Melola Discovery

← Melola Discovery

Jurnal

Implementation of Multi-Level Inclusive Learning Management in Indonesian Schools of Kinabalu City Malaysia

Edukasi · Vol. 18 No. 2 (2024) · hlm. 121–135

DOI
10.15294/edukasi.v18i2.16640
ISSN
0852-0240
Terbit
2024-11-17
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

As an educational institution catering to children of Indonesian Migrant Workers (PMI) who are characterized by a rich tapestry of cultural, tribal, racial, and religious backgrounds, alongside a spectrum of socio-economic challenges and legal uncertainties regarding their presence in the host nation, Sekolah Indonesia Kota Kinabalu (SIKK), Malaysia, underscores the critical necessity for inclusive educational practices. This study examines the implementation of multi-tiered inclusive learning management across elementary, junior high, and senior high school levels, focusing particularly on students with special needs. The research aims to evaluate planning, execution, and support mechanisms in fostering equitable educational opportunities. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis. Findings reveal that SIKK has successfully implemented inclusive practices at the elementary level, including differentiated curricula, ongoing teacher training, and additional learning resources. However, inclusive practices at the junior high and senior high school levels are less effective, largely due to resource limitations, particularly the lack of special education teachers, with only one currently available. Challenges include insufficient resources, inadequate technical support, and differing perceptions of inclusion among stakeholders. Despite these obstacles, SIKK demonstrates significant efforts in inclusive education, underscoring the need for comprehensive policies and sustained government support. This research offers a novel perspective on the management of inclusive education within a multicultural and resource-limited context, highlighting the significance of collaborative engagement among multiple stakeholders and the need for contextually informed strategies to ensure sustainable implementation within the framework of Indonesian schools abroad, which face markedly intricate challenges.

Kata kunci

Jaringan kolaborasi para penulis

24 penulis · 67 tautan kepenulisan bersama

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

  • IPB University
  • Tadulako University
  • Universitas Muhammadiyah Parepare
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Widodo WidodoIPB University2
Heryanto SusiloAfiliasi tidak diketahui2
Sjafiatul MardliyahAfiliasi tidak diketahui2
Muhammad AliTadulako University1
Danie Indra YamaAfiliasi tidak diketahui1
Jaini FakhrudinAfiliasi tidak diketahui1
MulianiAfiliasi tidak diketahui1
Tika Rahma YunitaAfiliasi tidak diketahui1
Rista DelyaniAfiliasi tidak diketahui1
MardoyoAfiliasi tidak diketahui1
Mega WulandariAfiliasi tidak diketahui1
Martin HidayahAfiliasi tidak diketahui1
Faris AfandiAfiliasi tidak diketahui1
AswadingAfiliasi tidak diketahui1
Wiwin YulianingsihAfiliasi tidak diketahui1
Yunita ElizabethAfiliasi tidak diketahui1
Mustakim MustakimUniversitas Muhammadiyah Parepare1
Widya NusantaraAfiliasi tidak diketahui1
Fina Akmalia PutriAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/edukasi/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Implementation of Multi-Level Inclusive Learning Management in Indonesian Schools of Kinabalu City Malaysia</dc:title>
	<dc:creator xml:lang="en">Mutaqin, Zaenal</dc:creator>
	<dc:creator xml:lang="en">Riyanto, Yatim </dc:creator>
	<dc:creator xml:lang="en">Sholeh, Muhamad </dc:creator>
	<dc:creator xml:lang="en">Khamidi, Amrozi </dc:creator>
	<dc:creator xml:lang="en">Amalia, Kaniati </dc:creator>
	<dc:subject xml:lang="en">inclusive education, learning management, Indonesian Schools</dc:subject>
	<dc:description xml:lang="en">As an educational institution catering to children of Indonesian Migrant Workers (PMI) who are characterized by a rich tapestry of cultural, tribal, racial, and religious backgrounds, alongside a spectrum of socio-economic challenges and legal uncertainties regarding their presence in the host nation, Sekolah Indonesia Kota Kinabalu (SIKK), Malaysia, underscores the critical necessity for inclusive educational practices. This study examines the implementation of multi-tiered inclusive learning management across elementary, junior high, and senior high school levels, focusing particularly on students with special needs. The research aims to evaluate planning, execution, and support mechanisms in fostering equitable educational opportunities. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis. Findings reveal that SIKK has successfully implemented inclusive practices at the elementary level, including differentiated curricula, ongoing teacher training, and additional learning resources. However, inclusive practices at the junior high and senior high school levels are less effective, largely due to resource limitations, particularly the lack of special education teachers, with only one currently available. Challenges include insufficient resources, inadequate technical support, and differing perceptions of inclusion among stakeholders. Despite these obstacles, SIKK demonstrates significant efforts in inclusive education, underscoring the need for comprehensive policies and sustained government support. This research offers a novel perspective on the management of inclusive education within a multicultural and resource-limited context, highlighting the significance of collaborative engagement among multiple stakeholders and the need for contextually informed strategies to ensure sustainable implementation within the framework of Indonesian schools abroad, which face markedly intricate challenges.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-11-17</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/edukasi/article/view/16640</dc:identifier>
	<dc:identifier>10.15294/edukasi.v18i2.16640</dc:identifier>
	<dc:source xml:lang="en">Edukasi; Vol. 18 No. 2 (2024): Educational Technology, Primary School Teacher Education; 121-135</dc:source>
	<dc:source>0852-0240</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/edukasi/article/view/16640/2266</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Edukasi</dc:rights>
</oai_dc:dc>