Exploring the Dynamics of Implementing Inclusive School: A Review of Public Elementary Education in Kebumen, Indonesia
Keywords:
Inclusive schools, basic education, sustainable education
Abstract
Inclusive education is a manifestation of the commitment to ensuring every citizen’s right to receive equal and non-discriminatory educational services, as well as an effort to realize education for all. This study aims to explore the dynamics of implementing inclusive schools at the basic education level in Kebumen Regency by considering the diversity of regional characteristics. The study employed a qualitative approach using a case study design. The sampling technique used purposive sampling to select schools representing urban, rural, coastal, and mountainous areas a total of ten schools. Data were collected through interviews, Focus Group Discussions (FGDs), observations, and documentation studies involving school principals, teachers, and regional policymakers. The findings indicate that the implementation of inclusive schools in Kebumen Regency has been carried out fairly well and reflects a commitment to equitable access to education. However, several challenges remain, including limitations in data collection on students with disabilities, a shortage of special assistant teachers, minimal collaboration between schools and parents, suboptimal implementation of individualized learning programs, the absence of specific regulations and budget allocations for inclusive education, as well as limited accessible facilities and infrastructure. These findings highlight the need to strengthen policies, enhance human resource capacity, and provide adequate budgetary and infrastructural support in order to achieve high-quality and sustainable inclusive education services
References
Abdillah, A., Widianingsih, I., Buchari, R. A., & Nurasa, H. (2025). Inclusive resilience in Indonesia: Case of disability anticipation within inclusive development. Discover Social Science and Health, 5(1), 40. https://doi.org/10.1007/s44155-025-00190-9
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
Antwi, T. (2023). The Unplanned Journey: Challenges of Parents of Children Living with Disabilities in Ghana. Psychology, 14(04), 635–655. https://doi.org/10.4236/psych.2023.144033
Ariwijaya, T. (2021). Examining Post-School Outcomes of Indonesian Secondary Students with Disabilities: A Policy Document Analysis. Indonesian Journal of Disability Studies, 8(2), 389–405.
Aryuni, E., Zalianti, S. F., Putra, Y. P., & Mustika, D. (2024). Kolaborasi antara Sekolah dan Orang Tua dalam Pendidikan Inklusi. TSAQOFAH, 4(4), 2283–2298. https://doi.org/10.58578/tsaqofah.v4i4.3118
Aziz, A., Djalilah, S. R., Suhirman, S., Fitiriani, R., Mukti, H., & Apriana, D. (2025). Penguatan Kompetensi Guru Non-PLB untuk Penanganan Siswa Berkebutuhan Khusus di Sekolah Dasar Inklusif. ABSYARA: Jurnal Pengabdian Pada Masyarakat, 6(1), 78–86. https://doi.org/10.29408/ab.v6i1.29984
Azzahra, A. F. (2020). Efforts to Equitable Education for Children with Intellectual Disabilities as an Alternative to Overcoming Social Problems in Children. Journal of Creativity Student, 5(1), 65–86. https://doi.org/10.15294/jcs.v7i2.38493
Carpenter, B., Kamalakannan, S., Patchaiappan, K., Theiss, K., Yap, J., Hanass-Hancock, J., Murthy, G., Pinilla-Roncancio, M., Rivas Velarde, M., & Mitra, S. (2024). Data Resource Profile: The Disability Statistics - Estimates Database (DS-E Database). An innovative database of internationally comparable statistics on disability inequalities. International Journal of Population Data Science, 8(6). https://doi.org/10.23889/ijpds.v8i6.2478
Chamdani, M. (2019). Multi-Stage Data Envelopment Analysis to Evaluate Inclusive-Based Elementary Schools in Indonesia. The Journal of Educational Development, 7(2), 126–133.
Chamdani, M., Fatimah, S., & Maryanti, M. (2022). Inclusive School Learning Management In Kebumen District. International Conference on Islam and Education (ICONIE), 359–376.
Ediyanto, E., Mahanani, P., Aprilia, I. D., Ramadhani, R. S., & Wulandary, V. (2024). Optimizing Inclusive Education: Uncovering Challenges and Strategies in Primary Schools Through a Literature Review. Mimbar Sekolah Dasar, 11(2), 385–395.
Endriharto, A. K., & Suprianto, J. (2023). Pengenalan Sistem Informasi Pendataan Terpadu Kebutuhan Penyandang Disabilitas di Kabupaten Magetan. Jurnal Pengabdian Literasi Digital Indonesia, 2(1), 38–48. https://doi.org/10.57119/abdimas.v2i1.21
Fajar. (2022). Pelaksanaan Hak Pendataan Sebagai Dasar Penilaian Pemenuhan Hak Penyandang Disabilitas Atas Kesejahteraan Sosial di Kabupaten Bone. Vox Populi, 5(2), 221–242. https://doi.org/10.24252/vp.v5i2.32690
Fatimah, S., & Chamdani, M. (2023). The P5 And PPRA Model In Inclusive Schools. AULADUNA: Jurnal Pendidikan Dasar Islam, 10(2), 247–257. https://doi.org/10.24252/auladuna.v10i2a10.2023
Fatimah, S., Fauziah, M., Sukataman, S., & Najitama, F. (2024). Exploring The Challenges And Strategies Of Inclusive Education For Sustainable Development: A Mixed Method Of Inclusive Elementary Schools In Indonesia. Kyzylorda Scholarly Review, 1(1), 1–14.
Hafiar, H., Aulianto, D. R., Lukman, S., & Amin, K. (2023). Bibliometric analysis of research trends on disability in Indonesia. Jurnal Kajian Informasi & Perpustakaan, 11(1), 127. https://doi.org/10.24198/jkip.v11i1.40558
Hardianti, D., Patriantoro, P., & Priyadi, A. T. (2024). Pelatihan dan Pengembangan Profesional Guru untuk Pendidikan Inklusif di Kec. Tekarang. Seminar Nasional Pendidikan (SNP), 270–283.
Hidayat, A. H., Rahmi, A., Nurjanah, N. A., Fendra, Y., & Wismanto, W. (2024). Permasalahan Penerapan Pendidikan Inklusi Di Sekolah Dasar. Harmoni Pendidikan : Jurnal Ilmu Pendidikan, 1(2), 102–111. https://doi.org/10.62383/hardik.v1i2.189
Himawati, K., Najitama, F., & Maryanto, M. (2023). Implementasi Pendidikan Inklusif di SD Negeri Pecarikan Kebumen. Tarbi: Jurnal Ilmiah Mahasiswa, 2(3).
Jardinez, M. J., & Natividad, L. R. (2024). The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom. Shanlax International Journal of Education, 12(2), 57–65. https://doi.org/10.34293/education.v12i2.7182
Kirno, S., & Premchaiporn, N. (2022). Accessibility of Persons With Disabilities to Study in Higher Education Institutions. Ilomata International Journal of Social Science, 3(1), 392–401. https://doi.org/10.52728/ijss.v3i1.414
Lestari, A., Suci, R. L. R., Wisiyastuti, W., & Mustika, D. (2024). Pengaruh Guru Pendamping Khusus (GPK) Terhadap Kualitas Belajar Anak Inklusi. Jurnal Ilmiah Multidisiplin Terpadu, 8(6), 159–163.
Lieung, K. W., Rahayu, D. P., & Hermansyah, A. K. (2021). Analisis Pemahaman Guru Terhadap Anak Berkebutuhan Khusus. Musamus Journal of Primary Education, 4(1), 69–76. https://doi.org/10.35724/musjpe.v4i1.3910
Masyithoh, S. (2021). Implementasi Program Pendidikan yang Diindividualkan (PPI) di SD Inklusif di Wilayah Jakarta Selatan. JMIE (Journal of Madrasah Ibtidaiyah Education), 5(2), 277. https://doi.org/10.32934/jmie.v5i2.362
Miles, M., Huberman, A., & Saldana, J. (2014). Qualitative Data Analysis, A Methods Sourcebook, Edition 3. Sage Publication.
Nabila, A., Dwiyanti, A., Permana, D., & Mariyah, S. (2025). Ketidakpastian PDSS dan Implikasinya Terhadap Kurikulum 2025. CENDEKIA : Jurnal Ilmu Pengetahuan, 5(2), 605–613.
Ni’mah, N. U., Istirohmah, A. N., Hamidurrohmah, H., & Widiyono, A. (2022). Problematika Penyelenggara Pendidikan Inklusi di Sekolah Dasar. JOURNAL ON TEACHER EDUCATION, 3(3), 345–353.
Papadogiorgaki, M., Grammalidis, N., Grammatikopoulou, A., Apostolidis, K., Bei, E. S., Grigoriadis, K., Zafeiris, S., Livanos, G., Mezaris, V., & Zervakis, M. E. (2023). An Integrated Support System for People with Intellectual Disability. Electronics, 12(18), 3803. https://doi.org/10.3390/electronics12183803
Prihatin, Y., & Mei, D. I. (2018). Problematika Pemanfaatan Sumber Belajar dalam Pembelajaran Bahasa Indonesia di Kelas Inklusif. Ed-Humanistics : Jurnal Ilmu Pendidikan, 3(2).
Salim, N. A., Arifin, N., & Wulandari, A. (2026). Tantangan Dan Peluang Implementasi Pendidikan Inklusi: Studi Kasus Di Sekolah Dasar Negeri 016 Sungai Kunjang. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(01), 31–45.
Setiawati, L. (2023). Implementasi Manajemen Strategi Terhadap Percepatan Kenaikan Jabatan Akademik Dosen. EKOBIL, 2(3), 19–27.
Sharma, U., & Sokal, L. (2016). Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices? Australasian Journal of Special Education, 40(1), 21–38. https://doi.org/10.1017/jse.2015.14
Thufail, D. F., & Bakhtiar, A. M. (2023). Pentingnya Peran Guru Pendamping Khusus Bagi Siswa Berkebutuhan Khusus Di Kelas Inklusi Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, (Volume 8 No. 3 September 2023). https://doi.org/10.23969/jp.v8i2.10301
UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris. UNESCO. https://doi.org/10.54676/JJNK6989
Wardah, E. Y. (2019). Peranan Guru Pembimbing Khusus Lulusan Non-Pendidikan Luar Biasa (PLB) Terhadap Pelayanan Anak Berkebutuhan Khusus Di Sekolah Inklusi Kabupaten Lumajang. Jurnal Pendidikan Inklusi, 2(2), 93–108.
Wijayanti, T. P. (2019). Pengaruh Sekolah Inklusi terhadap Kepekaan Sosial Siswa Sekolah Dasar. Jurnal Penelitian Pendidikan, 19(2), 286–296. https://doi.org/10.17509/jpp.v19i2.19773
Yuliawati, Permana, J., & Lasmawan, I. W. (2023). Issues and Problems of Implementing Inclusive Education Policies in Elementary Schools. MIMBAR PGSD Undiksha, 11(2), 184–190. https://doi.org/10.23887/jjpgsd.v11i2.56550
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
Antwi, T. (2023). The Unplanned Journey: Challenges of Parents of Children Living with Disabilities in Ghana. Psychology, 14(04), 635–655. https://doi.org/10.4236/psych.2023.144033
Ariwijaya, T. (2021). Examining Post-School Outcomes of Indonesian Secondary Students with Disabilities: A Policy Document Analysis. Indonesian Journal of Disability Studies, 8(2), 389–405.
Aryuni, E., Zalianti, S. F., Putra, Y. P., & Mustika, D. (2024). Kolaborasi antara Sekolah dan Orang Tua dalam Pendidikan Inklusi. TSAQOFAH, 4(4), 2283–2298. https://doi.org/10.58578/tsaqofah.v4i4.3118
Aziz, A., Djalilah, S. R., Suhirman, S., Fitiriani, R., Mukti, H., & Apriana, D. (2025). Penguatan Kompetensi Guru Non-PLB untuk Penanganan Siswa Berkebutuhan Khusus di Sekolah Dasar Inklusif. ABSYARA: Jurnal Pengabdian Pada Masyarakat, 6(1), 78–86. https://doi.org/10.29408/ab.v6i1.29984
Azzahra, A. F. (2020). Efforts to Equitable Education for Children with Intellectual Disabilities as an Alternative to Overcoming Social Problems in Children. Journal of Creativity Student, 5(1), 65–86. https://doi.org/10.15294/jcs.v7i2.38493
Carpenter, B., Kamalakannan, S., Patchaiappan, K., Theiss, K., Yap, J., Hanass-Hancock, J., Murthy, G., Pinilla-Roncancio, M., Rivas Velarde, M., & Mitra, S. (2024). Data Resource Profile: The Disability Statistics - Estimates Database (DS-E Database). An innovative database of internationally comparable statistics on disability inequalities. International Journal of Population Data Science, 8(6). https://doi.org/10.23889/ijpds.v8i6.2478
Chamdani, M. (2019). Multi-Stage Data Envelopment Analysis to Evaluate Inclusive-Based Elementary Schools in Indonesia. The Journal of Educational Development, 7(2), 126–133.
Chamdani, M., Fatimah, S., & Maryanti, M. (2022). Inclusive School Learning Management In Kebumen District. International Conference on Islam and Education (ICONIE), 359–376.
Ediyanto, E., Mahanani, P., Aprilia, I. D., Ramadhani, R. S., & Wulandary, V. (2024). Optimizing Inclusive Education: Uncovering Challenges and Strategies in Primary Schools Through a Literature Review. Mimbar Sekolah Dasar, 11(2), 385–395.
Endriharto, A. K., & Suprianto, J. (2023). Pengenalan Sistem Informasi Pendataan Terpadu Kebutuhan Penyandang Disabilitas di Kabupaten Magetan. Jurnal Pengabdian Literasi Digital Indonesia, 2(1), 38–48. https://doi.org/10.57119/abdimas.v2i1.21
Fajar. (2022). Pelaksanaan Hak Pendataan Sebagai Dasar Penilaian Pemenuhan Hak Penyandang Disabilitas Atas Kesejahteraan Sosial di Kabupaten Bone. Vox Populi, 5(2), 221–242. https://doi.org/10.24252/vp.v5i2.32690
Fatimah, S., & Chamdani, M. (2023). The P5 And PPRA Model In Inclusive Schools. AULADUNA: Jurnal Pendidikan Dasar Islam, 10(2), 247–257. https://doi.org/10.24252/auladuna.v10i2a10.2023
Fatimah, S., Fauziah, M., Sukataman, S., & Najitama, F. (2024). Exploring The Challenges And Strategies Of Inclusive Education For Sustainable Development: A Mixed Method Of Inclusive Elementary Schools In Indonesia. Kyzylorda Scholarly Review, 1(1), 1–14.
Hafiar, H., Aulianto, D. R., Lukman, S., & Amin, K. (2023). Bibliometric analysis of research trends on disability in Indonesia. Jurnal Kajian Informasi & Perpustakaan, 11(1), 127. https://doi.org/10.24198/jkip.v11i1.40558
Hardianti, D., Patriantoro, P., & Priyadi, A. T. (2024). Pelatihan dan Pengembangan Profesional Guru untuk Pendidikan Inklusif di Kec. Tekarang. Seminar Nasional Pendidikan (SNP), 270–283.
Hidayat, A. H., Rahmi, A., Nurjanah, N. A., Fendra, Y., & Wismanto, W. (2024). Permasalahan Penerapan Pendidikan Inklusi Di Sekolah Dasar. Harmoni Pendidikan : Jurnal Ilmu Pendidikan, 1(2), 102–111. https://doi.org/10.62383/hardik.v1i2.189
Himawati, K., Najitama, F., & Maryanto, M. (2023). Implementasi Pendidikan Inklusif di SD Negeri Pecarikan Kebumen. Tarbi: Jurnal Ilmiah Mahasiswa, 2(3).
Jardinez, M. J., & Natividad, L. R. (2024). The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom. Shanlax International Journal of Education, 12(2), 57–65. https://doi.org/10.34293/education.v12i2.7182
Kirno, S., & Premchaiporn, N. (2022). Accessibility of Persons With Disabilities to Study in Higher Education Institutions. Ilomata International Journal of Social Science, 3(1), 392–401. https://doi.org/10.52728/ijss.v3i1.414
Lestari, A., Suci, R. L. R., Wisiyastuti, W., & Mustika, D. (2024). Pengaruh Guru Pendamping Khusus (GPK) Terhadap Kualitas Belajar Anak Inklusi. Jurnal Ilmiah Multidisiplin Terpadu, 8(6), 159–163.
Lieung, K. W., Rahayu, D. P., & Hermansyah, A. K. (2021). Analisis Pemahaman Guru Terhadap Anak Berkebutuhan Khusus. Musamus Journal of Primary Education, 4(1), 69–76. https://doi.org/10.35724/musjpe.v4i1.3910
Masyithoh, S. (2021). Implementasi Program Pendidikan yang Diindividualkan (PPI) di SD Inklusif di Wilayah Jakarta Selatan. JMIE (Journal of Madrasah Ibtidaiyah Education), 5(2), 277. https://doi.org/10.32934/jmie.v5i2.362
Miles, M., Huberman, A., & Saldana, J. (2014). Qualitative Data Analysis, A Methods Sourcebook, Edition 3. Sage Publication.
Nabila, A., Dwiyanti, A., Permana, D., & Mariyah, S. (2025). Ketidakpastian PDSS dan Implikasinya Terhadap Kurikulum 2025. CENDEKIA : Jurnal Ilmu Pengetahuan, 5(2), 605–613.
Ni’mah, N. U., Istirohmah, A. N., Hamidurrohmah, H., & Widiyono, A. (2022). Problematika Penyelenggara Pendidikan Inklusi di Sekolah Dasar. JOURNAL ON TEACHER EDUCATION, 3(3), 345–353.
Papadogiorgaki, M., Grammalidis, N., Grammatikopoulou, A., Apostolidis, K., Bei, E. S., Grigoriadis, K., Zafeiris, S., Livanos, G., Mezaris, V., & Zervakis, M. E. (2023). An Integrated Support System for People with Intellectual Disability. Electronics, 12(18), 3803. https://doi.org/10.3390/electronics12183803
Prihatin, Y., & Mei, D. I. (2018). Problematika Pemanfaatan Sumber Belajar dalam Pembelajaran Bahasa Indonesia di Kelas Inklusif. Ed-Humanistics : Jurnal Ilmu Pendidikan, 3(2).
Salim, N. A., Arifin, N., & Wulandari, A. (2026). Tantangan Dan Peluang Implementasi Pendidikan Inklusi: Studi Kasus Di Sekolah Dasar Negeri 016 Sungai Kunjang. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(01), 31–45.
Setiawati, L. (2023). Implementasi Manajemen Strategi Terhadap Percepatan Kenaikan Jabatan Akademik Dosen. EKOBIL, 2(3), 19–27.
Sharma, U., & Sokal, L. (2016). Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices? Australasian Journal of Special Education, 40(1), 21–38. https://doi.org/10.1017/jse.2015.14
Thufail, D. F., & Bakhtiar, A. M. (2023). Pentingnya Peran Guru Pendamping Khusus Bagi Siswa Berkebutuhan Khusus Di Kelas Inklusi Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, (Volume 8 No. 3 September 2023). https://doi.org/10.23969/jp.v8i2.10301
UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris. UNESCO. https://doi.org/10.54676/JJNK6989
Wardah, E. Y. (2019). Peranan Guru Pembimbing Khusus Lulusan Non-Pendidikan Luar Biasa (PLB) Terhadap Pelayanan Anak Berkebutuhan Khusus Di Sekolah Inklusi Kabupaten Lumajang. Jurnal Pendidikan Inklusi, 2(2), 93–108.
Wijayanti, T. P. (2019). Pengaruh Sekolah Inklusi terhadap Kepekaan Sosial Siswa Sekolah Dasar. Jurnal Penelitian Pendidikan, 19(2), 286–296. https://doi.org/10.17509/jpp.v19i2.19773
Yuliawati, Permana, J., & Lasmawan, I. W. (2023). Issues and Problems of Implementing Inclusive Education Policies in Elementary Schools. MIMBAR PGSD Undiksha, 11(2), 184–190. https://doi.org/10.23887/jjpgsd.v11i2.56550
Published
2026-06-30
