Analysis of Hybrid Learning for Students with Learning Disabilities in Primary Schools Providing Inclusive Education

Authors

Nugraheni Rachmawati, Universitas Negeri JakartaFollow
Asep Supena, Universitas Negeri JakartaFollow
Yufiarti Yufiarti, Universitas Negeri JakartaFollow
Gusti Yarmi, Universitas Negeri JakartaFollow
Asep Rudi Casmana, Universitas Negeri JakartaFollow

Abstract

Many special-needs children, including students with learning disabilities, are enrolled in public schools. The current state of education is transitioning from online to face-to-face learning due to the improving situation after the COVID-19 pandemic. Hybrid learning is one of the alternative methods applied during the transition period. Therefore, this study aims to explore the experiences of teachers in implementing hybrid learning in students with disabilities in Indonesia using a qualitative description. Data was collected through interviews with one class teacher, two students with learning disabilities and their parents, and one school principal. Furthermore, observations were made on the learning process involving students with learning disabilities, with the data analysis technique referring to the theory of Sandelowski. The results indicated that there are four important aspects conducted by teachers supporting the success of hybrid learning for students with learning disabilities in inclusive classes; namely (1) the use of clear instructions, (2) reducing anxiety in online spaces, (3) special assistance, and (4) the use of adaptive learning media. This study has implications for the importance of teachers applying these four aspects to implement hybrid learning.

Keywords

hybrid learning, learning disabilities, inclusive schools, qualitative description, primary school

Author Bio(s)

The first author is a Doctoral student in Basic Education at the State University of Jakarta. The first author is also an elementary school teacher with 16 years of teaching experience. During those 16 years, the first author often met students with special needs who had a learning disability in inclusive primary schools, so the topic of this research is very relevant to the experience and expertise of the first author. Please direct correspondence to nugrahenirachmawati_9919921003@mhs.unj.ac.id

The second author is an expert in Special Education. The educational background of the second author is a bachelor of special education and a postgraduate in Psychology which focuses on dealing with children with special needs. Currently, the second author is an academic who teaches at the Jakarta State University Special Education study program.

The third and fourth authors are promoters and co-promoters of the first authors at the Postgraduate School of the Basic Education Doctoral Program at the State University of Jakarta.

The third author has expertise in the field of Psychology and currently serves as the Dean of the Faculty of Psychology, State University of Jakarta. The third author is also a Professor of Psychology so the third author has relevance to the research topic.

The fourth author is a researcher as well as an academic in the field of basic education. The focus of his research is the learning problems of elementary school students. Currently, the fourth author serves as Head of the Department of Basic Education at the Jakarta State University Undergraduate Program.

The fifth author is an academic at the State University of Jakarta who has a focus on expertise in the field of citizenship. The fifth author has several publications related to the fields of general education and special education including in primary schools.

Publication Date

10-11-2022

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2022.5432

Recommended APA Citation

Rachmawati, N., Supena, A., Yufiarti, Y., Yarmi, G., & Casmana, A. R. (2022). Analysis of Hybrid Learning for Students with Learning Disabilities in Primary Schools Providing Inclusive Education. The Qualitative Report, 27(10), 2185-2201. https://doi.org/10.46743/2160-3715/2022.5432