Online Training Design: Improve Teachers Performance to Develop Inclusive Class Activity for Student with Disabilities

Year 2025, Volume: 8 Issue: 1, 12 - 21

Ahsan Romadlon Junaidi , Muchamad Irvan , İ Degeng , Punaji Setyosarı , Made Duananda Kartika Degeng , Muhammad Nurrohman Jauhari

Abstract

Background and Aims: Teachers play an important role in the success of class activities, especially physical activity that encourages student involvement in learning. Therefore, there is a need for systematic, effective, and efficient professional development. This study explores teachers' preferences for online training activities and the training materials they need. An online training platform with content on inclusive education was piloted. Method: The respondents involved were 45 teachers and principals from 14 elementary schools representing three sub-districts in Mojokerto City. Data was collected using a Likert scale questionnaire and analyzed quantitatively descriptively with Chi-Square. Result: The results of this study prove that teachers prefer asynchronous video explanations as online training activities, and teachers prefer synchronous video conferences less. Teachers need basic knowledge and inclusive classroom management skills. Meanwhile, teachers need intervention materials for students with disabilities in various ways. The Chi-Square test did not show any relationship (sign. P = 0,05) between online training experience and preferences for online learning activities. Conclusion: Thus, it can be concluded that there is no evidence of a relationship between experience in inclusive education training and preferences for inclusive education training materials. Therefore, it is recommended that local governments collaborate with competent universities to build accurate training designs.

Keywords

İnclusive Education, Professional Development, Online Learning, Learning and Teaching Materials

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