Evaluating the Implementation of Inclusive Education Using the Index for Inclusion: Evaluating the Implementation of Inclusive Education Using the Index for Inclusion

Khusnul Khotimah; Iksam; Amanda Bella Cahyani

doi:10.56741/IISTR.jpes.002075

Authors

Khusnul Khotimah
khusnul.usnulita@gmail.com
Universitas Mulawarman https://orcid.org/0000-0001-8692-8464
Iksam Universitas Mulawarman
Amanda Bella Cahyani Universitas Mulawarman

Keywords:

Inclusive Education, Index for Inclusion, Program Evaluation, Primary Schools

Abstract

This study evaluates inclusive education implementation in primary schools in Samarinda using the Index for Inclusion dimensions of practice, culture, and policy. A program-evaluation design guided by the Discrepancy Evaluation Model (DEM) combined structured observations, school self-assessments, interviews, and document analysis. Observed scores were categorized as “Good” for practice (60%), culture (69%), and policy (64.76%), but important gaps remained. Curriculum alignment was not consistently translated into differentiated instruction or individualized learning programs. Reported social acceptance coexisted with discrimination, limited parent-support programs, and weak qualification standards for special assistant teachers. Policy implementation showed formal compliance but gaps in school-level operational guidance, complaint mechanisms, shadow-teacher support, and specialist services. Self-assessment scores were consistently higher than direct-observation scores, indicating a perception–implementation gap. The findings suggest that inclusive education is institutionally established but unevenly enacted, requiring closer alignment among inclusive values, pedagogical practice, operational policy, and institutional support.

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Author Biographies

Khusnul Khotimah, Universitas Mulawarman

is an Assistant Professor and teacher educator at the Faculty of Teacher Training and Education, Universitas Mulawarman, Indonesia. She joined the university as a lecturer in 2019 and earned her doctoral degree in Education Management from Universitas Negeri Jakarta. Her research interests include educational policy evaluation, elementary school management, learning development, and assessment. (email: khusnul.khotimah@fkip.unmul.ac.id).

Iksam, Universitas Mulawarman

is a lecturer in the Department of Elementary School Education, Faculty of Teacher Training and Education, Universitas Mulawarman, Indonesia. He earned a master’s degree in Education Management from Universitas Mulawarman, Samarinda. With more than 37 years of experience in higher education, he has contributed extensively to teacher education and elementary education development. His academic interests include educational management and teacher development. (email: iksam@fkip.unmul.ac.id).

Amanda Bella Cahyani, Universitas Mulawarman

earned her bachelor’s degree from the Department of Elementary School Education, Faculty of Teacher Training and Education, Universitas Mulawarman, Samarinda, East Kalimantan, Indonesia. Her academic background focuses on elementary education and teacher preparation. She has developed experience in educational studies related to primary schooling and classroom learning. Her scholarly interests include elementary education, learning practices, and teacher development. (email: mndbc1802@gmail.com).

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