A Modification of Daily Learning Flow in Inclusive Education Programs

Modifikasi Alur Pembelajaran Harian Pada Program Pendidikan Inklusif

  • RIzka Harfiani Universitas Muhammadiyag Sumatra Utara
  • Hasrian Rudi Setiawan


Inclusive education is now the focus of attention in efforts to provide educational services for all children, including children with special needs. Various problems are often encountered in the learning process in inclusive classes, for this research aims to analyze the modification of the daily learning flow of inclusive education in Raudhatul Athfal An-Nahl, Jakarta. This study uses a qualitative approach to the type of case study research. Data collection techniques used were observation, interviews, and documentation. Technical analysis of data using the Miles and Huberman interactive analysis model, as well as testing the validity of the data with the triangulation method. The results found a modification of the daily learning flow in RA. An-Nahl consists of pre-opener, opener, energizer, activity, linking and summeryzing, review, mission, and closer. Things to consider in the learning process are engagement, attention span, readiness, activity, reviewing, learning outcomes and parallel learning outcomes. The conclusion of this study shows that the modification of the daily learning flow is able to accommodate the strengths and weaknesses according to the character of each student, and is able to overcome problems in the learning process in inclusive classes


Carrington, D. Tangen, and D. Beutel. (2018). Inclusive Education In the Asia Indo-Pacific Region, Int. J. Incl. Educ, 23 (1), 1–6.
Hanum. (2014). Pembelajaran PAI Bagi Anak Berkebutuhan Khusus. Pendidik. Agama Islam, XI (1), 217–236.
Lestariningrum. (2017). Implementasi Pendidikan Inklusif Untuk Anak Usia Dini di Kota Kediri (Studi Pada PAUD Inklusif YBPK Semampir, Kecamatan Kota Kediri). Child. Advis. Res. Educ., 4 (2), 53–68.
Malak. (2013). Inclusive Education Reform in Bangladesh : Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms. Int. J. Instr., 6 (1).
Mngo and A. Y. Mngo. (2018). Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program : Implications for Instructional Leadership. Educ. Res. Int.
Mugambi. (2017). Approaches to Inclusive Education and Implications for Curriculum Theory and Practice. Int. J. Humanit. Soc. Sci. Educ., 4 (10), 92–106.
O’Neil. (1994). Can Inclusion Work? A Conversation with Jim Kauffman and Mara Sapon-Shevin. Educational Leadership.
Pappas. (2018). Policies , Practices , and Attitudes toward Inclusive Education: The Case of Greece, no. Ainscow.
Rahayu. (2013). Memenuhi Hak Anak Berkebutuhan Khusus Anak Usia Dini Melalui Pendidikan Inklusif. Pendidik. Anak, II (2).
Windarsih, D. Jumiatin, N. Sumini, & L.O.Utami. (2017). Implementasi Pendidikan Anak Usia Dini Inklusif di Kota Cimahi Jawa Barat. J. Ilm. UPT P2M STKIP Siliwangi, 4 (2).