Implementation of Inclusive Education Policies in Primary Schools: Islamic Perspectives in Comparative Studies Between Indonesia and Developed Countries
Abstract
This study aims to systematically analyze the literature related to the implementation of inclusive education policies in primary schools from an Islamic perspective: a comparative study between Indonesia and other countries, as well as conduct a comparative study with best practices in developed countries, to explore the factors that support the success of inclusive education in these countries. Thus, this study will not only describe the current situation but also contribute to improving the quality of inclusive education at the primary school level in Indonesia. This study is a Systematic Literature Review (SLR) research using bibliometric analysis, the researcher conducted a visualization using VOSviewer software with co-occurrence analysis to describe the study of the critical thinking ability of elementary school students. Based on the results of a systematic literature review of 42 articles on the implementation of inclusive education policies in elementary schools both in Indonesia and in developed countries, 4 clusters identified four main interrelated themes: handling specific learning disorders, handling autism, education policies, and social aspects of inclusive education. Key challenges include system integration difficulties, resource limitations, and digital competency gaps while supporting factors include comprehensive policies, ongoing professional development, and structured support systems. The study concludes that the successful implementation of inclusive education policies requires a contextual approach that considers the unique challenges and potentials of each country, supported by multi-stakeholder collaboration, continuous professional development, and comprehensive policies, with recommendations for strengthening adaptive policies, developing sustainable teacher training programs, and continuing research on the impact of inclusive policies.
Downloads
References
Balie, L., & Sayed, Y. (2020). Education and care: How teachers promote the inclusion of children and youth at risk in South Africa. Education Sciences, 10(10), 1–14. https://doi.org/10.3390/educsci10100273
Djumingin, S., Mantasiah, R., Afandi, I., & Intang, D. (2024). Ecoliteracy digital short stories among students in Indonesia. Journal of Turkish Science Education, 21(2), 254–270. https://doi.org/10.36681/tused.2024.014
Fathurrohman, R., Arif, M., & Sirait, S. (2023). Concept and Implementation of Islamic Education in Islamic Education Institutions in Indonesia. DAYAH: Journal of Islamic Education, 6(1), 114. https://doi.org/10.22373/jie.v6i1.16356
Feser, M. S., Haak, I., & Rabe, T. (2023). VeSP-Be – Vergleich von Studieneingangsphasen in Physik hinsichtlich des Sense of Belonging von Studierenden. Dokumentation der Erhebungsinstrumente und deren deskriptive, quantitative Ergebnisse. https://doi.org/10.25656/01
For, S., & Education, I. (2024). Strategies For Inclusive Education And Intercultural. International Online Journal of Primary Education . 13(3), 175–184.
Forlin, C., & Chambers, D. (2023). Is a Whole School Approach to Inclusion Really Meeting the Needs of All Learners? Home-Schooling Parents’ Perceptions. Education Sciences, 13(6). https://doi.org/10.3390/educsci13060571
Forlin, C., Kawai, N., & Higuchi, S. (2015). Educational reform in Japan towards inclusion: Are we training teachers for success? International Journal of Inclusive Education, 19(3), 314–331. https://doi.org/10.1080/13603116.2014.930519
Göransson, K., & Nilholm, C. (2014). Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education. European Journal of Special Needs Education, 29(3), 265–280. https://doi.org/10.1080/08856257.2014.933545
Hanssen, N. B., & Alekseeva, A. A. (2024). Inclusion and Inclusive Education in Russia: Analysis of Legislative and Strategic Documents at the State Level between 2012–2014. Education Sciences, 14(3). https://doi.org/10.3390/educsci14030312
Herrera-Franco, G., Montalván-Burbano, N., Carrión-Mero, P., Apolo-Masache, B., & Jaya-Montalvo, M. (2020). Research trends in geotourism: A bibliometric analysis using the scopus database. Geosciences (Switzerland), 10(10), 1–29. https://doi.org/10.3390/geosciences10100379
Holt, A. (2024). of Physical Violence From Their Neurodivergent Children — Gender , Conflict and the Ethics of Care. December 2023, 811–826.
Iacono, T., Spong, J., Bagley, K., Garcia-Melgar, A., McKinstry, C., Hyett, N., & Arthur-Kelly, M. (2024). Reliability Testing of the Reasonable Adjustments for Inclusive Education Rating Scale. Journal of Research in Childhood Education, 38(1), 1–13. https://doi.org/10.1080/02568543.2023.2187488
Jordhus-Lier, A., Karlsen, S., & Nielsen, S. G. (2023). Meaningful approaches to content selection and ways of working: Norwegian instrumental music teachers’ experiences. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1105572
Joshi, A. (2016). Comparison Between Scopus & ISI Web of Science. Journal Global Values, VII(1), 976–9447.
Kenny, N., McCoy, S., & O’Higgins Norman, J. (2023). A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision. Education Sciences, 13(9). https://doi.org/10.3390/educsci13090959
Kotilainen, N., & Takala, M. (2024). ‘Most of the time, I am the three-tiered support system’–subject teachers’ views on tiered support and part-time special education in lower secondary schools. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2024.2421110
Lautenbach, F., & Heyder, A. (2019). Changing attitudes to inclusion in preservice teacher education: a systematic review. Educational Research, 61(2), 231–253. https://doi.org/10.1080/00131881.2019.1596035
Leifler, E., Borg, A., & Bölte, S. (2024). A multi-perspective study of Perceived Inclusive Education for students with Neurodevelopmental Disorders. Journal of Autism and Developmental Disorders, 54(4), 1611–1617. https://doi.org/10.1007/s10803-022-05643-7
Mareta, M., Alimah, A., & Muhammad, M. (2024). Ulumuna INCLUSIVE EDUCATION AND JUSTICE. 28(2), 933–960.
Mayya, M. (2019). Analisis Implementasi Kebijakan Pendidikan Inklusi Pada Sekolah Dasar. Jurnal Administrasi Pendidikan, 26(1), 108–117. https://doi.org/10.17509/jap.v26i1.19853
Nisa, R., Hadi, S., & Pristiani, R. (2024). Global Learning Transformation in Primary Education: A Systematic Review of Digital Policy and Access Enhancement. At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 8(2), 194-216.
Perdana, G. N. R., Irawan, B., & Akbar, P. (2023). #PrayForKanjuruhan On Twitter: Public Response to the Kanjuruhan Stadium Disaster. Nyimak Journal of Communication, 7(1), 89–107.
Perkins, M., Roe, J., Vu, B. H., Postma, D., Hickerson, D., McGaughran, J., & Khuat, H. Q. (2024). Simple techniques to bypass GenAI text detectors: implications for inclusive education. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00487-w
Rifky, S., Putra, J. M., Ahmad, A. T., Widayanthi, D. G. C., Abdullah, G., Sunardi, S., & Syathroh, I. L. (2024). Pendidikan Yang Menginspirasi: Mengasah Potensi Individu. Yayasan Literasi Sains Indonesia.
Romadhon, M., Marini, A., & Sumantri, M. S. (2021). Kebijakan Pendidikan Inklusi Sebuah Solusi di Sekolah Dasar. Jurnal Elementaria Edukasia, 4(1), 109–115. https://doi.org/10.31949/jee.v4i1.3085
Rose, R., Narayan, J., Matam, S., & Reddy Sambram, P. (2021). A comparison of provision and access to inclusive education for children with disabilities in a metropolitan city and a rural district in Telangana State, India. Education Sciences, 11(3). https://doi.org/10.3390/educsci11030111
Roziqin, A., Kismartini, Fajrina, A. N., Salahudin, & Sulistyaningsih, T. (2022). The development of Indonesian e-Government: A bibliometric analysis. COLLNET Journal of Scientometrics and Information Management, 16(1), 49–74. https://doi.org/10.1080/09737766.2021.2007036
Saenen, L., Hermans, K., Do Nascimento Rocha, M., Struyven, K., & Emmers, E. (2024). Co-designing inclusive excellence in higher education: Students’ and teachers’ perspectives on the ideal online learning environment using the I-TPACK model. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03417-3
Sari, Z. P., Sarofah, R., & Fadli, Y. (2022). The Implementation of Inclusive Education in Indonesia: Challenges and Achievements. Jurnal Public Policy, 8(4), 264. https://doi.org/10.35308/jpp.v8i4.5420
Shang, G., Saladin, B., Fry, T., & Donohue, J. (2015). Twenty-six years of operations management research (1985-2010): Authorship patterns and research constituents in eleven top rated journals. International Journal of Production Research, 53(20), 6161–6197. https://doi.org/10.1080/00207543.2015.1037935
Shevlin, M., & Banks, J. (2021). Inclusion at a crossroads: Dismantling Ireland’s system of special education. Education Sciences, 11(4). https://doi.org/10.3390/educsci11040161
Stalmach, A., D’Elia, P., Di Sano, S., & Casale, G. (2024). Digital Methods to Promote Inclusive and Effective Learning in Schools: A Mixed Methods Research Study. Open Education Studies, 6(1). https://doi.org/10.1515/edu-2024-0023
Suriyati, S., Rama, B., Siraj, A., Umar, S., & Syamsudduha, S. (2023). Implementation of Integrated Quality Management Islamic Education in Madrasah Aliyah. Tafkir: Interdisciplinary Journal of Islamic Education, 4(1), 95–112. https://doi.org/10.31538/tijie.v4i1.355
Thrupp, M. (2023). Finland’s Famous Education System. In Finland’s Famous Education System. https://doi.org/10.1007/978-981-19-8241-5
van den Helder, C., Plak, R., Meeter, M., & Begeer, S. (2024). Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects. Journal of Autism and Developmental Disorders, 0123456789. https://doi.org/10.1007/s10803-024-06369-4
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3
Wazdy, S., & Yahya, M. S. (2024). The Concept of Inclusive Education in Islamic Perspective for Building Religious Moderation. 1–11.
Werdiningsih, R. (2024). Role of the supervision of the school principal in improving the quality of learning at state elementary school’s post-pandemic COVID-19. International Journal of Education and Practice, 12(2), 217–239. https://doi.org/10.18488/61.v12i2.3674
Yada, A., Tolvanen, A., & Savolainen, H. (2017). Teachers ’ Attitudes and Self - efficacy on Inclusive Education : A Comparative Analysis between Japan and Finland Contribution Teachers ’ Attitudes and Self - efficacy on Inclusive Education : A Comparative Analysis between Japan and Finland. August. https://www.researchgate.net/profile/Akie_Yada/publication/320357683_Teachers%27_Attitudes_and_Self-efficacy_on_Inclusive_Education_A_Comparative_Analysis_between_Japan_and_Finland/links/59dff0500f7e9bc51256c946/Teachers-Attitudes-and-Self-efficacy-on-Inc
Zee, M., de Bree, E., Hakvoort, B., & Koomen, H. M. Y. (2020). Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach. Journal of Applied Developmental Psychology, 66. https://doi.org/10.1016/j.appdev.2019.101101
.png){kind=logo}
