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social sciences
Article
Development of Inclusive Education Learning Design in the Era
of Society 5.0
Hamsi Mansur 1 , Agus Hadi Utama 1 , Mohd Hanafi Mohd Yasin 2, * , Nina Permata Sari 1 ,
Khairul Azhar Jamaludin 2 and Fitra Pinandhita 3

1 Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin 70123, Indonesia
2 Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
3 Faculty of Teacher Training and Education, Sebelas Maret University, Kota Surakarta 57126, Indonesia
* Correspondence: mhmy6365@ukm.edu.my

Abstract: Era of Society 5.0 has had a significant impact on the implementation of education for
students in Indonesia, which presents opportunities and challenges for educators in each education
unit. One of the education units that feels this impact is inclusive education. Inclusive education
learning designs in which there are special assistant teachers have a more dominant social construc-
tivist tendency than those with regular education teachers. The development of the right inclusive
education learning design will help children with special needs in achieving their optimal potential
development according to their conditions and needs in the community. This study aims to propose
inclusive education learning designs that are relevant to Era of Society 5.0 based on national education
standards including standard processes, standards for educators, and standards for infrastructure.
This study employs a descriptive qualitative study, and. the primary data collection instruments were
in the form of observations and interviews, as well as documentation as a secondary data collection
instrument. Participants were selected using a purposive sampling technique and they were from
five inclusive schools in the province of South Kalimantan. The data analysis technique uses content
Citation: Mansur, Hamsi, Agus Hadi analysis. The results of the study show that Era of Society 5.0 is in line with the development of
Utama, Mohd Hanafi Mohd Yasin, inclusive education learning designs and is relevant to the Indonesian national education system
Nina Permata Sari, Khairul Azhar which includes standard processes, standards for educators, and standards for infrastructure.
Jamaludin, and Fitra Pinandhita.
2023. Development of Inclusive Keywords: education learning design; inclusive education; Era of Society 5.0
Education Learning Design in the Era
of Society 5.0. Social Sciences 12: 35.
https://doi.org/10.3390/
socsci12010035
1. Introduction
Academic Editors: Liza Lee, Various efforts have been made by the Government of Indonesia to provide compre-
Kuei-Kuei Lai, Linda Pavitola, hensive education to its citizens. The government has declared nine years of compulsory
Kate Chen and Teen-Hang Meen
basic education for school-age children as regulated in Law Number 20 of 2003 concern-
Received: 23 September 2022 ing the National Education System Chapter I Article 1 Paragraph (18) which states that
Revised: 15 November 2022 “Compulsory learning is a minimum education program that must be followed by In-
Accepted: 30 November 2022 donesian citizens on the responsibility of the government and local governments”. The
Published: 4 January 2023 Government’s efforts to provide a minimum of nine years of education to its citizens are in
line with education as a human right. Children who attend public school education vary
widely in ability. Their abilities are below average, average, and above average. This condi-
tion is a natural thing because school residents are representatives of very heterogeneous
Copyright: © 2023 by the authors. community members (Darma and Rusyidi 2015).
Licensee MDPI, Basel, Switzerland. We often encounter children whose abilities are below average or commonly called
This article is an open access article
children with special needs who are placed in special education schools and/or inclusive
distributed under the terms and
education schools so that their potential can develop as much as possible and be accepted
conditions of the Creative Commons
in society. When the school community, such as teachers and children, work together
Attribution (CC BY) license (https://
to minimize the barriers children face in learning and promote the participation of all
creativecommons.org/licenses/by/
children in school, this is one of the characteristics of an inclusive school (Mansur 2018).
4.0/).

Soc. Sci. 2023, 12, 35. https://doi.org/10.3390/socsci12010035 https://www.mdpi.com/journal/socsci

Soc. Sci. 2023, 12, 35 2 of 13

This inclusive school has been strengthened in the Salamanca Statement (UNESCO 1994)
adopted at the world conference which recognized education for all as an institution. This
can be interpreted that every child can learn, every child is different, and that difference
is a strength, thus the quality of the learning process needs to be improved through
collaboration with students, teachers, parents, and society (Messiou 2017).
In inclusive schools, there are usually several students in class who need more atten-
tion, such as those with visual or hearing impairments, physical or mental retardation,
intellectual retardation, emotional retardation, instability, and intellectual disabilities, as
well as social behavior disorders such as autism, attention deficit hyperactivity disorder
(ADHD), broken homes, school dropouts, street children, victims of natural disaster trauma,
and so on. They need physical access and curriculum modifications that are adapted to
their needs effectively with respect to all school activities (Herawati 2016).
The standard process that occurs in inclusive schools is that all school members
understand that the purpose of education is the same for all, namely, all students have
the right to feel safe and comfortable, to develop themselves, make choices, to be able to
communicate, to be part of a community, to be able to live in a changing world situation,
and to be able to make valued contributions. This includes the issue of the curriculum
in inclusive schools which is the biggest challenge for classroom teachers/field of study
and special assistant teachers in maintaining the participation and collaboration of all
students in the class. Adjustment of the learning process is not about reducing standard
requirements or making training easier for children with special needs, but curriculum
adaptations are carried out to meet the diversity of characteristics and learning styles
of students. This process requires careful preparations, both by the class/field of study
teachers, teachers’ companions, students’ parents, as well as other participants in the school
community who are responsible in protecting children with special needs (Tarnoto 2016).
In the inclusive school model, we can observe that the teachers make efforts to min-
imize the barriers that children experience in learning and promoting the participation
of all children in school. Teachers should be flexible in making curriculum adjustments.
They plan for all classes and use alternative teaching methods. In addition, in inclusive
schools, there is always good physical access, and the teachers can prepare themselves early.
Preparation for lessons involves thinking about how to ensure that all students can actively
participate in the learning process by adapting the curriculum for children with special
needs, producing what are commonly referred to as individual learning plans. Teachers
must always think about how to classify classes, and what materials are needed by their
students. This all depends on the context of the school, the classroom, and the needs of
the child. The teacher’s actions like this already show an attitude of inclusion. One of
the indications of inclusive teacher performance is that they always try to improve their
teaching methods and adapt to the learning needs of students (Rahim 2016).
In the inclusive school model, teachers use a variety of teaching methods and presen-
tation styles to ensure that all students get the most out of the school. Building partnerships
with parents and communities is a process that does not happen overnight. They are aware
that, with special educational needs, it is necessary to adjust and adapt the curriculum to
individual learning plans. On the standard of facilities and infrastructure, utilizing existing
technology can also help unify the understanding of students. In addition, teachers in this
school model work to develop supportive school environments in the classroom, at school,
and around the wide school community. So, in inclusive schools, teachers always use the
right media and learning resources in guiding a generation that is receptive and tolerant of
anyone with different needs (Stubbs 2008).
The purpose of inclusive education is to reduce anxiety, build loyalty in friendships,
and build understanding and respect for each other. Inclusive education provides a vari-
ety of shared learning experiences, participates actively, and will succeed in the regular
classroom. Thus, the presence of inclusive education has the potential to be able to make
a meaningful contribution to the whole student body, with all their diversity and special
needs. However, its current implementation is still poor and not does not accord to its
Soc. Sci. 2023, 12, 35 3 of 13

aims and proposed guidelines (Darma and Rusyidi 2015). Irvan and Jauhari (2018) claimed
that a number of districts in Indonesia, such as Bojonegoro, Tuban, and Lamongan, are
still struggling to implement inclusive education practices effectively. This is worrying
as the Era of Society 5.0 seeks a vast integration of technology in education. This might
further affect inclusive education practices in Indonesia as the lack of expertise, facilities,
and administration in these schools has been reported in the literature (Darma and Rusyidi
2015; Irvan and Jauhari 2018). In addition, the lack of a clear design to implement it is
potentially the main hindrance to the success of its implementation. Thus, this study
will propose inclusive education learning designs that are relevant to Era of Society 5.0.
Specifically, this study will discuss how the relevance of the Indonesian national education
system, which includes the development of inclusive education learning designs in terms
of process standards, teaching education personnel standards, and infrastructure standards,
is still in line with philosophy Era of Society 5.0 (Handayani and Muliastrini 2020).

2. Literature Review
A brief description of inclusive education is a system of education that is friendly for all
children, with an education service system that requires children with special needs to study
in nearby schools in regular classes with friends of their age. The term inclusive education
as reflected in the UNESCO Salamanca Statement 1994, comes from the term Education for
All, which refers to friendly education for all, i.e., an educational approach that seeks to
reach everyone without exception (Ainscow et al. 2019). Everyone has equal rights and
opportunities to get the maximum benefit from education. Rights and opportunities are not
distinguished by the diversity of individual characteristics, be they physical, mental, social,
emotional, or even socioeconomic. At this point, it appears that the concept of inclusive
education is in line with the Indonesian national education philosophy which does not
limit students’ access due to differences in initial and background conditions. Inclusive
schools are not only for those with disabilities or extraordinary but also for all children
(Irvan and Jauhari 2018).
The implementation of inclusive education requires schools to make adjustments
both in terms of curriculum, educational infrastructure, and learning systems that are
tailored to the individual needs of students. For this reason, an accurate identification and
assessment process needs to be carried out by trained personnel and/or professionals in
their field to be able to develop an appropriate and objective educational program. Support
for facilities and infrastructure that supports a child-friendly school culture needs to be
adapted to the concept of community philosophy in the Era of Society 5.0 to provide the
widest opportunity for all children, including those with special needs, to get a proper
education according to their needs and thus help accelerate or improve the quality of
Indonesian national education (Kurniawan and Aiman 2020).
Era of Society 5.0 is a society in which various needs are differentiated and met by
providing the necessary products and services in adequate quantities to the people who
need them when they need them, and where everyone can receive high-quality services
and live a comfortable life. Era of Society 5.0 aims to create a people-centered society
in which economic development and the resolution of societal challenges are achieved,
and people can enjoy a high quality of life that is fully active and comfortable. This is a
society that will attend in detail to the various needs of people, regardless of region, age,
gender, or language, and including children with special needs by providing a variety of
goods, assistances, and services needed collaboratively. Based on this literature review, it is
clear that the implementation of inclusive schools or child-friendly schools in Indonesia
should reflect the ideals of industrial Era of Society 5.0 and be relevant to the national
goals of Indonesian education. In the latest research, inclusive education in Indonesia is a
culture of “gotong royong” which, in the language of the Era of Society 5.0, is that humans
must collaborate and be integrated with the development of information technology and
qualified communication (Mansur et al. 2021).
Soc. Sci. 2023, 12, 35 4 of 13

There are currently three main priorities in improving human resources in international
competition, namely the standard of the learning process, the standard of teaching and
educational staff, and the standard of infrastructure to imprint the character of students
who are superior and competitive and continue to practice the value system and high
morals of the nation’s culture. Indonesian education must begin to be independent in
learning and make teachers a driving force in facilitating student learning activities. The
curriculum for independent learning and driving schools should be an embodiment of
the philosophy of the industrial Era of Society 5.0. In carrying out the education process,
the Indonesian government now focuses not only on artificial intelligence and/or skills
in using learning technology through connectivity in all things, but also on the human
component as the driving force of education. Without us realizing it, our education has
now entered the Era of Society 5.0, whose main keyword is “collaborating” with each
other; this era offers a society that is centered on balance and togetherness in living life and
coexistence with the rapid development of science, technology, and communication. The
rapid development of science and technology is not only a rapid flow of information; it
also facilitate the acquisition of good and credible information. We live in an era where all
technology is integrated into our lives, and technological advancements can help to close
the gaps that are beginning to appear in individuals. (Nastiti and Ni’mal‘Abdu 2020).

3. Methodology
The design of the right inclusive education learning design will help children with
special needs in achieving their optimal potential development according to their conditions
and needs in the community. This study aims to propose inclusive education learning
designs that are relevant to Era of Society 5.0 based on national education standards,
including standard processes, standards for educators, and standards for infrastructure.
This study uses a descriptive qualitative approach with a literature study method that is
adapted to the findings of factual conditions in the field related to the implementation
of today’s inclusive schools. The literature study method is a data collection technique;
we conducted a literature review that is relevant to the research and aims to provide a
description to the reader (refer Figure 1). Investigations of primary and secondary data
were conducted by purposive sampling at five inclusive schools in the province of South
Kalimantan, namely SDN Sungai Malang 4 Amuntai, SDN Batu Merah 1 Balangan, SDN
Hantakan Barabai, SDN Belimbing Raya Tanjung, and SDN Kandangan. The data analysis
technique uses content analysis to obtain the right data to support the research objectives.
The instruments used for primary source data collection through selected sources are
observation sheets and interview guidelines, and the documentation study/library study
method is used for secondary source data collection to strengthen the findings of the
primary data in the form of a checklist classifying these data sources based on the focus
of the research variables (refer Figure 2). We ask: What are the stages in the process of
developing inclusive education learning designs that are relevant to the industrial era of
Society 5.0 (Kurniawati et al. 2019)?
Soc.
Soc.Sci.
Sci.2023,
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2023, 12,xx35
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4. Result
4.
4. Result
Result
The factualconditions
The conditions at SDN Sungai Malang 4 Amuntai are as follows: (1) The
Thefactual
factual conditionsat atSDN
SDNSungai
SungaiMalang
Malang44Amuntai
Amuntaiare areasasfollows:
follows:(1) (1)The
Theiden‐
iden‐
identification
tification system for students with special needs at this school is first identified through
tification system
system for for students
students with
with special
special needs
needs at at this
this school
school is is first
first identified
identified through
through
parents and school committees and assessed through direct recommendations from therapy
parents
parents and
and school
school committees
committees and and assessed
assessed through
through direct
direct recommendations
recommendations from from ther‐
ther‐
centers, psychologists, and mental health specialists. (2) SDN Sungai Malang 4 Amuntai
apy
apycenters,
centers,psychologists,
psychologists,and andmental
mentalhealth
healthspecialists.
specialists.(2) (2)SDN
SDNSungai
SungaiMalang Malang44Amun‐ Amun‐
already has a special assistant teacher with a bachelor’s degree in general education, which
tai
tai already
already hashas aa special
special assistant
assistant teacher
teacher withwith aa bachelorʹs
bachelorʹs degree
degree in in general
general education,
education,
meets the minimum qualifications for a school in providing inclusive education under
which
which meets the minimum qualifications for a school in providing inclusive education
meets the minimum qualifications for a school in providing inclusive education
Permendiknas 70 of 2009 concerning Inclusive Education for Students with Disabilities, and
under
under Permendiknas
Permendiknas 70 70 of
of 2009
2009 concerning
concerning Inclusive
Inclusive Education
Education for for Students
Students with with Disa‐
Disa‐
Having Potential Intelligence and/or Special Talent states that the district/city government
bilities,
bilities,and
andHaving
HavingPotential
PotentialIntelligence
Intelligenceand/or
and/orSpecial
SpecialTalent
Talentstates
statesthatthatthethedistrict/city
district/city
is obliged to provide at least one special assistant teacher in the education unit designated
government
government is
is obliged
obliged to
to provide
provide at
at least
least one special assistant teacher in in the education
to provide inclusive education. (3) At SDN one special
Sungai Malangassistant
4, the teacher
curriculum the
useseducation
the 2013
unit
unit designated
designated to
to provide
provide inclusive
inclusive education.
education. (3)
(3) At
At SDN
SDN Sungai
Sungai Malang
Malang 4,
4, the
the curricu‐
curricu‐
curriculum. For inclusive education, the 2013 curriculum is adjusted to the categories of
lum
lum uses
uses the 2013
2013 curriculum.
thepreparing curriculum. For
For inclusive education,
inclusiveplans.
education, the
the 2013
2013 curriculum
curriculum is
is adjusted
adjusted to
to
students by individual learning The learning process takes place in the
the
the categories
categories of students by
by preparing individual learning
learning plans. The learning process
same class butof students
children with preparing
special needsindividual
are accompanied plans.
directly Thebylearning process
special assistant
takes
takes place
place in
in the
the same
same class
class but
but children
children with
with special
special needs
needs are
are
teachers who seek to maintain children’s participation and collaborate on the behavior accompanied
accompanied directly
directly by
by
special
special assistant
assistant teachers
teachers who
who seek
seek to
to maintain
maintain children’s
children’s participation
participation
of children with special needs in learning materials and/or learning activities. (4) The and
and collaborate
collaborate on
on
the
thebehavior
behaviorof ofchildren
childrenwithwithspecial
specialneeds
needsin inlearning
learningmaterials
materialsand/or
and/orlearning
learningactivities.
activities.
Soc. Sci. 2023, 12, 35 6 of 13

school environment/infrastructure at SDN Sungai Malang 4 Amuntai already reflects a

welcoming culture that can be seen in a supportive learning environment for children with
special needs, and excels in terms of the availability of adaptive learning media for children
with special needs such as real object learning media, media with pictures, words, videos,
and mirrors for children with special needs ADHD, slow learners, and deaf.
The factual conditions at SDN Batu Merah 1 Balangan are as follows: (1) On average,
students with special needs are accepted each new academic year in the number of one to
two people, with the socioeconomic conditions of the family being in the lower middle class.
In the process of recruiting students with special needs, there is a special identification and
assessment from the school committee and there is no limit on the acceptance of students
with special needs, but when the identification and special assessment have reached the
category of eating weight, students with special needs will be recommended to follow
education in special schools with parental consent. Identification and assessment have
been carried out in various fields, such as social–emotional development and cognitive
assessment, regarding the identification of students with special needs. (2) SDN Batu
Merah 1 Balangan already has a special assistant teacher with an extraordinary education
background and an identification system involving and/or coordinating with the Balangan
Regency Education Office. (3) SDN Batu Merah 1 Balangan uses an educational unit-level
curriculum that is tailored to the needs of each student by preparing individual learning
plans. In the learning process, learning activities are carried out in parallel, i.e., learning
takes place simultaneously between regular students and students with special needs.
During the regular learning process, students with special needs will be given special
guidance from special assistant teachers. After the learning process is over, students with
special needs are accompanied by special assistant teachers to guide the absorption of the
learning materials and/or to communicate the obstacles of students with special needs
in absorbing learning materials that they do not understand. (4) School facilities and
infrastructure have the available learning media and appropriate learning resources for
inclusive students. The school as much as possible makes students comfortable and does
not discriminate between inclusive students. The accessibility of this inclusive school
already exists, e.g., there is road shoulder access to the toilet and school library designed for
the visually impaired, but the toilets in it have not been specifically designed for persons
with disabilities.
The factual conditions at SDN Hantakan Barabai are as follows: (1) On average,
students with special needs are accepted each new academic year, one to two people,
with the socioeconomic conditions of the family being in the lower middle class. In the
process of recruiting students with special needs, there is no special identification and
assessment. Students with special needs are continuously monitored for their progress
when they are accepted at this school, involving committees and the participation of school
residents. (2) SDN Hantakan Barabai does not yet have a special assistant teacher. (3) The
curriculum used is the level of the education unit that is adapted to the needs of each
student. The learning process is fully implemented by the homeroom teacher both in
teaching, educating, and assisting students with special needs in learning. In the further
learning process, regular students tutor students with special needs after receiving the
subject matter from the class teacher in a conducive, peaceful environment. Class teachers
are essential for achieving conducive and effective learning by instilling family values
and mutual respect for differences in learning activities and thus ensuring the guardian’s
patience. The assessment system and minimum completeness criteria for students with
special needs are distinguished from regular students. (4) School residents create as
comfortable an atmosphere as possible among students and create a sense of kinship so that
mutual respect grows, although there are some obstacles found in the form of emotional
conditions; students with special needs are sometimes out of control, so they can disturb
their friends. In this school, there are students with special needs who are autistic, slow
learners, deaf, blind, and others.
Soc. Sci. 2023, 12, 35 7 of 13

The factual conditions at SDN Belimbing Raya Tanjung are as follows: (1) The average
number of students with special needs accepted is between four and ten people. The
background and socioeconomic conditions of the parents also vary; there were teachers,
doctors, soldiers, and police, and there was even a parent of a student with special needs
who worked as an Adjutant to the Deputy Regent of Tabalong Regency. The categories of
students with special needs who are accepted at SDN Belimbing Raya Tanjung are in the
mild and moderate categories, ascertained by going through the stages of identification
and assessment of the students involving their parents, psychologists, and school commit-
tees. Students with special needs who are currently in school are autistic, speech delayed,
physically handicapped, mentally retarded, deaf, slow learners, and have down syndrome,
as well as mild intellectual disabilities such as learning difficulties. (2) This school itself
has 28 special assistant teachers with various educational backgrounds, but what is very
unfortunate is that, of the 28 people, only 1 person has an extraordinary education back-
ground. The main function of the special assistant teacher is to assist class/field teachers
in supervising, guiding, and nurturing students with special needs, as well as in making
individual learning programs to monitor the progress of learning/changes in the behavior
of students with special needs. (3) Regarding the infrastructure at SDN Belimbing Raya
Tanjung, it can be said that it is still very limited and not yet friendly to students with special
needs. It is unfortunate that the existence of the available inclusion space is even used for
other purposes such as a sports equipment room and a place to put other items. Whereas,
if used properly, this will certainly support the implementation of inclusive education
and the learning process that requires special guidance and attention. With the support
of 28 special education assistants, this school is actually quite conducive to the growth
and development of students with special needs in achieving their optimal potential in
accordance with the conditions and needs of the community.
The factual conditions at SDN Kandangan are as follows: (1) Acceptance of students
with special needs is carried out by means of initial identification of students with special
needs by special assistant teachers and counseling guidance teachers as well as an initial
assessment of students supported by information from parents/guardians of participants,
educators, and/or a therapy center/psychologist. (2) There are special assistant teachers
who are not graduates of special education training and several counseling guidance
teachers who are involved in fostering, guiding, and nurturing students with special needs.
In the learning process in the classroom, class/subject teachers, special assistant teachers,
and guidance and counseling teachers work together to accommodate all students so that
they have the right to feel safe and comfortable in the learning process, can develop and
find identity in the learning process, can make choices and actively discuss them during
the learning process, can communicate using contextual teaching and learning methods
during the learning process, and ultimately be part of a community, be able to live in a
changing world situation, and be able to make valuable contributions. (3) Teachers’ special
assistants and counseling guidance teachers work together in preparing individual learning
programs to continuously see how learning success and progress in the self-development
of students with special needs.

5. Discussion
At SDN Sungai Malang 4 Amuntai, recruiting students with special needs is carried out
by trained experts and/or professionals in their fields who conduct the initial identification
and assessment of students with special needs. The learning process has described an
inclusive class by utilizing adaptive learning media. The curriculum used is the 2013
curriculum which was adapted through the preparation of individual learning plans.
Special assistant teachers directly assist students with special needs to maintain their
participation, and they tolerate with the behavior of children with special needs in learning
activities. Children with special needs at SDN Sungai Malang 4 Amuntai consist of those
with ADHD/attention deficit hyperactivity disorder, slow learners, and those with mild
deafness. The learning media are real objects, pictorial learning media, word learning media,
Soc. Sci. 2023, 12, 35 8 of 13

learning videos, and mirrors. SDN Sungai Malang 4 Amuntai has the potential to become a
school that has a supportive learning environment and reflects a child-friendly school.
At SDN Batu Merah 1 Balangan, identifying students with special needs is carried out
by the school committee by identifying and assessing the cognitive, social, and emotional
development characteristics that fall into the mild category. If students with special needs
fall into the moderate/severe category, the school committee can recommend them to
special education. The learning process has described an inclusive class by guiding the
absorption of learning materials and/or communicating the obstacles of students with
special needs in absorbing learning materials that they do not understand. The curriculum
used is the KTSP curriculum which is adapted through the preparation of individual
learning plans. Special assistant teachers provide special tutoring in the absorption of
learning materials and/or communicate the obstacles of students with special needs in
the learning process. The accessibility of this inclusive school already exists, e.g., there is
road shoulder access to the toilet and school library designed for the visually impaired, but
the toilets in it have not been specifically designed for persons with disabilities. SDN Batu
Merah 1 Balangan is relevant to the aims of the Era of Society 5.0 and has the potential to
become a school that has a comfortable/conducive learning environment and reflects a
child-friendly school.
At SDN Hantakan Barabai, the identification process relates to the socioeconomic
conditions of families who are in the lower middle class and people with mild disabilities.
The learning process is fully implemented by the homeroom teacher in teaching, educating,
and assisting students with special needs in learning. In the further learning process, there
is a peer tutoring method from regular students to students with special needs which
is carried out after the provision of subject matter from the class teacher in a conducive
and peaceful atmosphere, by instilling family values and mutual respect for differences in
learning activities. The assessment system and minimum completeness criteria for students
with special needs are distinguished from regular students. The curriculum used is the
KTSP curriculum with adjustment of assessment standards on the learning abilities of
students with special needs. There are no special assistant teachers, so students with special
needs are continuously monitored for their progress when they are accepted at this school
by involving committees and the participation of school residents. The assessment system
and minimum completeness criteria for students with special needs are distinguished from
regular students with the intention that children with special needs can focus on developing
their optimal potential according to their conditions and needs in the community. Children
with special needs who are in this school consist of autistics, slow learners, the mildly deaf,
the mildly visually impaired, and others who come from the socioeconomic conditions of
lower middle-class families. SDN Hantakan Barabai is relevant to the aims of the Era of
Society 5.0 and has the potential to become a school that has a learning environment based
on the principle of a sense of kinship and reflects a child-friendly school.
At SDN Belimbing Raya Tanjung, the findings indicated that the heterogeneous family
socioeconomic conditions such as parents who work as teachers, doctors, soldiers, police,
and accept persons with mild and moderate disabilities. The identification process goes
through the stages of identification and assessment carried out by trained experts and/or
professionals in their fields by involving parents and school committees. If students with
special needs fall into the moderate/severe category, the school committee can recommend
them to special education. The learning process is fully implemented by 28 special assistant
teachers in supervising, guiding, and nurturing students with special needs, as well as
making individual learning programs in line with the behavior of students with special
needs. The curriculum used is the 2013 curriculum through the preparation of individual
learning programs. There are 28 special assistant teachers whose main function is to assist
class/field teachers in supervising, guiding, and nurturing students with special needs, as
well as making individual learning programs to see learning progress/changes in behavior
of students with special needs in the learning and learning process. Of the 28 special
assistant teachers, only 1 has an extraordinary educational background, while the others
Soc. Sci. 2023, 12, 35 9 of 13

are not alumni of special education, but their contributions and experiences are relevant
to the needs of the students, especially in nurturing children with special needs, autism,
speech delay, tunadaksa, tunalaras, tunagrahita, deafness, slow learner, down syndrome,
as well as those with mild intellectual disabilities such as difficulties in learning. Facilities
and infrastructure for the existence of inclusive spaces are used for other purposes such as
sports equipment rooms and places to put other items, thereby reducing the effectiveness
of the learning process that requires special guidance and attention. SDN Belimbing Raya
Tanjung is relevant to the aims of the Era of Society 5.0 and has the potential to become a
school that has a learning environment that can make a meaningful contribution to every
student, with all its diversity.
At SDN Kandangan, identifying students with special needs is carried out by means
of initial identification of the categories of students with special needs by special assis-
tant teachers and counseling guidance teachers, as well as by an initial assessment of
students supported by information from parents/guardians of students and/or therapy
centers/psychologists. In the learning process in the classroom, the classroom teacher/field
of study teacher, special assistant teachers, and counseling guidance teachers work together
to accommodate all students so that they have the right to feel safe and comfortable in the
learning process, can develop and find identity in the learning process, can make choices
and participate in active discussion during the learning process, can communicate using
contextual teaching and learning methods during the learning process, and, in the end, can
be part of the community and live in a changing world situation (UNESCO 2009, 2021).
There are special assistant teachers who are not alumni of special education and several
guidance and counseling teachers who are involved in fostering, guiding, and nurturing
students with special needs to be able to make a valuable contribution to the education
of all children. SDN Kandangan is relevant to the aims of the Era of Society 5.0 and has
the potential to become a school that has a learning environment based on the principle
of cooperation and reflects a child-friendly school. In short, the summary of findings and
discussion is represented in the following table (Table 1).
Soc. Sci. 2023, 12, 35 10 of 13

Table 1. Matrix of Research Activities for the Implementation of Inclusive Schools in South Kalimantan.

Checklist Process Standard Educators Standard Infrastructure Standard Description

Children with special needs, ADHD, mild
1. The identification process for students with special needs is carried out deafness, and those who are slow learners
by trained experts and/or professionals in their fields in conducting Special assistant teachers directly assist 1. Real object learning media
SDN Sungai initial identification and assessment of students with special needs. students with special needs in order to 2. Picture learning media Implications for
Malang 4 2. The learning process has described an inclusive class by utilizing maintain participation and collaborate on the 3. Words Era of Society
Amuntai adaptive learning media behavior of children with special needs in 4. learning videos, 5.0
3. The 2013 curriculum adaptation through the preparation of individual learning materials and/or learning activities 5. Mirror
learning plans A supportive learning environment reflecting a
child-friendly School
1. The process of recruiting students with special needs is carried out by
the school committee by identifying and assessing the cognitive, social, The accessibility of this inclusive school
and emotional development sections that fall into the mild category. If already exists, e.g., road shoulder access to the
students with special needs fall into the moderate/severe category, the Special assistant teachers provide special toilet and school library designed for the
SDN Batu school committee can recommend them to special education Implications for
tutoring in the absorption of learning materials visually impaired, but the toilets in it have not
Merah 1 2. The learning process has described an inclusive class by guiding the Era of Society
and/or communicate the obstacles of students been specifically designed for people with
Balangan absorption of learning materials and/or communicating the obstacles 5.0
with special needs in the learning process disabilitiesA comfortable/conducive learning
for students with special needs in absorbing learning materials that they environment and reflects a child-friendly
do not understand. school
3. The KTSP curriculum adaptation through the preparation of individual
learning plans
1. The identification process comes from the socioeconomic conditions of 1. There are no special assistant teachers.
families who are in the lower middle class and people with mild Students with special needs continue to
disabilities be monitored for their progress when
2. The learning process is fully implemented by the homeroom teacher they are accepted at this school by 1. Children with autistic special needs,
both in teaching, educating, and assisting students with special needs in involving committees and the slow learners, mild deafness, light
learning. In the further learning process, there is a peer tutoring method participation of school residents nlindness, and others who come from
socioeconomic conditions of lower Implications for
SDN Hantakan from regular students to students with special needs which is carried 2. The assessment system and minimum
middle-class families Era of Society
Barabai out after the provision of subject matter from the class teacher in a completeness criteria for students with
2. Learning environment based on the 5.0
conducive, peaceful atmosphere, by instilling family values and mutual special needs are distinguished from
respect for differences in learning activities. The assessment system and regular students with the intention that principle of family sense and also
minimum completeness criteria for students with special needs are children with special needs can focus on reflecting child-friendly schools
distinguished from regular students developing their optimal potential
3. The KTSP curriculum with Adjustment of assessment standards on the according to their conditions and needs
learning ability of students with special needs in the community
Soc. Sci. 2023, 12, 35 11 of 13

Table 1. Cont.

Checklist Process Standard Educators Standard Infrastructure Standard Description

1. There are 28 special assistance teachers
1. The identification process stems from heterogeneous family 1. autism, speech delay, physical
whose main duties and main functions
socioeconomic conditions, such as parents who work as teachers, disabilities, mentally impaired, deaf,
are to assist class/field teachers in
doctors, soldiers, policemen, and accept persons with mild and slow learner, and down syndrome, as
supervising, guiding, and nurturing
moderate disabilities. The identification process goes through the well as mild intellectual disabilities such
students with special needs, as well as
identification and assessment stages carried out by trained experts as difficulty in learning
making individual learning programs to
and/or professionals in their fields by involving parents and the school 2. Facilities and Infrastructure: The
see learning progress/changes in
committee. If students with special needs fall into the moderate/severe existence of an inclusive room that is Implications for
SDN Belimbing behavior of students with special needs.
category, the school committee can recommend them to special used for other purposes such as a room Era of Society
Raya Tanjung in the learning and learning process.
education for sports equipment and a place to put 5.0
2. The 28 special assistant teachers, only
2. The learning process is fully implemented by 28 special assistant other items, thereby reducing the
one has an extraordinary educational
teachers in supervising, guiding, and nurturing students with special effectiveness of the learning process that
background while the others are not
needs, as well as making individual learning programs to see learning requires special guidance and attention
alumni of special education, but their
progress/changes in behavior of students with special needs 3. A learning environment that makes a
contributions and experiences have
3. The 2013 curriculum adaptation through the preparation of individual meaningful contribution to every
shown the identity of a professional
learning plans student with all Its diversity
special assistant teacher.

1. The identification process for students with special needs is carried out
by means of initial identification of the categories of students with
special needs by special assistant teachers and counseling guidance
teachers as well as initial assessment of students supported by
information from parents/guardians of students and/or a therapy There are special assistant teachers who are not
center/psychologist. alumni of special education and several
2. The learning process in the classroom, the class teacher/field of study, counseling guidance teachers who are Learning environment based on mutual Implications for
SDN
special assistant teachers, and counseling guidance teachers work involved in fostering, guiding, and nurturing cooperation principles (gotong royong) and Era of Society
Kandangan
together to accommodate all students so that they have the right to feel students with special needs to be able to make reflecting child-friendly schools 5.0
safe and comfortable in the learning process, can develop and find a valuable contribution to the education of all
identity in the learning process, can make a choice and actively discuss children
during the learning process, can communicate using contextual teaching
and learning methods during the learning process, and in the end can
become part of the community, to be able to live in a changing world
situation
Soc. Sci. 2023, 12, 35 12 of 13

6. Conclusions
The identification process for students with special needs is carried out by trained
experts and/or professionals in their fields. The learning process has described an inclu-
sive class by learning in the same class with contextual teaching and learning methods,
utilizing adaptive learning media, comfortable and conducive classroom conditions, help-
ing each other, fostering, guiding, and protecting all students with equality, rights, and
obligations without discriminating between them based on the principles of kinship and
mutual cooperation. The curriculum used is the 2013 curriculum and the KTSP which are
adapted/modified specifically to suit the learning needs of students through the prepara-
tion of individual learning plans and/or individual learning programs. and full of family
spirit and mutual cooperation in efforts make it happen.Educators and education staff at
inclusive schools are special assistant teachers with exceptional educational backgrounds,
counselling guidance teachers, teachers/homeroom teachers, classroom teachers/fields of
study teachers, and all participating school members, united in accommodating all students
so that they can develop and find their identity in the learning process. Therefore, the
Era of Society 5.0 is consistent with inclusive education learning designs and relevant to
the Indonesian national education system, where everyone can receive quality education
services for the continuation of their lives that are also comfortable, full of family spirit,
and based on cooperation.

7. Recommendation
Recommendations are for inclusive schools in South Kalimantan Province which still
have some shortcomings and can be improved further to comply with national education
standards in the following efforts:
The services provided by schools for the identification process related to students with
special needs should be expanded, particularly at the stage of identification and assessment
involving experts and professionals in their fields, while still accepting students with mild
to moderate special needs.
As a school providing inclusive education, it should continue to develop a special
curriculum in the form of individual learning programs that are tailored to the needs of
students in helping them to overcome learning barriers so that the services provided by
inclusive schools for students with special needs can be maximized. The unavailability
of special assistant teachers can be circumvented by homeroom/classroom teachers and
counseling guidance teachers developing individual learning programs.
As schools providing inclusive education, schools should facilitate the existence of
learning facilities in the form of adaptive learning media, teaching aids, or other infrastruc-
ture facilities and use them according to their main functions so that providing services to
children with special needs can be maximized.
As a school that provides inclusive education, the school, relevant stakeholders, and
the local education office should try to foster educators who accord with the needs of
inclusive schools, e.g., by encouraging their participation in training on inclusive education
or training in the preparation of individual learning programs.

Author Contributions: Conceptualization, H.M., A.H.U. and M.H.M.Y.; methodology, H.M., A.H.U.,
M.H.M.Y. and N.P.S.; data curation, H.M., A.H.U., M.H.M.Y., N.P.S. and F.P., formal analysis, H.M.,
A.H.U., M.H.M.Y., N.P.S. and F.P., writing—original draft preparation, H.M., A.H.U., M.H.M.Y., N.P.S.
and F.P., writing—review and editing, M.H.M.Y., N.P.S., K.A.J. and F.P. All authors have read and
agreed to the published version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: The study was conducted according to the guidelines given
by the Ministry of Education and Culture, Indonesia.
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study.
Data Availability Statement: The data is included in this research.
Soc. Sci. 2023, 12, 35 13 of 13

Conflicts of Interest: The authors declare no conflict of interest.

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