachers’ involvement (48.2),
parents’ and School committees’ involvement (44.6%), and ABK academic achievement (45.0%).
The research concluded that (1) the implementation of educational services in full inclusion model was
not yet well performed. It was indicated by the following facts; 9 schools (16%) with very low, 6 schools
(11%) quite low, 15 schools (27%) adequate, 18 schools (32%) good, and 8 schools showed very good
performances, (2) the schools performances were inhibited by the insufficient implementation of
inclusive educational services. (3) the need to propose an alternative model instead of full inclusive
model of instructional strategy.