Design of an Inclusive Physical Education Model Based on Instructional Differentiation to Enhance the Active Participation of Students with Intellectual Disabilities
Abstract
This study aims to develop and examine the effectiveness of an Inclusive Physical Education model based on instructional differentiation in enhancing the active participation of students with intellectual disabilities. The research employed a Research and Development (R&D) approach, involving stages of needs analysis, model design, expert validation, limited trials, revision, effectiveness testing, and finalization. The study was conducted in an inclusive primary school in Pekalongan Regency, involving 17 students with mild to moderate intellectual disabilities, physical education teachers, and experts in adaptive physical education. Data were collected through observation, questionnaires, interviews, and documentation, and analysed using qualitative and quantitative techniques, including paired-sample t-tests. The results showed a significant improvement in students’ active participation, motor engagement, and social interaction after the implementation of the model (p < 0.05). The average increase in scores across all variables exceeded 23 points, indicating a consistent and meaningful impact. The model also met the criteria of validity, practicality, and effectiveness, with homogeneous improvements across participants. In conclusion, the developed model is effective in improving the quality of inclusive physical education learning and can serve as an alternative approach for accommodating the diverse needs of students with intellectual disabilities. This study contributes to the advancement of adaptive physical education and supports the implementation of inclusive education practices.
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