Readiness to Implement Inclusive Education in Muhammadiyah Elementary Schools of Yogyakarta

Ratna Sari, M Nurul Ikhsan Saleh


This research aims to find out the readiness of Muhammadiyah elementary schools in implementing inclusive education in the schools. School readiness clearly marks the path for Muhammadiyah elementary schools in organizing inclusive education. Through a case study methodology with a purposive sampling technique, this research investigates the readiness of four Muhammadiyah elementary schools. The data were collected by an in-depth interview and observation and would be analyzed by thematic analysis method.  This research provides worthy indicators of school readiness in executing inclusive education. This study indicates that two out of the four Muhammadiyah elementary schools observed, have not reached the required level of readiness to implement inclusive schools based on the indicators of the school readiness, whereas the other two schools are more prepared to fully run the inclusive education program. This study enhances elementary schools to implement inclusive education by meeting five required indicators: 1) Perception of school stakeholders; 2) Curriculum and teaching and learning activities; 3) Educational staffs; 4) Facilities, infrastructure, and funding; 5) Relationship between community and school. The implementation of inclusive education in elementary schools under the Muhammadiyah institution as one of the biggest Islamic organizations in Indonesia would build a positive perception for all teachers, students’ parents, and school communities.


School Readiness, Inclusive Education, Muhammadiyah Elementary School

Full Text:



Adiputra, Sofwan. “Perceptions of Inclusion Education by Parents of Elementary School-Aged Children in Lampung, Indonesia.” International Journal of Instruction 12, no. 1 (2019): 199–212.

Ahmad, Fauzi. “Pendidikan Inklusif Berbasis Kearifan Lokal Dalam Praktik Sosial Di Pesantren Zainul Hasan Genggong Probolinggo Jawa Timur.” Proceedings Ancoms 1St Annual Conference For Muslim Scholars 2, no. 110 (2017): 715–25.

Ainscow, Mel, and Abha Sandill. “Developing Inclusive Education Systems: The Role of Organisational Cultures and Leadership.” International Journal of Inclusive Education 14, no. 4 (June 2010): 401–16.

Aisah, Anita, and Dwi AB Santosa. “Islamic Education in The Inclusive School: Experimental Study of The Application of Differentiated Instruction For Slow Learners.” Host-Pustaka.Umy.Ac.Id 15, no. 2 (2019).

Aniska, Taruri Dewi. “Layanan Anak Berkebutuhan Khusus Di Sekolah Penyelenggara Pendidikan Inklusif (SPPI) Sekolah Dasar Wilayah Kecamatan Lendah Kabupaten Kulon Progo,” no. 1 (2016): 1.

Ariyanto, Amarina Ashar, Hamdi Muluk, Peter Newcombe, Fred P Piercy, E Kristi Poerwandari, and Sri Hartati R Suradijono. Diversity in Unity: Perspectives from Psychology and Behavioral Sciences. CRC Press, 2017.

Baker, Elizabeth H. “Definition of Socioeconomics Status.” In The Wiley Blackwell Encyclopedia of Health, Illness, Behavior, and Society, 1–5, 2014.

Bonner, Patricia J., Susan R. Warren, and Ying H. Jiang. “Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching.” Education and Urban Society 50, no. 8 (November 15, 2018): 697–726.

Buckler, Alison. “Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis.” Journal of Human Development and Capabilities 17, no. 2 (2016): 161–77.

“Cambridge Dictionary,” 2019.

Carter, N, D Bryant-Lukosius, A DiCenso, J Blythe, and AJ Neville. “The Use of Triangulation in Qualitative Research.,” 2012.

Creswell, John W. Research Design Qualitative, Quantitaive, and Mixed Methods Approaches. Sage. Third Edit. Los Angeles: SAGE Publications Sage CA: Los Angeles, CA, 2009.

Creswell, John W., and David J Creswell. Research Design Qualitative, Quantitative, and Mixed Methods Approaches. Fifth Edit. Vol. 5. Los Angeles: Sage, 2018.

Darma, Indah Permata, and Binahayati Rusyidi. “Pelaksanaan Sekolah Inklusi Di Indonesia.” In Prosiding KS:Riset & PKM, 2:223–27, 2003.

“Data Amal Usaha Muhammadiyah,” n.d.

DIY, Dinas Pendidikan Pemuda dan Olahraga Provinsi. Penetapan Sekolah Inklusi Provinsi Daerah Istimewa Yogyakarta (2016).

Dulisanti, Reza. “Penerimaan Sosial Dalam Proses Pendidikan Inklusif (Studi Kasus Pada Proses Pendidikan Inklusif Di Smk Negeri 2 Malang).” Indonesian Journal of Disability Studies (IJDS) 2, no. 1 (2015): 52–60.

Ediyanto, Ediyanto, Agus Mulyadi, Agus Supriatna, and Norimune Kawai. “The Education and Training Program Guideline for Special Guidance Teacher Competence Development in Indonesia Inclusive School." IJDS: Indonesian Journal of Dissability Studies 5, no. 2 (2018): 251–67.

Erving, Goffman. Stigma: Notes on The Management of Spoiled Identity. London: Penguin Books, 1963.

Flick, Uwe. “Triangulation in Data Collection.” In The SAGE Handbook of Qualitative Data Collection, edited by Uwe Flick, 527–44. London: Sage Publication, 2018.

Hadis, Fawzia A. “Toward Inclusive • C Inclusive Education in Indonesia a Country Report By : Prof DR . Fawzia Aswin Hadis Presented at Seisa University , Ashibetsu-Shi Hokkaido Japan July 9 ¤ 2005.” Hokkaido, 2005.

Indonesia, MPNR, PPTN di Lingkungan Luar Biasa (SDLB, and undefined 2008. “Peraturan Menteri Pendidikan Nasional Republik Indonesia.” Library.Binus.Ac.Id. Accessed March 1, 2021.

Jelas, Zalizan Mohd. “Learner Diversity and Inclusive Education: A New Paradigm for Teacher Education in Malaysia.” Procedia - Social and Behavioral Sciences 7 (2010): 201–4.

Kantavong, Pennee, Sujarwanto, Suwaree Rerkjaree, and Budiyanto. “A Comparative Study of Teacher’s Opinions Relating to Inclusive Classrooms in Indonesia and Thailand.” Kasetsart Journal of Social Sciences 38, no. 3 (September 1, 2017): 291–96.

Maria, Unianu Ecaterina. “Teachers’ Perception, Knowledge and Behaviour in Inclusive Education.” Procedia - Social and Behavioral Sciences 84 (July 2013): 1237–41.

Mayer, John D. “Asserting the Definition of Personality,” 2007, 1–4.

Miles, Matthew B, Michael A Huberman, and Johnny Saldana. Qualitative Data Analysis: A Methods Sourcebook. Sage. Third Edit. Vol. 5. California: Sage Publication, 2014.

Mizunoya, Suguru, Sophie Mitra, and Izumi Yamasaki. “Disability and School Attendance in 15 Low- and Middle-Income Countries.” World Development 104 (2018): 388–403.

Mu’min, S. A. “Variasi Individual Dalam Pembelajaran.” Al-Ta’dib 7, no. 1 (2014): 68–83.

Mukti, Abdul, Ahsan Somadlon, and Alexander Thomas Hauschild. Merangkul Perbedaan: Perangkat Untuk Mengembangkan Lingkungan Inklusif, Ramah Terhadap Pembelajaran. Edisi Keem. Bangkok: UNESCO-Biro Regional Asia dan Pasifik untuk Pendidikan, 2007.

Nagel, Joane. “Constructing Ethnicity : Creating and Recreating Ethnic Identity and Culture Constructing Ethnicity : Creating and Recreating Ethnic Identity and Culture *.” Social Problems 41, no. 1 (2009): 152–76.

Nandya Atika, Iva, Norimune Kawai, and Edy Prabowo. “Inclusive Education In Indonesia From The Perspective Of Widyaiswara In Centre For Development And Empowerment Of Teachers And Education Personnel Of Kindergartens.” And Special Education Indonesian Journal of Disability Studies (IJDS, 2017.

O’Gorman, Elizabeth, and Sheelagh Drudy. “Addressing the Professional Development Needs of Teachers Working in the Area of Special Education/Inclusion in Mainstream Schools in Ireland.” Journal of Research in Special Educational Needs 10, no. SUPPL. 1 (2010): 157–67.

Rosada, Admila. Menjadi Guru Kreatif: Praktik-Praktik Pembelajaran Di Sekolah Inklusif. Yogyakarta: Kanisius, 2018.

Sadioglu, Ömür, Asude Bilgin, Sema Batu, and Aynur Oksal. “Problems, Expectations,and Suggestions of Elementary Teachers Regarding Inclusion.” Educational Sciences: Theory & Practice 13, no. 3 (2013): 1760–65.

Schmidt, Sylvine, and Michèle Venet. “Principals Facing Inclusive Schooling or Integration.” Canadian Journal of Education 35, no. 1 (2012): 217–38.

Steff, By Marion, Ro Mudzakir, and M Andayani. “Equity and Access to Tertiary Education for Students with Disabilities in Indonesia,” 2010, 1–30.

UNESCO. The Salamanca Statement Framework, issued 1994.

Vincent, Annette, and Dianne Ross. “Learning Style Awareness A Basis For Developing Teaching and Learning Strategies.” Eflpresentations.Pbworks.Com. Accessed March 1, 2021.

Wahyuni, Y. “Identifikasi Gaya Belajar ( Visual , Auditorial , Universitas Bung Hatta” 10, no. 2 (2017): 128–32.

Wibowo, S B, and J A Muin. “Inclusive Education in Indonesia: Equality Education Access for Disabilities.” KnE Social Sciences 3, no. 5 (2018): 484.

Widiastuti, Sri, Sri Suwitri, Y. Warella, and . Haryono. “Evaluation of the Implementation of the Educational Inclusion of Junior High School Level in Central Java Constructs.” Journal of Social Science Studies 4, no. 2 (February 6, 2017): 1.


Article Metrics

Abstract view : 180 times
PDF - 15 times


  • There are currently no refbacks.

Copyright (c) 2021 Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Afkaruna: Indonesian Interdiciplinary Journal of Islamic Studies indexed by: