EVALUATION OF THE IMPLEMENTATION OF THE EDUCATIONAL

INCLUSION OF JUNIOR HIGH SCHOOL LEVEL IN CENTRAL JAVA

CONSTRUCTS
Journal of Social Science Studies
ISSN 2329-9150 2017, Vol. 4, No. 2

Written by
Sri Widiastuti, Sri Suwitri, Y. Warella, and Haryono
Public Administration Doctoral Progam Faculty of Social and Political Science
Diponegoro University, Semarang, Indonesia

Reviewed by
Husna Amalia Fadilah (0304161021)
State Islamic University of North Sumatera, Indonesia
PBI 6 SEMESTER V

OUTLINE OF AN ARTICLE REVIEW

GOAL This research aims to explore the implementation of educational

inclusion of Junior High School level in Central Java province today and
arranging the most effective model for this advantaging of education
inclusion for disability learners of Junior High School level in
Central Java province.
METHOD/ This research kind is qualitative research. The subject research is teacher
DESIGN and student in State Junior High School 1 Kedung Jepara, State Junior
High School 1 Pageruyung Kendal, State Junior High School 3 Kesesi
Pekalongan, and State Junior High School Mojosongo Boyolali, Central
Java, Indonesia. The technique of data collecting that is applied is
interviewing, observation and documentation. The technique of data
validity applies triangulation data technique, while the technique
analysis applies data analysis step, data reduction, arrangement into a
unity data, categorization, validity data checking and data analysis base
on theory or concept applied.

1
 RESULTS The school management of inclusive education coordinator gives full
authority to school party to plans, coordinate, direct, control and
evaluate components of inclusive education relates it. This component
includes: students management, curriculum management, learning
management, assessment management, teacher management, staff
management, facility and infrastructure managements,
administration and human resource managements.
1) The Management of Inclusive Education at Junior High School 1
Kedung Jepara This school has permission as school coordinator of
inclusive education from Educational Institution, Young and Athletic of
Jepara District, but base on new Headmaster decision states that this
school doesn’t coordinating it because of unpreparedness school
management. In order this school management uses school management
generally. 2) The management of inclusive education at Junior High
School 1 Pageruyung Kendal This school isn’t one of school chosen to
coordinating inclusive education, but because of necessities reality, such
as the disability children existence register then the Headmaster policy
states that they will receive these students in order they are able to fulfill
educational necessity to all students especially for disability children.
Here is the form management of inclusive education applied by
Headmaster from Junior High School 1 Pageruyung.
3) Management of inclusive education at Junior High School 3 Kesesi
Pekalongan.
a. Planning = In beginning step, when the registration of new
students, the school separate among regular students and
disability students, students necessity base on physical condition
and their physic.
b. Organizing = After this test the students are classified shaken up.
This is aiming to minimize an impression of classification
between disability students and regular students.
c. Directing = The headmaster will give guidance in the first
learning process in order this directing of inclusive education able
to be done well through involving all of school component and
community in all things.
d.

CONCLUSION 1. The implementation of inclusive education for disability children in

Junior High School level in Central Java Province hasn’t been done
maximally, it is because of various things such as not all of District
or City desires to issue regulation specifically arranging the

2
 implementation of inclusive education, the school unpreparedness as
inclusive education coordinator and there isn’t implementation
model of inclusive education effectively and efficiently in order in
can be become as role model.
2. The evaluation of inclusive education for disability children in
Junior High School level in Central Java Province hasn’t been
maximally. Both on planning, organizing, directing, coordinating,
controlling, evaluation.
COMMENTS STRENGTHNESS
1. For this journal, the researcher wrote abstract with concise, compact,
and easy to understand that concluded the whole text.
2. The author wrote their identity so that the readers believe that the
authors have the same background as the research so that the results
of the study are more accurate.
3. This journal has a clear identity in the standard of journal writing
such as ISSN, Volume, Year of Publication, Number, and others.
4. From formation of writing is structured. It is because the author of
this journal wrote every sub chapter with clear information.
5. In this journal, the writer mentioned clearly what their reasons to
conduct a research.
6. The writer gave reader important points by explaining some theories.
7. Theories were taken by different experts. It provides more
information than related to what is being discussed in the journal.
8. The author’s idea and concept and experts’ opinions was balance.
journal. The author gave much opinion so that the author idea seems
visible.
9. The authors create the limitations of their study. It will help the
readers what the authors wanted to explain in their journal
10. This journal contains static data in tables of research results so that it
makes it easy for readers to see and review the results in sequence
and systematically.
11. This journal contains a summary of the results of the research results
which are then displayed in a table format.

3
12. The methodology that conducted in this journal is complete with
steps in its detailed writing and the selection of research methods is
appropriate in accordance with the research formulation and research
limitations.
13. The author describes the purpose of the research in the form of
questions so as to convey the reader's mind to find out the final
results clearly
14. The references of first journal are more than 20 sources including
book or internet.
15. Journal references were published in early year that makes the
bibliography was up to date. While, the others journal sources’ not
too up to date.
16. From language system, this journal used easy words so that readers
don’t need to check dictionary to understand.
17. The research method was explicit by informing every sub chapter of
research method that appropriate with the research.
18. The measure of score points was told perfectly.
19. The result of discussion in the first journal is written on the table. It
helps reader to read more easily the result.
20. In sample and participants, the authors wrote who are the
participants and the number of participants who involved in that
research.
WEAKNESS
1. Theories were conveyed by not much explanation that related to the
title with simple words that easy to understand.
2. The research instrument is not discussed in depth so that it confuses
the reader what is used in the research.
3. Sub explanations about research instruments are not separate from
the data sub data analysis so that the reader must reread the writing
format to understand it well.
4. The researchers did not explain the tools for processing percentage
data whether using SPSS or Excel so that it cannot be a reference for
other writers who want to research the same thing.

4
 5. The authors did not conclude the results of the interview in more
depth and detail. the authors only conclude the number of people
who use Bloom Taxonomy.
6. The research journal does not include references to research journals
that discuss the same thing. It should be additional journals to
convince readers.
7. The theory presented is not so much and is incomplete because it
does not explain more deeply.
8. There is no specific language about theory. The writing format only
discusses the introduction.
9. There is no clarity when the research was made.
10. There is no information when the questions that have been made as
objects of this research are made. This is an example of inaccurate
information.
11. The author did not explain what further information the university
has chosen as research material.
12. The author did not put information what criteria of universities are
being researched.
13. The data of examination’ question were not being told in this data.
Total question of examination’ question is nothing.
POSITION After analyzing the whole content of the journal, according to me, I
agree with the research journal systematically. I agree that method of
research can be applied by another research because step of research
easily to apply. Then, we know that the result of research conducted
referring to whether the instructors both teach and assess the students
according to the cognitive domains of Bloom’s Taxonomy.

5
 A Review on

LANGUAGE ASSESSMENT THROUGH BLOOM’S TAXONOMY

Written by
Dinçay Köksal and Ömer Gökhan Ulum

Reviewed by
Husna Amalia Fadilah
State Islamic University of North Sumatera, Indonesia
PBI 6 SEMESTER II

This is a critical review tended to the authors who identifying to what extent the exam
questions that are being written or will be written of general English courses at universities

6
refer to the levels of Bloom’s Taxonomy. Totally, the content has many benefits to readers.
Furthermore, the results of the study will contribute to all those taking part in EFL teaching.
The results will also be useful for state EFL teachers, as well as those working in private
sector in while preparing efficient exam questions based on the cognitive levels of Bloom’s
Taxonomy.
Assessment is one of the most required parts of the education process in which
students’ learning is measured by diverse procedures. An exam paper is a traditional way of
assessment− being the common choice of teachers evaluating the learners’ degree of success
in a particular lesson in which the necessary cognitive ability of students is determined
through the exam scores. That’s to say, the questions presented on a paper determine whether
the good assessment requires an exam examination manages assessing the learners’
performance or not. A good assessment requires an exam paper that covers different
cognitive levels to accommodate diverse capabilities of learners (Jone Harland, Reid &
Bartlett, 2009). As an assessment practice, the employment of Bloom’s Taxonomy yields
important information for instructors.
With all these in mind, this study aims at identifying to what extent the exam
questions of general English courses at universities refer to the levels of Bloom’s Taxonomy.
The design of this research based on a descriptive content analysis design to describe the
occurrence of the steps covered in both high and low order cognitive levels of Bloom’s
Taxonomy. It applied a descriptive analysis method through collecting, listing, and analyzing
the questions according to low order thinking skills: knowledge, comprehension, and
application, and high order thinking skills: analysis, synthesis, and evaluation as they are
classified in Bloom’s Taxonomy in the table. It also formed a semi-structured interview about
applying Bloom’s Taxonomy in teaching and assessment processes and directed it to a
number of instructors.
The design of this research based on a descriptive content analysis design to describe
the occurrence of the steps covered in both high and low order cognitive levels of Bloom’s
Taxonomy. It applied a descriptive analysis method through collecting, listing, and analyzing
the questions according to low order thinking skills: knowledge, comprehension, and
application, and high order thinking skills: analysis, synthesis, and evaluation as they are
classified in Bloom’s Taxonomy in the table. It also formed a semi-structured interview about
applying Bloom’s Taxonomy in teaching and assessment processes and directed it to a
number of instructors.

7
 The findings of the study suggested that the analyzed exam papers lacked the higher
level cognitive skills contained in Bloom’s Taxonomy. In the questions assessing four
language skills, the researchers couldn’t detect any question settled on the higher level
thinking levels specified in Bloom’s Taxonomy; Besides, many of the instructors were even
unaware of the taxonomy into their assessment process.
First, the researcher wrote abstract with concise, compact, and easy to understand that
concluded the whole text. The author wrote their identity so that the readers believe that the
authors have the same background as the research so that the results of the study are more
accurate. Then, this journal has a clear identity in the standard of journal writing such as
ISSN, Volume, Year of Publication, Number, and others. Moreover, from formation of
writing is structured. It is because the author of this journal wrote every sub chapter with
clear information. After that, in this journal, the writer mentioned clearly what their reasons
to conduct a research. The writer gave reader important points by explaining some theories.
Next, Theories were taken by different experts. It provides more information than related to
what is being discussed in the journal. For instance, the author’s idea and concept and
experts’ opinions was balance. journal. The author gave much opinion so that the author idea
seems visible. In other words, the authors create the limitations of their study. It will help the
readers what the authors wanted to explain in their journal
Thus, this journal contains static data in tables of research results so that it makes it
easy for readers to see and review the results in sequence and systematically. Therefore, this
journal contains a summary of the results of the research results which are then displayed in a
table format. The methodology that conducted in this journal is complete with steps in its
detailed writing and the selection of research methods is appropriate in accordance with the
research formulation and research limitations. Especially, the author describes the purpose of
the research in the form of questions so as to convey the reader's mind to find out the final
results clearly. And the references of first journal are more than 20 sources including book or
internet. Here, journal references were published in early year that makes the bibliography
was up to date. While, the others journal sources’ not too up to date. From language system,
this journal used easy words so that readers don’t need to check dictionary to understand.
In this case, the research method was explicit by informing every sub chapter of
research method that appropriate with the research. However, the measure of score points
was told perfectly. Next, the result of discussion in the first journal is written on the table. It
helps reader to read more easily the result. Finally, in sample and participants, the authors
wrote who are the participants and the number of participants who involved in that research.
8
 There are some things that should concern more. Theories were conveyed by not
much explanation that related to the title with simple words that easy to understand. IN
particular, the research instrument is not discussed in depth so that it confuses the reader what
is used in the research. After that, sub explanations about research instruments are not
separate from the data sub data analysis so that the reader must reread the writing format to
understand it well. For one thing, the researchers did not explain the tools for processing
percentage data whether using SPSS or Excel so that it cannot be a reference for other writers
who want to research the same thing. The authors not only did not conclude the results of the
interview in more depth and detail but also the percentage data. The authors only conclude
the number of people who use Bloom Taxonomy.
On the other hand, the research journal does not include references to research
journals that discuss the same thing. It should be additional journals to convince readers. At
the same time, the theory presented is not so much and is incomplete because it does not
explain more deeply. Otherwise, there is no specific language about theory. The writing
format only discusses the introduction and there is no clarity when the research was made.
Also, there is no information when the questions that have been made as objects of this
research are made. This is an example of inaccurate information. In the same way, the author
did not explain what further information the university has chosen as research material. And
the last, the author did not put information what criteria of universities are being researched
as a result the data of examination’ question were not being told in this data. So, total
question of examination’ question is nothing.