BRIDGING KNOWLEDGE AND INCLUSIVE ORIENTATION FOR INCLUSIVE SCIENCE EDUCATION: EVIDENCE FROM INDONESIAN PRE-SERVICE TEACHERS

Jamil Suprihatiningrum; Elyas Djufri

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BRIDGING KNOWLEDGE AND INCLUSIVE ORIENTATION FOR INCLUSIVE SCIENCE EDUCATION: EVIDENCE FROM INDONESIAN PRE-SERVICE TEACHERS

Title	BRIDGING KNOWLEDGE AND INCLUSIVE ORIENTATION FOR INCLUSIVE SCIENCE EDUCATION: EVIDENCE FROM INDONESIAN PRE-SERVICE TEACHERS
Publication Type	Journal Article
Year of Publication	2026
Authors	Suprihatiningrum, J, Djufri, E
Journal	Journal of Baltic Science Education
Volume	25
Issue	2
Start Page	366-381
Pagination	Continuous
Date Published	April/2026
Type of Article	Research article
ISSN	1648-3898
Other Numbers	E-2538-7138
Keywords	inclusive orientation, inclusive pedagogy, inclusive science education, pre-service science teachers, self-efficacy, teacher readiness
Abstract	Inclusive science education requires teachers who value diversity and are prepared to design education that enables equitable participation in inquiry and laboratory learning. This study examined inclusion readiness among Indonesian pre-service science teachers using an Attitudes, Knowledge, and Practices (AKP)-informed framework within a sequential explanatory mixed-methods design. Survey data from 376 participants across 14 universities were analysed using MANOVA and PLS-SEM. During measurement model evaluation, the attitude and practice constructs lacked discriminant validity and were therefore combined into a single construct labelled inclusive orientation, representing pre-service teachers’ affective commitment and perceived readiness to implement inclusive science teaching. Structural model results indicated that conceptual knowledge of inclusive pedagogy was positively associated with inclusive orientation, while teaching experience contributed modestly to knowledge development. Qualitative findings indicated that support for inclusion was conditional on mentoring and resources, and that inclusion was often understood as physical accessibility rather than differentiated participation in science learning. The study identifies a persistent AKP gap in which inclusion readiness reflects affective commitment more strongly than developed pedagogical competence.
URL	https://journals.indexcopernicus.com/search/article?articleId=4863031
DOI	10.33225/jbse/26.25.366
Refereed Designation	Refereed
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