Teacher Strategies in Developing Nature Based Inclusive Learning to Realize Equitable Education
Main Article Content
Abstract
This study aims to analyze teachers’ strategies in developing nature-based inclusive learning to realize equitable education at MIS Bilingual Al-Ikhlas Kepanjen, Malang Regency. The research employs a qualitative approach with a descriptive study design. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed interactively through the stages of data reduction, presentation, and conclusion drawing. The findings reveal that teachers’ strategies in nature-based inclusive learning consist of three main stages: collaborative planning, adaptive implementation, and personal mentoring. Teachers apply learning by doing, scaffolding, and experiential learning models to foster students’ active participation, empathy, and social responsibility, including for children with special needs (CWSN). The school’s policy support based on the Index for Inclusion framework and the involvement of parents strengthen the implementation of a humanistic and equitable education practice. However, the implementation of these strategies still faces challenges such as limited disability-friendly facilities, curriculum integration, and the readiness of teachers and special education assistants (GPK) in conducting outdoor learning activities. This study recommends the development of teacher training models and community collaboration to support the sustainability of nature-based inclusive learning in elementary schools.
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How to Cite
AMALI, M. Rifqi et al.
Teacher Strategies in Developing Nature Based Inclusive Learning to Realize Equitable Education.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 1529-1537, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3805>. Date accessed: 03 feb. 2026.
doi: https://doi.org/10.18860/icied.v10i1.3805.
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Articles
References
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Komarudin, K., & Kaeni, N. F. (2023). The Obstacles of Inclusive Education Implementation in Indonesia: A Systematic Review. GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan Dan Konseling, 12(3), 382. https://doi.org/10.24127/gdn.v12i3.6537
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Matthew B. Miles, A Michael Huberman, J. S. (2014). Qualitative Data Analysis A Methods Sourcebook. Sage Publicatin.
Mujahidah. (2015). Implementasi Teori Ekologi Bronfenbrenner dalam Membangun Pendidikan Karakter yang Berkualitas. Lentera, IXX(2), 174. https://doi.org/https://doi.org/10.21093/lj.v17i2.439
Nadhiroh, U., & Ahmadi, A. (2024). 14072-39141-1-Pb. Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, Dan Budaya, 8(2008), 11–22.
Parnawi, A., & Syahrani, M. (2024). Pendidikan Inklusif dalam Islam Untuk Membangun Kesetaraan dan Keadilan. Arriyadhah, 21(1), 79–87.
Riswanto, R. (2025). Refleksi implementasi kurikulum merdeka dalam perspektif pendidikan berkeadilan. 25(2), 167–178. https://doi.org/10.21831/hum.v25i2.80402.167-178
Saadati, B. A., & Sadli, M. (2019). Implementasi Pendidikan Inklusi Berbasis Pengembangan Diri Di Sekolah Alam Jogja Green School. El Midad, 11(2), 117–132. https://doi.org/10.20414/elmidad.v11i2.1898
Septiano, F. A. B., & Sasono, S. (2025). Protecting Children’s Rights through Inclusive Schools for Students with Special Needs: Legal and Phenomenological Perspectives. Indonesian Journal of Community and Special Needs Education, 5(2), 121–136.
Sommerfeld, T. L. (2021). How Can Nature-Based Learning Support Healthy Overall Development Of Preschoolers In Early Childhood Education? Concordia University, St. Paul.
Sugiyono. (2013). Metode Penelitian Kuantiatif, Kualitatif dan R&D. Alfabeta Bandung.
Vidal-Esteve, M. I., & Kossyvaki, L. (2024). The pillars of inclusive education for students with ASD: a scoping review based on the case of Spain. International Journal of Developmental Disabilities, 70(8), 1333–1342. https://doi.org/10.1080/20473869.2023.2173837
Wakhidiani, D. (2023). Pengaruh Model Experiential Learning Terhadap Aktivitas dan Hasil Belajar Siswa pada Pembelajaran Terpadu. Media Informasi, 32(2), 204–213.
Wang, T., Deng, M., & Tian, G. (2025). Facilitating teachers’ inclusive education intentions: the roles of transformational leadership, school climate, and teacher efficacy. Humanities and Social Sciences Communications, 12(1), 1–9. https://doi.org/10.1057/s41599-025-04977-8
Zulfriman, R., Kustanti, M., & Amelia, R. (2024). Implementasi Metode Outdoor Learning dalam Membentuk Lingkungan Pembelajaran yang Efektif dan Menyenangkan. Jurnal Pendidikan Dan Riset, 2(2), 70–76.
Anam, S. K. (2025). Sekolah Alam dan Pendidikan Karakter Islami: Studi Kasus TK Alam Jabalussalam dalam Menanamkan Nilai Akhlak dan Kewirausahaan Sholih Khudin Anam. Journal Scientific of Mandalika (Jsm) e-ISSN, 6(4), 2809–0543.
Ardiansyah, Risnita, & Jailani, M. S. (2023). Teknik Pengumpulan Data Dan Instrumen Penelitian Ilmiah Pendidikan Pada Pendekatan Kualitatif dan Kuantitatif. Jurnal IHSAN : Jurnal Pendidikan Islam, 1(2), 1–9. https://doi.org/10.61104/ihsan.v1i2.57
Candra, M. (2025). Belajar IPA Dari Alam: Strategi Observasi Lingkungan Untuk Menumbuhkan Kepedulian Siswa. Intelektual: Jurnal Ilmiah Multidisiplin Mahasiswa Dan Akademisi, 1, 2. https://doi.org/https://doi.org/10.64690/intelektual.v1i2.146
Chumairo, P. Z., Efendi, M., Samawi, A., Hidayaturrahman, D., Ediyanto, E., & Sunandar, A. (2022). Game Interaktif Berbasis Universal Design Learning Bagi Siswa Slow Learner Di Sekolah Inklusi. Jurnal Pendidikan (Teori Dan Praktik), 6(2), 123–128. https://doi.org/10.26740/jp.v6n2.p123-128
Danniels, E., & Pyle, A. (2023). Inclusive Play-Based Learning: Approaches from Enacting Kindergarten Teachers. Early Childhood Education Journal, 51(7), 1169–1179. https://doi.org/10.1007/s10643-022-01369-4
Darwis, M. (2016). Paradigma Baru Pendidikan dalam Perspektif Pemikiran Paulo Freire. Fitra, 2(2), 62–68. https://www.jurnal.staitapaktuan.ac.id/index.php/fitra/article/view/27
Ermawati. (2008). Mengenal Lebih Jauh Sekolah Inklusi. Refika Aditama.
Haryanti, D. (2020). Pengelolaan Kelas Inklusi Melalui Metode Belajar Bersama Alam (MBBA) di Sekolah Alam Bangka Belitung. Tarbawy : Jurnal Pendidikan Islam, 7(2), 128–136. https://doi.org/10.32923/tarbawy.v7i2.1464
Hendayati, D., Caroline, & Firmansyah. (2025). Pendidikan Inklusif Yang Berkeadilan: Analisis Literatur dan Implikasinya untuk Kebijakan Pendidikan. Jurnal Ilmiah Edukatif, 11(01), 26–36. https://doi.org/https://doi.org/10.37567/jie.v11i1.3543
Hikmatunnisa, H., Lathifah, Z. K., & Laeli, S. (2024). Peran Guru Dalam Penerapan Metode Pembelajaran Experiential Learning Untuk Meningkatkan Keaktifan Bangkok Thailand a Teacher ’ S Role in Application Experiential Learning Methods in Increasing Student Learning Activity in. AL –KAFF: Jurnal Sosial Humaniora, 2(6), 585–596. https://doi.org/https://doi.org/10.30997/alkaff.v2i6.15654
Iswahyudi, Muhammad Subhan, Irianto, Irianto, Salong, Amjad, Nurhasanah, Nurhasanah, Leuwol, Ferdinand Salomo, Januaripin, Muhamad, & Harefa, E. (2023). Kebijakan Dan Inovasi Pendidikan: Arah Pendidikan di Masa Depan. PT. Sonpedia Publishing Indonesia. PT. Sonpedia Publishing Indonesia.
Jardinez, M. J., & Natividad, L. R. (2024). The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom. Shanlax International Journal of Education, 12(2), 57–65. https://doi.org/10.34293/education.v12i2.7182
Jordan, C., & Chawla, L. (2019). A coordinated research agenda for nature-based learning. Frontiers in Psychology, 10(MAR), 1–10. https://doi.org/10.3389/fpsyg.2019.00766
Kelly, O., Buckley, K., Lieberman, L. J., & Arndt, K. (2022). Universal Design for Learning - A framework for inclusion in Outdoor Learning. Journal of Outdoor and Environmental Education, 25(1), 75–89. https://doi.org/10.1007/s42322-022-00096-z
Knight, J., Schultz, C., Stonehouse, P., Johnson, C. W., Howard, J., Williams, Y., Harrington, A., & Warner, E. (2025). How nature-based learning impacts teachers: Discoveries for well-being in and with the project EXPLORE community. Interdisciplinary Journal of Environmental and Science Education, 21(1), e2505. https://doi.org/10.29333/ijese/15813
Komarudin, K., & Kaeni, N. F. (2023). The Obstacles of Inclusive Education Implementation in Indonesia: A Systematic Review. GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan Dan Konseling, 12(3), 382. https://doi.org/10.24127/gdn.v12i3.6537
Kurniawan, K. (2025). Implementasi Kurikulum Inklusif Untuk Menanamkan Nilai Toleransi Dan Anti-Radikalisme Di Sekolah Dasar. Salimiya: Jurnal Studi Ilmu Keagamaan Islam, 6(2), 638–650. https://doi.org/10.58401/salimiya.v6i2.2025
Laksita, I. N. H., Meidayanti, I., Anggraeni, A., Apriana, W. I., Ariyadi, D. H., & Muhtarom, T. (2025). Implementasi Kurikulum Alam Dalam Mengembangkan Minat , Bakat , Serta Kepedulian Peserta Didik Sekolah Citra Alam Yogyakarta. PESHUM : Jurnal Pendidikan, Sosial Dan Humaniora, 4(2), 2368–2378.
Lengkong, Jeffry S. J., Marisca, A. B., Sadsuitubun., Rambitan, B. F., Sumual, S. Y., Wkur, N. (2025). Perbandingan Sistem Pendidikan Inklusif Di Jepang Dan Indonesia : Pendidikan Untuk Anak Berkebutuhan Khusus. Jurnal Ilmiah PGSD FKIP Universitas Mandiri, 10(01), 1–23. https://doi.org/https://doi.org/10.36989/didaktik.v11i01.4668
Matthew B. Miles, A Michael Huberman, J. S. (2014). Qualitative Data Analysis A Methods Sourcebook. Sage Publicatin.
Mujahidah. (2015). Implementasi Teori Ekologi Bronfenbrenner dalam Membangun Pendidikan Karakter yang Berkualitas. Lentera, IXX(2), 174. https://doi.org/https://doi.org/10.21093/lj.v17i2.439
Nadhiroh, U., & Ahmadi, A. (2024). 14072-39141-1-Pb. Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, Dan Budaya, 8(2008), 11–22.
Parnawi, A., & Syahrani, M. (2024). Pendidikan Inklusif dalam Islam Untuk Membangun Kesetaraan dan Keadilan. Arriyadhah, 21(1), 79–87.
Riswanto, R. (2025). Refleksi implementasi kurikulum merdeka dalam perspektif pendidikan berkeadilan. 25(2), 167–178. https://doi.org/10.21831/hum.v25i2.80402.167-178
Saadati, B. A., & Sadli, M. (2019). Implementasi Pendidikan Inklusi Berbasis Pengembangan Diri Di Sekolah Alam Jogja Green School. El Midad, 11(2), 117–132. https://doi.org/10.20414/elmidad.v11i2.1898
Septiano, F. A. B., & Sasono, S. (2025). Protecting Children’s Rights through Inclusive Schools for Students with Special Needs: Legal and Phenomenological Perspectives. Indonesian Journal of Community and Special Needs Education, 5(2), 121–136.
Sommerfeld, T. L. (2021). How Can Nature-Based Learning Support Healthy Overall Development Of Preschoolers In Early Childhood Education? Concordia University, St. Paul.
Sugiyono. (2013). Metode Penelitian Kuantiatif, Kualitatif dan R&D. Alfabeta Bandung.
Vidal-Esteve, M. I., & Kossyvaki, L. (2024). The pillars of inclusive education for students with ASD: a scoping review based on the case of Spain. International Journal of Developmental Disabilities, 70(8), 1333–1342. https://doi.org/10.1080/20473869.2023.2173837
Wakhidiani, D. (2023). Pengaruh Model Experiential Learning Terhadap Aktivitas dan Hasil Belajar Siswa pada Pembelajaran Terpadu. Media Informasi, 32(2), 204–213.
Wang, T., Deng, M., & Tian, G. (2025). Facilitating teachers’ inclusive education intentions: the roles of transformational leadership, school climate, and teacher efficacy. Humanities and Social Sciences Communications, 12(1), 1–9. https://doi.org/10.1057/s41599-025-04977-8
Zulfriman, R., Kustanti, M., & Amelia, R. (2024). Implementasi Metode Outdoor Learning dalam Membentuk Lingkungan Pembelajaran yang Efektif dan Menyenangkan. Jurnal Pendidikan Dan Riset, 2(2), 70–76.