Rasmitadila, Reza Rachmadtullah, Achmad Samsudin, Anna Riana Suryanti Tambunan, Eri Ester Khairas, Muhammad Nurtanto
Instructional strategy in inclusive classrooms in higher education has not yet accommodated the needs and competencies. It must be achieved by students who have various characteristics, learning styles, and different obstacles. This research aims to explore the perceptions of student-teachers toward implementing an instructional strategy model based on the brain's natural learning system, particularly its benefits for all students in inclusive classrooms in higher education. Data were collected through an open observation and interviews on students to determine the benefits of an instructional strategy model based on the natural learning system of the brain. The data were analyzed using qualitative data analysis. The research produced four major themes consisting of self-regulation, peer relationship, self-direction, and self-concept. Instructional strategies based on the brain's natural learning system are very suitable to be implemented in inclusive classrooms in higher education. The findings have implications for teachers not only practices employing inclusive pedagogy in higher education institutions but also for teachers, especially in the design of instruction in inclusive classrooms for all levels of education. © 2020 Kassel University Press GmbH.
Universitas Djuanda, Jawa Barat, Indonesia; Universitas PGRI Adibuana, Jawa Timur, Indonesia; Universitas Pendidikan Indonesia, Jawa Barat, Indonesia; Universitas Negeri Medan, Sumatera Utara, Indonesia; Politeknik Negeri Jakarta, Jakarta, Indonesia; Universitas Sultan Ageng Tirtayasa, Banten, Indonesia
