INCLUSIVE LEARNING IN DIVERSE CLASSROOMS: STRATEGIES, CHALLENGES, AND OUTCOMES

Rifqa Elvi Mufida; Anita Dwi Lestari; Al Hikmah; Marsa Amalia Rosita; Via Naila Putri; Ari Wibowo

doi:10.36456/inventa.10.2.a11762

Authors

Rifqa Elvi Mufida PGSD, Universitas PGRI Yogyakarta
Anita Dwi Lestari PGSD, Universitas PGRI Yogyakarta
Al Hikmah PGSD, Universitas PGRI Yogyakarta
Marsa Amalia Rosita PGSD, Universitas PGRI Yogyakarta
Via Naila Putri PGSD, Universitas PGRI Yogyakarta
Ari Wibowo Universitas PGRI Yogyakarta

DOI:

https://doi.org/10.36456/inventa.10.2.a11762

Keywords:

learning strategies, basic education, learning outcomes, educational challenges

Abstract

Inclusive learning is an educational approach that emphasizes equal access for all students with diverse backgrounds, characteristics, and learning needs so that each individual has the same opportunity to develop optimally. This study aims to analyze the strategies, challenges, and results of implementing inclusive learning in elementary schools through a literature review method from various relevant research sources. The results of the study indicate that the application of various strategies such as adaptive learning planning, the use of varied media and methods, flexible assessment, supportive classroom management, and the use of educational technology can increase active student participation, learning outcomes, and the development of social attitudes such as tolerance and empathy in a learning environment that respects diversity. However, the implementation of inclusive learning still faces various complex obstacles, including limited teacher competency, a lack of supporting facilities and infrastructure, and suboptimal support from the school environment and the community. Therefore, integrated efforts are needed through improving teacher competency, providing adequate facilities, and strengthening collaboration between parties to realize inclusive learning that is effective, sustainable, and able to address future educational challenges.

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