Development and Preliminary Validation of a Contextual Teaching and Learning-Based Indonesian Language Learning Model for Inclusive Primary Schools

Abstract

Purpose: This study aimed to develop a Contextual Teaching and Learning (CTL)-based Indonesian language learning model for inclusive primary schools by addressing instructional challenges associated with teacher-centered practices and limited accommodation of diverse learner characteristics. Methods: The study employed a Research and Development (R&D) approach with a qualitative design. Data were collected through classroom observations, semi-structured interviews, document analysis, and expert validation. The model was developed through five stages: needs analysis, model design, expert validation, limited implementation, and model refinement. Data were analyzed using thematic analysis and methodological triangulation to enhance the credibility of the findings. Findings: The needs analysis indicated that conventional instructional practices were insufficient to address the diverse learning characteristics of students in inclusive classrooms. Based on these findings, a CTL-based instructional model was developed by integrating contextual learning principles, differentiated instruction, collaborative learning, reflection, and authentic assessment into a coherent instructional framework. The study resulted in a preliminary instructional model that was conceptually validated and designed to support inclusive Indonesian language learning. However, the effectiveness of the model in improving students' learning outcomes has not yet been empirically evaluated. Research Implications: The developed model provides a conceptual framework that may assist teachers in designing more adaptive and inclusive Indonesian language instruction. Further studies involving broader implementation and effectiveness testing are required before wider adoption. Originality: This study contributes to the development of a CTL-based instructional model specifically designed for Indonesian language learning in inclusive primary schools by integrating contextual learning principles with inclusive pedagogical practices into a single instructional framework.