The teacher performance evaluation in learning management in inclusive settings

Hermanto Hermanto, Universitas Negeri Yogyakarta, Indonesia


This study is to evaluate the performance of basic education teachers in managing learning in inclusive settings, with a focus on teachers' understanding of the diversity of students with special needs, teachers' abilities in preparation for learning in inclusive settings, teachers' abilities in implementing inclusive setting learning and teachers' abilities in assessing learning in inclusive settings. This descriptive study is based on monitoring and evaluation data for inclusive schools in 2019. The research subjects involved 160 teachers, consisting of 21 early childhood education teachers, and 139 elementary school teachers from five districts in Daerah Istimewa Yogyakarta (DIY) Province. The data collection instrument used a questionnaire, while the data analysis technique used descriptive analysis. The results of this study conclude that teachers whose performance is effective at the level of inclusion are teachers who understand the conditions and development of their students. Based on the evaluation of teacher performance, it is necessary to provide teacher strengthening programs in line with inclusive education policies, and appropriate accommodation for students with disabilities in schools.


inclusive settings, learning management, teacher performance

Full Text:



Bautista, A., & Oretga-Ruiz, R. (2017). Teacher professional development: International perspectives and approaches. Psychology, Society, & Education, 7(3), 343–355.

Cate, I. M. P., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting inclusive education: The role of teachers’ competence and attitudes. Insights into Learning Disabilities, 15(1), 49–63.

Cavendish, W. (2013). Identification of Learning Disabilities. Journal of Learning Disabilities, 46(1), 52–57.

Efendi, M. (2018). The implementation of inclusive education in Indonesia for children with special needs: Expectation and reality. Journal of ICSAR, 2(2), 142–147.

Escano, C., Maeso‐Broncano, A., & Mañero, J. (2021). Art education and development cooperation: A project in educational centres for children with special needs in India. International Journal of Art & Design Education, 40(2), 404–419.

Ginja, T. G., & Chen, X. (2021). Conceptualising inclusive education: the role of teacher training and teacher’s attitudes towards inclusion of children with disabilities in Ethiopia. International Journal of Inclusive Education, 25(3), 1–14.

Hasugian, J. W., Gaurifa, S., Blandina Warella, S., Haries Kelelufna, J., & Waas, J. (2019). Education for children with special needs in Indonesia. Journal of Physics: Conference Series, 1175, 012172.

Lundine, J., Hadikusumah, R. Y., & Sudrajat, T. (2013). Indonesia’s progress on the 2015 Millennium Development Goals. Strategic Review, 3(3), 54–66.

Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science Engineering and Education, 6(2), 33–45.

Manan, M. (2015). The implementation of the right to education in Indonesia. Indonesia Law Review, 5(1), 51–68.

Muttaqin, T. (2018). Determinants of unequal access to and quality of education in Indonesia. Jurnal Perencanaan Pembangunan: The Indonesian Journal of Development Planning, 2(1), 1–23.

Penketh, C. (2014). Putting disability studies to work in art education. International Journal of Art & Design Education, 33(3), 291–300.

Rapisa, D. R., Damastuti, E., & Putri, A. A. (2021). Identification of children with special needs in inclusive schools. Journal of ICSAR, 5(2), 15–20.

Safonova, T. V., Suntsova, A. S., & Aslaeva, R. G. (2019). Exploring the personal model of interaction with special needs children as structural component of teachers’ readiness for inclusive education. Integration of Education, 23(1), 50–65.

Shree, A., & Shukla, P. C. (2016). Intellectual disability: Definition, classification, causes and characteristics. Learning Community-An International Journal of Educational and Social Development, 7(1), 9–20.

Takala, M., Pirttimaa, R., & Tormanen, M. (2009). Inclusive special education: The role of special education teachers in Finland. British Journal of Special Education, 36(3), 162–173.

Tjabolo, S. A., & Herwin, H. (2020). The influence of teacher certification on the performance of elementary school teachers in Gorontalo Province, Indonesia. International Journal of Instruction, 13(4), 347–360.

Vukicevic, J. P., Prpic, M., & Korda, M. (2021). Respect for Teachers in Relation to Student Violence against Teachers / Poštovanje prema nastavnicima u odnosu na nasilje učenika prema nastavnicima. Croatian Journal of Education - Hrvatski Časopis Za Odgoj i Obrazovanje, 22(4), 1199–1225.

Wuryandani, W., & Herwin, H. (2021). The effect of the think–pair–share model on learning outcomes of Civics in elementary school students. Cypriot Journal of Educational Sciences, 16(2), 627–640.



  • There are currently no refbacks.

Copyright (c) 2022 Jurnal Prima Edukasia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Prima Edukasia indexed by:

All rights reserved p-ISSN: 2338-4743 |e-ISSN: 2460-9927

Creative Commons LicenseJurnal Prima Edukasia by is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View Prima Edukasia Journal Stats