The Instructional Strategy In Inclusive Classroom: In Inclusive Teachers’ Opinion

Rasmitadila, Rasmitadila and Widyasari, Widyasari and Prasetyo, Teguh and Rachmadtullah, Reza and Samsudin, Achmad The Instructional Strategy In Inclusive Classroom: In Inclusive Teachers’ Opinion. NTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH. ISSN 2277-8616

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Abstract

The purpose of this research is to determine the inclusive teacher problems in designing and using instructional strategies in inclusive classrooms. The research method used is survey research involving 102 inclusive teachers spread across various inclusive schools in several major cities in the Indonesian region. Data were collected using questioners with Likert Scale and interviews. Data analysis using quantitative analysis namely percentage of the problem. Qualitative analysis data model consisting of 3 stages, namely (1) thematic analysis of all participant (2) within-participant thematic analysis (3) cross-participant analysis. The results showed that the problems faced by teachers in designing and using instructional strategies in inclusive classrooms include the lack of mastery of personality competencies, pedagogic competencies, and professional competence. Teachers have difficulty in determining instructional methods, instructional media, instructional strategies used are still not optimal, difficulty in determining the sequence of learning; teachers are only focused on cognitive and emotional aspects of learning

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