Indonesian Journal of Teaching and Learning

Disability Models and Inclusive Education: A Critical Review

Tyrone Ogaro — Sun, 01 Feb 2026 00:00:00 +0000

Purpose – This paper critically examines major theoretical models of disability and their implications for inclusive education, highlighting the historical evolution of how disability has been conceptualized and applied in educational contexts.

Methodology – A systematic review design was employed. Relevant scholarly literature was identified, synthesized, and critically analysed to extract key themes, debates, and comparative insights on disability models. The review focused on four dominant frameworks: the medical, social, biopsychosocial, and human rights models. Thematic synthesis was used to interpret patterns across the selected sources and evaluate each model’s relevance to inclusive education.

Findings – The review found that each disability model provides valuable perspectives but also contains significant limitations. These frameworks strongly influence inclusive education policies and practices, shaping curriculum design, assessment approaches, teacher training, and accessibility standards. No single model was found to be fully sufficient for addressing the complexity of disability in educational settings. The study concludes that inclusive education requires a more integrated and nuanced understanding of disability, combining strengths across models to better inform policy and practice.

Novelty – This study offers a critical and comparative synthesis of disability models specifically in relation to inclusive education, advocating for an integrated approach rather than reliance on a single theoretical framework.

Significance – The study benefits policymakers, educators, researchers, and disability advocates by clarifying how disability models shape educational outcomes and by providing guidance for building more effective, truly inclusive educational environments.

Research Competency Needs of University Students: Baseline for Research Manual Formulation

Romeo Quintos, Jr., Ryan Pecson — Sun, 01 Feb 2026 00:00:00 +0000

Purpose – This study describes and analyzes the research competency needs of college students in a state university in the Philippines. The research intends to inform the formulation of a research manual for higher education institutions.

Methodology – The study employed a descriptive, quantitative design using a researcher-developed survey questionnaire (eight domains) that was validated (CVI=1.00) and tested for reliability (α=0.963). One hundred fifty (150) selected student-researchers, acting as leaders and members, participated in the survey process. The said respondents were selected using a simple random sampling technique. Stringent research protocols and ethical considerations were strictly followed. Data from the survey were analysed using descriptive statistics (i.e., mean and standard deviation) and inferential statistics, such as the Kruskal-Wallis (H) test for the non-normal data analysed.

Findings – The results reveal that the student-researchers have the highest research competency needs. Moreover, there is no variation in their research competency needs (p<0.05), indicating a statistically identical highest level of need to improve their research competencies. At the outset, a research manual was developed to complement the proposed research policy on standardizing the research format and addressing the research competency needs of university students.

Novelty – The development research manual, as an output of the study, provides an innovative way to contextualize instruction and foster creative thinking and innovative solutions to real-life academic and societal problems.

Significance – The findings serve as a valuable reference for using research-based competency needs assessment to foster innovation in research practices.

Exploring Short Story as Learning Media for Teaching Intensive Reading to 11th Grade English Students

Andieny Ratu Saputra, Deri Sis Nanda — Sun, 01 Feb 2026 00:00:00 +0000

Purpose – This study aims to explore the use of short stories as a teaching and learning medium in an intensive reading class for eleventh-grade students at SMA Al Azhar 3, Bandar Lampung. The background of this study is the need for engaging reading materials that can improve students’ comprehension, analytical skills, and motivation in intensive reading activities.

Methodology - The study employed a qualitative research design. The sample consisted of eleventh-grade students from SMA Al Azhar 3 in Bandar Lampung, selected through purposive sampling. Data were collected through classroom observations and questionnaires. The research procedure involved implementing short stories as instructional media in intensive reading lessons. The instruments used were observation sheets and student questionnaires, and the data were analyzed descriptively to identify patterns in students’ engagement, comprehension, and responses.

Findings – The findings indicate a significant improvement in students’ ability to engage with and comprehend intensive reading activities through the use of short stories. Students showed better understanding of storylines, enhanced analytical skills, and increased participation during lessons. However, the study did not measure the long-term effectiveness of short stories as a teaching tool.

Novelty – This research offers original insights into the use of short stories as an instructional medium for intensive reading at the senior high school level, highlighting students’ cognitive and affective responses in a real classroom context.

Significance – The findings of this study are beneficial for English teachers, curriculum developers, and educational practitioners who seek effective and engaging strategies for teaching intensive reading.

Rationalization and Bureaucratization in the Indonesian Education System: An Analysis of Teacher Administrative Burden and Digitalization Complaints on KOMPAS Online Media

Nurul Inayah Islamiya, Hadi Saputra, Nurul Annisa, Naila Zalsabila — Sun, 01 Feb 2026 00:00:00 +0000

Purpose – This study examines the phenomena of rationalization and bureaucratization in the Indonesian education system, focusing on teachers’ administrative burdens and complaints related to educational digitalization. The study is grounded in the growing implementation of efficiency-oriented, technology-driven education policies that aim to simplify bureaucracy but are often perceived by teachers as increasing administrative burdens.

Methodology – A qualitative research design with a document analysis approach was employed. Data were collected from online media reports published by KOMPAS and Kompas.id using purposive sampling to select articles addressing teachers’ administrative workloads, bureaucratic simplification, digital education applications, and policy responses. Data were analyzed using thematic content analysis, including data reduction, categorization, and thematic interpretation, guided by Max Weber’s concept of the iron cage of bureaucracy.

Findings – Policies emphasizing efficiency, accountability, and administrative modernization paradoxically expanded teachers’ administrative workloads. Digitalization has generated new forms of bureaucracy that demand continuous adaptation, increase work pressure, and shift teachers’ focus from pedagogical practices to documentation and reporting tasks. Consequently, teachers’ professional autonomy is diminished, revealing a misalignment between policy objectives and teachers’ lived experiences.

Novelty – This study contributes original insights by combining media discourse analysis with Weberian bureaucratic theory to reveal the unintended consequences of digitalization on teacher professionalism and identity.

Significance – The study has significant implications for policymakers, school administrators, and education researchers by highlighting the need to reorient policy to prioritize pedagogical quality and teacher autonomy.

Learners’ Engagement of Artificial Intelligence in Compliance of Formative Assessment Tasks in Mathematics

Sun, 01 Feb 2026 00:00:00 +0000

Purpose – This study aims to evaluate junior high school students’ engagement in using Artificial Intelligence (AI) tools in formative assessment activities in Mathematics. The study is grounded in the growing integration of AI in education and the need to understand students’ engagement patterns to support an effective, responsible implementation.

Methodology – A quantitative research design was employed. The respondents consisted of 112 junior high school students (55 males and 57 females) from Jose Rizal Institute–Orani, selected through simple random sampling. The sample size was determined using G*Power 3.1.9.4. A researcher-made questionnaire was used as the research instrument, and its validity and reliability were established using Cronbach’s Alpha. Data were analyzed using descriptive statistics, the Independent Samples T-test, and the One-Way Analysis of Variance (ANOVA).

Findings – The findings revealed that the majority of students were slightly engaged in using AI tools for formative assessment tasks in Mathematics. A significant difference in AI engagement was observed by sex, with male students demonstrating higher engagement than female students. However, no significant differences were identified across grade levels, except in performance tasks and group activities, where Grade 7 students showed greater engagement.

Novelty – This study provides original empirical evidence on students’ engagement with AI tools in formative assessment, highlighting differences by sex and specific assessment activities at the junior high school level.

Significance – The findings benefit educators, school administrators, and policymakers by providing insights to inform the responsible and meaningful integration of AI into formative assessment and mathematics instruction.