Article Analysis 877087

Article Analysis

ARTICLE ANALYSIS 2 Quantitative Article Analysis Quantitative Article Analysis Yusuf, M., Choiri, S., & Gunarhadi, A. (2018). The Effectiveness of Inclusive Education and Child Protection Training on Understanding Inclusive Education Subject Matter. Journal of ICSAR, 2 (1), 82-87. Comment by Marlo Jackson: fix your formatting here. not in correct APA Summary Comment by Marlo Jackson: center your headings- subheadings are flushed left The quantitative article by Yusuf, Choiri, and Gunarhadi (2018) examined the effectiveness of inclusive education training for educators using the main learning material (BPU) of Inclusive Education and The Child Protection as a compulsory course in the Faculty of Teacher Training and Education, Sebelas Maret University. Participants in the study included 25 lecturers from 25 programs at the Faculty of Teacher Training and Education they were both lecturers and candidates of lecturers for inclusive education at the faculty. They had varied educational backgrounds but not from a special education program. The study employed experimental approaches that involved pre and post-test. The collection of data included involved the use of a special instrument that measures the concept of comprehension test and the substance of inclusive education, which included 25 questions. Data analysis was carried out using descriptive statistical analysis technique continued t-test for difference test with a significant level of 0.05. It was predicted that the training would be declared effective when the t-test result was found to be smaller than the probability of 0.05. Comment by Marlo Jackson: run on sentence Comment by Marlo Jackson: in doctoral writing... reviewers frown upon the word "that" try to avoid as much as possible by adding -ing on the verb. The results showed a difference between the mean score of pretest and posttest (17,32-19,84). The paired sample t-test was used to find out whether there was a statistically significant difference in the distance run between the two trials. It was indicated that the p-value was lower than the alpha value (0,000

Paper For Above instruction

The article titled "The Effectiveness of Inclusive Education and Child Protection Training on Understanding Inclusive Education Subject Matter" by Yusuf, Choiri, and Gunarhadi (2018) provides a comprehensive examination of how targeted training can influence educators' comprehension of inclusive education principles. Through their empirical investigation conducted among lecturers at Sebelas Maret University, the authors aim to assess whether specific training modules enhance understanding of inclusive education and child protection, thereby contributing valuable insights to educational practice and policy development.

Participants in the study comprised 25 lecturers from different programs within the Faculty of Teacher Training and Education. All participants held varied educational backgrounds but did not possess specialized training in special education, which underscores the relevance of the study’s focus on generalist educators. The research utilized an experimental, pretest-posttest design, enabling the authors to measure changes in understanding directly attributable to the intervention. Data collection involved a specialized instrument comprising 25 questions designed to assess comprehension of inclusive education and child protection topics. This tool provided a quantifiable measure of understanding, which was subjected to statistical analysis using descriptive and inferential statistics, specifically a paired sample t-test, at a significance level of 0.05.

The findings demonstrated a significant increase in mean scores from pretest (17.32) to posttest (19.84), with the t-test result yielding a p-value of less than 0.001. These results indicate that the training had a statistically significant effect on improving lecturers’ understanding of inclusive education content. The analysis supports the hypothesis that educational interventions based on the main learning material (BPU) of inclusive education and child protection can effectively enhance teacher preparedness, thereby facilitating better educational services for students with diverse needs. The clear implications include the importance of integrating such training into teacher education programs to promote inclusive practices in schools.

From a critical perspective, while the study offers valuable insights, several methodological and contextual limitations warrant discussion. The reliance on a geographically limited sample from a single faculty constrains the generalizability of the findings. Future research should consider expanding the scope to include multiple institutions, different regions, or diverse educational contexts to validate and extend these findings. Furthermore, the literature review presented in the study was somewhat limited; the authors cited only a few sources, some of which are outdated, which diminishes the theoretical robustness of the research foundation. Incorporating recent studies, particularly those within the last decade, would strengthen the contextual relevance and deepen understanding of current debates in inclusive education.

In regard to validity threats, the pretest-posttest design might be influenced by testing effects, where participants' familiarity with the assessment could artificially inflate post-intervention scores. Additionally, the Hawthorne effect may have also influenced participant behavior, as awareness of being studied can alter responses. Such factors suggest caution in interpreting the results as purely attributable to the training intervention. Moreover, the study does not explore the long-term retention of knowledge, an essential consideration for assessing the sustained impact of such training programs. Integration of follow-up assessments would provide more comprehensive insights into the durability of the observed effects.

Opportunities for future research include examining the impact of similar training across multiple disciplines and institutions, evaluating the transfer of learning into actual teaching practices, and investigating how improved lecturer understanding affects student experiences, especially students with special needs. Exploring the interplay between institutional support, available resources, and teacher attitudes could yield more holistic strategies for fostering inclusive education. Additionally, comparative studies could evaluate different training modalities—such as workshops, online modules, or blended approaches—to determine the most effective methods for content delivery and attitude change.

Furthermore, it is crucial to investigate how enhanced understanding among teachers translates into better classroom practices and improved outcomes for students with special educational needs. This link between knowledge and application can be better understood through qualitative research involving classroom observations and student feedback, providing a richer picture of how training effects are realized in real-world settings.

In conclusion, Yusuf, Choiri, and Gunarhadi's (2018) study attests to the positive impact of targeted training on enhancing educators' understanding of inclusive education and child protection. While the findings are promising, addressing methodological limitations and expanding research scope are vital for translating these insights into scalable, sustainable improvements across educational systems. Ultimately, training programs that are continuously refined, supported by institutional policies, and oriented toward long-term retention are essential to advancing inclusive education practices that benefit all students, particularly those with special needs.

References

• Filho, D. B., Paranhos, R., Rocha, E. C., Batista, M., Silva, J. A., Santos, M. L., & Marino, J. G. (2017). When is statistical significance not significant? Brazillian Political Science Review, 7(1), 31–55.
• Yusuf, M., Choiri, S., & Gunarhadi, A. (2018). The effectiveness of inclusive education and child protection training on understanding inclusive education subject matter. Journal of ICSAR, 2(1), 82–87.
• Additional scholarly references supporting this analysis include works by Avramidis and Norwich (2002), Forlin (2010), Florian (2014), Sharma et al. (2012), and others that discuss inclusive education, teacher training, and research methodology in education.