Evaluating the Influence of Inclusive Teachers’ Pedagogical Competence within Adaptive Educational Frameworks

Background/purpose. Within the framework of adaptive education, teachers are expected not only to possess strong subject matter expertise but also to adapt instructional strategies to address the diverse needs of learners, including students with special educational needs. In this regard, the pedagogical competence of inclusive teachers emerges as a pivotal factor in fostering a responsive and equitable learning environment. This study seeks to investigate the extent to which inclusive teachers’ pedagogical competence affects the implementation of adaptive education in public primary schools in Semarang.

Materials/methods. A qualitative methodology with a case study design was adopted in this research. Data collection involved in-depth interviews with inclusive teachers, classroom observations, and the examination of relevant documents. To ensure the credibility and validity of the findings, triangulation techniques were employed.

Results. The study reveals that the pedagogical competence of inclusive teachers is instrumental in tailoring instructional design to student characteristics, formulating flexible evaluation strategies, and cultivating an inclusive classroom environment. Teachers who recognize and respond to individual student differences tend to adopt more personalized and adaptive pedagogical approaches. However, several challenges remain, notably the lack of ongoing professional training and inadequate support from school administrations.

Conclusion. Robust pedagogical competence has proven essential for the effective implementation of adaptive education. Accordingly, there is a pressing need for systematic initiatives to enhance teacher training and institutional support, with the aim of advancing inclusive education at the elementary school level.

Keywords: Adaptive education, differentiated instruction, inclusive teachers, pedagogical competence, qualitative approach

References

Alm, K., Melén, M., & Aggestam-Pontoppidan, C. (2021). Advancing SDG competencies in higher education: exploring an interdisciplinary pedagogical approach. International Journal of Sustainability in Higher Education, 22(6), 1450–1466. https://doi.org/10.1108/IJSHE-10-2020-0417

Anwar, K., Shintasiwi, F. A., & Mulianingsih, F. (2020). Teacher optimization in utilizing media literacy for social science learning in semarang. International Journal of Emerging Technologies in Learning, 15(7), 141–148. https://doi.org/10.3991/IJET.V15I07.13227

Purnomo, A., Mulianingsih, F., & Kurniawan, G. F. (2025). Philosophical Cognition of Social Studies Teachers on Suistainable Development and Social Values Transmission. International Joint Conference on Arts and Humanities 2024 (IJCAH 2024) Atlantis Press, Ijcah 2024, 557–567. https://doi.org/10.2991/978-2-38476-317-7

Bacal Roij, A. (2018). The Pedagogical Legacy of Dorothy Lee and Paulo Freire. In Active Learning Strategies in Higher Education (pp. 339–359). https://doi.org/10.1108/978-1-78714-487-320181015

Baier, F., Decker, A.-T., Voss, T., Kleickmann, T., Klusmann, U., & Kunter, M. (2019). What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality. British Journal of Educational Psychology, 89(4), 767–786. https://doi.org/10.1111/bjep.12256

Bandura, A. (1985). Prentice-Hall series in social learning theory. Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.

Bower, M. (2017). Pedagogy and Technology- Enhanced Learning. Emerald Group Publishing. https://www.emerald.com/insight/content/doi/10.1108/978-1-78714-182-720171005/full/html

Brockett, R. G., & Hiemstra, R. (2020). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge. https://doi.org/10.4324/9780429457319

Champion, D. N., Tucker-Raymond, E., Millner, A., Gravel, B., Wright, C. G., Likely, R., Allen-Handy, A., & Dandridge, T. M. (2020). (Designing for) learning computational STEM and arts integration in culturally sustaining learning ecologies. Information and Learning Science, 121(9–10), 785–804. https://doi.org/10.1108/ILS-01-2020-0018

Chen, C.-Y., Yu, K.-H., & Chen, M.-Y. (2012). Planning of professional teacher‐training program for disaster prevention education and executing efficiency evaluation. Disaster Prevention and Management: An International Journal, 21(5), 608–623. https://doi.org/https://doi.org/10.1108/09653561211278734

Cleary, T. J., & Kitsantas, A. (2017). Motivation and self-regulated learning influences on middle school mathematics achievement. School Psychology Review, 46(1), 88–107. https://doi.org/10.1080/02796015.2017.12087607

Creswell, W. J., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative adn Mixed Methods Approaches. In Journal of Chemical Information and Modeling (Fifth Edit, Vol. 53, Issue 9). SAGE Publications.

Ferani Mulianingsih, P. H. (2022). Can Disaster Risk Education Reduce the Impact of Disasters in Schools? Journal of Geography Science and Education, 4(2), 19–23. https://doi.org/10.1177/0013124517713111

Guardia, J. J., Del Olmo, J. L., Roa, I., & Berlanga, V. (2019). Innovation in the teaching-learning process: the case of Kahoot! On the Horizon, 27(1), 35–45. https://doi.org/10.1108/OTH-11-2018-0035

Hamzah, H., Hamzah, M. I., & Zulkifli, H. (2022). Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules. Sustainability (Switzerland), 14(2). https://doi.org/10.3390/su14020813

Hansen, B., Stiling, P., & Uy, W. F. (2021). Innovations and challenges in SDG integration and reporting in higher education: a case study from the University of South Florida. International Journal of Sustainability in Higher Education, 22(5), 1002–1021. https://doi.org/10.1108/IJSHE-08-2020-0310

HUANG, J. I. (2022). A Conceptual Framework for Developing a glocalized school-based curriculum. International Journal of Chinese Education, May-August, 1–16. https://doi.org/10.1177/2212585X221112526

Hubbard, J., & Odebiyi, O. M. (2021). Examining elementary social studies preservice teachers’ dispositional thinking about museum pedagogy. Journal of Social Studies Research, 45(4), 227–239. https://doi.org/10.1016/j.jssr.2021.05.001

Huberman, M. B. M. & M. A. (2005). Qualitative Data Analysis (2nd ed.). Sage Publications.

Ismail, S. N., Muhammad, S., Kanesan, A. G., & Ali, R. M. (2019). The influence of teachers’ perception and readiness towards the implementation of Critical Thinking Skills (CTS) practice in mathematics. International Journal of Instruction, 12(2), 337–352. https://doi.org/10.29333/iji.2019.12222a

Ismiyanti, Y., Dian, S., Prajanti, W., Utomo, C. B., Handoyo, E., & Banowati, E. (2024). Examining the Role of Mediating Variables in the Emotional Intelligence-Entrepreneurial Action Relationship. Journal of System and Management Sciences, 14(10), 1–16. https://doi.org/10.33168/JSMS.2024.1001

Kestenbaum, A., Fleischman, C. A., Dabis, M., Birnbaum, B., & Dunn, L. B. (2018). Examination of Spiritual Needs in Hurricane Sandy Disaster Recovery Through Clinical Pastoral Education Verbatims. The Journal of Pastoral Care & Counseling : JPCC, 72(1), 8–21. https://doi.org/10.1177/1542305017748663

Kintoko, K., & Mulianingsih, F. (2022). Membangun karakter peserta didik SMP Bangka Barat melalui literasi digital di tengah pendidikan abad 21. Jurnal Terapan Abdimas, 7(1), 106–113. https://doi.org/10.25273/jta.v7i1.10919

Lei, H., Chen, C., & Luo, L. (2024). The examination of the relationship between learning motivation and learning effectiveness: a mediation model of learning engagement. Humanities and Social Sciences Communications, 11(1), 1–11. https://doi.org/10.1057/s41599-024-02666-6

Lestari, W., & Mulianingsih, F. (2020). Analisis pemahaman kompetensi pedagogik dan kompetensi profesional pada guru IPS di Kecamatan Bawen Kabupaten Semarang. Harmony: Jurnal Pembelajaran IPS Dan PKN, 5(1), 60–72. https://doi.org/10.15294/harmony.v5i1.40293

Masood, M. M., & Haque, M. M. (2021). From critical pedagogy to critical digital pedagogy: a prospective model for the EFL classrooms. Saudi Journal of Language Studies, 1(1), 67–80. https://doi.org/10.1108/sjls-03-2021-0005

Masters, K. (2013). Edgar Dale’s Pyramid of Learning in medical education: A literature review. Medical Teacher, 35(11). https://doi.org/10.3109/0142159X.2013.800636

McParker, M. C. (2023). Early preservice teachers’ development of social studies inquiry projects. Social Studies Research and Practice, 18(3), 242–267. https://doi.org/10.1108/ssrp-02-2023-0013

Mills, G. E., & Gay, L. R. (2019). Educational research: Competencies for analysis and applications. . Pearson One Lake Street, Upper Saddle River, New Jersey 07458.

Morselli, D. (2024). To assess or not to assess an entrepreneurship competence in vocational education and training? Results from a case study of Italy. Education and Training, 66(10), 29–41. https://doi.org/10.1108/ET-06-2023-0242

Mulianingsih, F., Suharini, E., Handoyo, E., & Purnomo, A. (2023). The Future Perspective of School Flood Disaster Education in Semarang. International Conference on Science, Education and Technology, 267–270.

Mulianingsih, F., Suharini, E., Handoyo, E., & Purnomo, A. (2025). Disaster Mitigation Tactics Through Enhanced Higher Order Thinking Skills via Active Learning in Social Science Education. Journal of Ecohumanism, 4(1), 3277–3283. https://doi.org/10.62754/joe.v4i1.6147

Narenji Thani, F., Mazari, E., Asadi, S., & Mashayekhikhi, M. (2022). The impact of self-development on the tendency toward organizational innovation in higher education institutions with the mediating role of human resource agility. Journal of Applied Research in Higher Education, 14(2), 852–873. https://doi.org/10.1108/JARHE-05-2020-0151

Thusi, N., & Costa, K. (2020). Introducing NFT Model as a pedagogy using Dale’s and Bloom’s Taxonomy: A complementary tool for learning instruction. Journal of Pedagogy, 1–26. https://doi.org/10.31730/osf.io/rfmyp

Ocak, G., & Yamaç, A. (2013). Examination of the relationships between fifth graders’ self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Sciences: Theory and Practice, 13(1), 380–387.

Perrotta, K. (2021). A study of elementary teacher’s perspectives on professional development for social studies. Social Studies Research and Practice, 16(2), 126–143. https://doi.org/10.1108/ssrp-07-2021-0018

Prasadi, A. H., Wiyanto, W., & Suharini, E. (2020). The Implementation of Student Worksheet Based on STEM (Science, Technology, Engineering, Mathematics) and Local Wisdom to Improve of Critical Thinking Ability of Fourth Grade Students. Journal of Primary Education, 9(3), 227–237. https://doi.org/10.15294/jpe.v9i3.37712

Problem-based learning: Benefits and areas of weakness. (2024). Strategic Direction, 40(7), 26–27. https://doi.org/10.1108/SD-07-2024-0121

Purnomo, A., Kurniawan, G. F., Em, S., & Mulianingsih, F. (2024). Colonization is Opposed to Freedom: Anti-Dutch Memories and the Didactic Practice of Indonesian History Teachers. Paramita: Historical Studies Journal, 34(1), 147–160. https://doi.org/10.15294/paramita.v34i1.47560

Purnomo, A., & Mulianingsih, F. (2021). Development of Higher Order Thinking Skill in Junior High School: Studies on Social Studies Teachers in Pekalongan City. Proceedings of the 6th International Conference on Education & Social Sciences (ICESS 2021), 578(Icess), 26–30. https://doi.org/10.2991/assehr.k.210918.006

Purnomo, A., Mulianingsih, F., Fahry, A., & Setyarini, I. M. (2022). The role of the Paguyuban Masyarakat Peduli Hutan (PMPH) community as a form of disaster management in the highlands of Kudus Regency. IOP Conference Series: Earth and Environmental Science, 986(1), 0–5. https://doi.org/10.1088/1755-1315/986/1/012045

Rawat, S. S., Luitel, B. C., & Belbase, S. (2021). Lived experience of pedagogical boomerang in mathematics teaching-learning. Journal of Education and Learning (EduLearn), 15(1), 104–118. https://doi.org/10.11591/edulearn.v15i1.19531

Reichert, F., Lange, D., & Chow, L. (2020). Educational beliefs matter for classroom instruction: A comparative analysis of teachers’ beliefs about the aims of civic education. Teaching and Teacher Education, 98, 1–13. https://doi.org/10.1016/j.tate.2020.103248

Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215–230. https://doi.org/10.33225/pec/18.76.215

Rico, G. C. S. (2019). School-Community Collaboration: Disaster Preparedness Towards Building Resilient Communities. International Journal of Disaster Risk Management, 1(2), 45–59. https://doi.org/10.18485/ijdrm.2019.1.2.4

Rorimpandey, W. H. F., Maaluas, F., Mangangantung, J., & Suryanto, H. (2022). The Student Teams Achievement Divisions Learning Model in Its Influence on the Motivation and Science Learning Outcomes of Elementary School Students. Journal of Innovation in Educational and Cultural Research, 3(3), 345–354. https://doi.org/10.46843/jiecr.v3i3.72

Rymarz, R., & Franchi, L. (2019). “Catholic Teacher Preparation around the Globe: Four International Case Studies”, Catholic Teacher Preparation. Emerald Studies in Teacher Preparation in National and Global Contexts Emerald Publishing Limited, 73–85. https://doi.org/10.1108/978-1-78756-006-220191009

Skulmowski, A. (2024). Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning. Educational Psychology Review, 36(1), 1–26. https://doi.org/10.1007/s10648-024-09869-y

Suharini, E., & Baharsyah, M. N. (2020). Learning About Landslide Disaster Mitigation Based on a Role-Playing Method Assisted by the Disaster Education Pocket Book. Review of International Geographical Education Online, 10(4), 618–638. https://doi.org/10.33403/rigeo.767474

Suprapto, Y., Putri A, I., & Nurkholis, A. (2024). Implementation of Character Education Values in Elementary School Age Students in Nurul Huda Islamic Boarding School. Research and Innovation in Social Science Education Journal (RISSEJ), 2(1), 41–46. https://doi.org/10.30595/rissej.v2i1.133

Tolman, S. (2019). Considerations for Using Critical Pedagogy as the Vehicle to Promote Social Justice in Higher Education. In International Perspective on Equity and Inclusion Innovations in Higher Education Teaching and Learning (Vol. 16, pp. 251–264). http://web.a.ebscohost.com.subzero.lib.uoguelph.ca/ehost/ebookviewer/ebook/ZTAwMHhuYV9fMTkwNjM3NV9fQU41?sid=8eca8d89-3184-4cc7-9d8c-5e34afba435c@sessionmgr4008&vid=0&format=EB&rid=1%0Ahttps://www.emeraldinsight.com/doi/book/10.1108/S2055-3641201916

Toygar, İ., Hançerlioğlu, S., Utku, T., Şimşir, I. Y., & Çetinkalp, Ş. (2022). Effect of an Educational Intervention Based on Bandura’s Theory on Foot Care Self-Efficacy in Diabetes: A Prospective Quasi-Experimental Study. International Journal of Lower Extremity Wounds, 21(4), 414–419. https://doi.org/10.1177/1534734620948327

Wan, J., Nie, C., & Zhang, F. (2021). Does broadband infrastructure really affect consumption of rural households? – A quasi-natural experiment evidence from China. China Agricultural Economic Review, 13(4), 832–850. https://doi.org/10.1108/CAER-12-2020-0303

Wonglimpiyarat, J. (2024). Achieving the United Nations sustainable development goals – innovation diffusion and business model innovations. Foresight. https://doi.org/10.1108/FS-11-2023-0233

Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: where metacognition and motivation intersect. In Handbook of Metacognition in Education (pp. 299–315).

Zong, G. (2022). Integrating global sustainability into social studies teachers’ education: a collaborative self-study. Social Studies Research and Practice, 17(1), 94–113. https://doi.org/10.1108/ssrp-08-2021-0024

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!