TY  - JOUR
T1  - Breaking Academic Inclusionthrough Cluster-Basedinstruction
(An Approach to Differentiated Instruction for Students with
Disabilities in Inclusive Schools)
AU - , Gunarhadi AU - , Sunard AU - Andayani, Tri Rejeki AU - Supratiwi, Mahardika 
JO  - Journal of Engineering and Applied Sciences
VL  - 13
IS  - 8
SP  - 2221
EP  - 2225
PY  - 2018
DA  - 2001/08/19
SN  - 1816-949x
DO  - jeasci.2018.2221.2225
UR  - https://makhillpublications.co/view-article.php?doi=jeasci.2018.2221.2225
KW  - Differentiated instruction
KW  -pull-out cluster model
KW  -inclusion
KW  -disabilities
KW  -learning
KW  -behavior
AB  - Inclusive education has become the goverment policy in promoting the demand of education for all.
However, the employment of full inclusive system remains dissatisfactory. This study aims at: exploring ways
of learning enhancement for students with disabilities in inclusive schools, measuring the impact of Pull out
Cluster Model (DIPOCM) on the students with disabilities in comparison to In-Class Cluster Model (ICCM).
This research is an explorative case study involving teachers and students in two different inclusive schools
in Central Java, Indonesia. Questionnaire and observation were used to collect the data on teacher’s skills of
instruction through a lesson study. Questionnaire was used to assess the teacher’s competence in scaffolding
the students with disabilities, while teacher’s activities and student’s learning behavior during the classes were
measured by observation. The data of the two different instructional strategies, both quantitative and
qualitative were analyzed descriptively. The results showed that DIPOCM exceeded ICCM in yielding the
student’s learning behavior, better behavior of learning preparation was shown by students with disabilities.
It is recommended that students with disabilities be provided with DIPOCM to improve their engagement.
ER  -