IMPLEMENTATION OF INCLUSIVE LEARNING IN ELEMENTARY SCHOOL TO ENHANCE THE LEARNING MOTIVATION OF GRADE III STUDENTS AT SDN 2 KETARA

Abstract

Inclusive learning is often associated with inadequate teacher training, limited supporting facilities, and a lack of understanding of instructional strategies that are responsive to student diversity. As a result, the implementation of inclusive learning in elementary schools has not yet been fully optimized, causing students to become passive and experience difficulties in understanding the learning materials. This study aims to examine the implementation of inclusive learning in elementary schools using the Natural Brain Learning System model, as well as the factors influencing its implementation among third-grade students at SDN 2 Ketara. This research employed a descriptive qualitative approach, with data collected through observations, interviews, and documentation. The research participants included the principal, teachers, and third-grade students of SDN 2 Ketara. The findings indicate that the implementation of the learning model was able to create a more enjoyable learning environment, increase students' active participation, and foster their skills and collaboration. Supporting factors included teachers' commitment and the use of varied learning media. Meanwhile, the inhibiting factors consisted of limited instructional time, differences in students' abilities, and technical challenges in group management. Overall, the implementation of the model was found to be effective in improving the learning process within inclusive education for third-grade students at SDN 2 Ketara