Meaning of Physical Education Learning in Inclusive School 
	
Risani Riski Rahayu, Caly Setiawan, Reza Alfa Pranantyo	
Universitas Negeri Yogyakarta, Universitas Negeri Yogyakarta, Universitas Negeri Yogyakarta,
Master of Sport Sciences, Faculty of Sport Science, Faculty of Sport Science
risaniriskir@gmail.com, csetiawan@uny.ac.id, rezaalfa1995@gmail.com
	
Keywords:	phenomenology, learning, inclusive physical education 

Abstract:	The limited scientific information on inclusive education is a problem in the literature of Indonesian education. It is due to the fact that inclusive education is relatively new for Indonesian education. This research aims to find out the meaning of physical education learning for students with disabilities in inclusive schools. This is a qualitative research with phenomenological approach. The participants are 10 physical education teachers of inclusion schools in Yogyakarta. The data were collected by indepth interview and interview using photo-elicitation technique. The interview results were recorded digitally and transcribed to be analyzed. The research instrument was the researchers themselves. They used interview protocols as a tool when they become an instrument. The data analysis utilized 2 procedures of phenomenological approach, namely horizonalization, and textural description. This research presents the textural description of the meaning of physical education learning in inclusive schools. Textural description illustrates that the meaning of physical education learning in inclusive schools includes (1) artistic photos, (2) meaning metaphor, (3) meaning of learning experience, and  (4) opinion on meaning.

1	INTRODUCTION
Education is a process of learning carried out in a structured way and within a certain period of time (Usman, 2005). Education is one of the most important things to support students in facing the future. For this reason, the meaningful learning process really determines the realization of quality education.
Speaking of education in Indonesia, it cannot be separated from inclusive education that lies in the central position in Indonesia. There is a role of the global movement of inclusive education. This movement results in the Salamanca Statement, which contains the call for government around the world to ensure more inclusive education. It leads to the birth of inclusive paradigm filled with humanity and human rights enforcement.
An inclusive education is a paradigm of humanist education. Inclusive education is a philosophy supporting the educational needs of students with disabilities in general education classrooms (Daniel, 2015). Inclusive education is an educational concept or approach trying to reach every individual without exception.
The purposes of inclusive education are: (1) to provide opportunity for all students who have physicalemotional, mental and social abnormalities, or have the potential intelligence and / or special talent to obtain quality education in accordance with their needs and abilities, (2) to realize an education management for all students that that respects diversity, and does not discriminate as referred to in point 1. All schools should carry out inclusive education. The management of educational units for students with special needs is organized with the principle of independence and school-based management. 
In the educational process of regular schools, physical education is an academic subject similar to other subjects. The physical education itself is one aspect of the students’ overall educational process through carefully designed physical activities, which are carried out consciously and programmed to improve physical and social skills and abilities and the development of intelligence (Abdoellah, 1996).
The number of children with special needs in Indonesia increases annually. According to the data of Statistics Indonesia in 2005, there are 4.2 million children with special needs in Indonesia (Republika, 2013). Meanwhile in 2007, there are 8.3 million children with special needs in Indonesia (Statistics Indonesia). It can be concluded that the amount incereases every year. However, UNESCO recorded that in 2009, Indonesia’s ranking in the implementation of inclusive education for children with special needs kept on declining. In 2007, Indonesia is ranked 58 out of 130 countries. Meanwhile in 2008, Indonesia is ranked 63 out of 130 countries. In 2009, Indonesia is even ranked 71 out of 129 countries. Those data illustrate that the number of children with special needs in Indonesia has increased, but those who are recorded in schools are very few, due to the tendency that physical education teachers do not have sufficient capacity to deliver inclusive physical education (Bari, et al., 2011). Researches consistently show that teachers positively respond the idea of inclusion. Yet, they feel unprepared to face many problems that may arise from teaching students with special needs, such as the lack of time, lack of support, inadequate training, ineffective teaching strategies, bad teaching equipment or facilities. (Avramidis and Norwich, 2002; Doulkeridou, et al., 2011; Fejgin, et al., 2005; Hodge, et al., 2004, 2009; Westwood and Graham, 2003 ).
The discrepancy between the existing theories and the above facts make the researchers interested in conducting research on the meaning of physical education learning perceived by teachers of inclusive schools. This problem is important to be examined since the role of teachers is essential for the learning process in school. If ignored, it will bring negative impact on students with special needs.

2	Method
2.1 Design of Research 
This is a qualitative research with phenomenological aproach. Bogdan and Biklen state that phenomenology is basically trying to understand a subject from the point of view of the subject itself (Ahmadi, 2014). Phenomenology departs from the subjectivism mindset that does not only observe the visible phenomenon, but tries to explore the meaning behind each of the phenomena.
2.2 Participants
This research involved 10 physical education teachers. The criteria of subject recruitment are: a) men or women; b) individuals involved in physical education in inclusive classes; c) have been teaching in inclusion schools for more than one year.
2.3 Instrument and Data Analysis Technique
The instrument of this research is the researchers themselves or trained people (Ahmadi, 2014). Human interest as an instrument basically roots in the fact that in studies that are based naturally on everything that cannot be determined.
The data analysis technique used in this study follows the phenomenological approach. The procedure of phenomenological data analysis follows what Moustakas (1994) suggests to get an overview of the meaning of physical education inclusive learning. The objectives are to find: 1). Horizonalization (to determine a significant statement of a unit of meaning); 2). Description of textural experience / meaning (the meaning of the subject).
The first step taken by researchers is to carry out phenomenological reduction, that covers: (1). Bracketing, where the focus of research is placed in parentheses (set aside), everything is removed so that the whole research is based solely on topics and questions; (2). Conducting horizonalization, by observing that all subject statements are equally important. Next, deleting all statements that are not relevant to the topic and research questions; (3). Grouping the horizons into themes; and (4). Organizing the horizons and themes into a comprehensive textural description. The second step done by researchers is to run imaginative variations. At this stage, textural descriptions are transformed into structural descriptions. The researchers focus on textural descriptions and observe the descriptions from various possibilities and perspectives.
3	RESULT
The purpose of this research is to investigate the meaning that physical education teachers build when teaching students with disabilities in inclusive schools. The main focus of this research is the meaning of physical education teachers in inclusive schools. The meaning of the physical education teachers who become the main focus of the researchers produces several sub-themes, namely artistic photos, meaning metaphor, meaning of learning experience, and opinion on meaning. In this chapter, the researchers provide those sub-themes as a product of phenomenological analysis of physical education learning in inclusive schools, which cover:
3.1	Educator Human Resource
Educator Human Resource is a description or illustration of the educators who participate in this research. Demographics of the educators play an important role in this research. The demographics that will be described are descriptions of participants. The results of the demographics will give information about the background of the participants and as a consideration of researchers in making decisions about data collection.
Those who participate in this research are of 24 – 51 years old. Nine out of ten participants are the alumni of sport sciences department of Universitas Negeri Yogyakarta, while one participant has conducted undergraduate study at Universitas PGRI. All of them have earned bachelor degree. In other words, they already have the competencies obtained from formal education to teach at school.
       Table 1. Origin of Universities.

No	Partisipan	Pendidikan	
   1	    IF	UNY	
2	DIP	UNY	
3	DW	UNY	
4	CAK	UNY	
5	NDM	Universitas PGRI	
6	SJR	UNY	
7	MR	UNY	
8	LJB	UNY	
9	SJY	UNY	
10	EGR	UNY	

All participants have met the criteria of data collection. All of them have more than one year experience of teaching in inclusive school. Almost all participants take a major in sports education. Only one participant takes a major in the department of coaching education.
The teachers who participate in this research have sufficient teaching experience, ranging from 1.5 – 34 years. However, the duration of teaching experience cannot guarantee that they already have an educator certification. Some participants admit that they do not have an educator certification despite having more than one year of experience.
The participants teach in elementary up to high school in Yogyakarta. Those school are categorized as inclusive schools with students of special needs who study at the schools.
3.2	Unit of Meaning
The unit of meaning comes from the data collected by the researchers which are then analyzed and grouped. The unit of meaning consists of theme and sub-themes. The theme chosen is about the meaning of learning.  From the theme, subthemes are obtained. The subthemes of this research are: photos, meaning metaphor, meaning of learning experience, and opinion on meaning. The results of this unit of meaning are verbal statements conveyed by the participants. With this unit of meaning, we can determine several expressions that can be classified in each correct sub-theme. Therefore, the data collected can be examined deeper.
Table 2. Unit Meanings and Statements of Participants for Learning Experience.

	Unit of meaning	Examples of
Verbatim Statements	
				
Theme	Sub-theme		
			
Meaning of learning	a. Artistic Photos	“there is a cat, in front of the door”	
				
		b. Meaning Metaphor	“there is a foood stall, well the cat’s just being silent and it is like daydreaming, alone, let’s pretend that the cat’s staring at its friends over here”

				
		c. Meaning of
Learning
Experience	“in the assessment, the inclusive boy still gets high score, even though he did nothing.. no, I keep equalizing them. There is a certain criterion for each. It’s that simple”

				

				
				
		d. Opinion on 
Meaning	“the most important things in assessment is that they can do what they are told.  If they can’t,  they try to do their best, they will get a score just right of the minimum criteria of  mastery learning, not less, but just right of the minimum criteria of mastery learning”	

				

				

				
				
3.3	The Meaning Built when Learning Physical Education
One of the parts of phenomenological research is the presentation of descriptions of meaning on the experience of participants. The researchers focus this research on the meaning of physical education learning in inclusive schools. The meaning of learning includes the following sub-themes: Photos, Terms, Experiences, Opinions.

3.3.1	Artistic photos
The artistic photo in this research is a bridge between the meaning contained in the teacher and the utterances which can then be analyzed by the researcher. The images to express meaning are at the interview stage which using photo-elicitation techniques with artistic photos. The artistic photos used by researchers are obtained freely through creative commons on the internet. This kind of visualization will facilitate the expression of meaning on a metaphoric experience. Using this method, the meaning expressions built by participants for their experiences in physical education learning will be able to be touched metaphorically and deeply. 
The sub theme of the artistic photos is image selection. Image selection refers to the artistic photos which will be chosen by the participant as a metaphoric of the meaning built. 
Participants are asked to choose photos that had been provided by the researchers (ten artistic photos) according to the session on the protocol. The researchers will then ask the participants to give the metaphoric photos chosen and to express the meaning in depth. Photos that have been chosen in one session, are still allowed to be chosen in the next session. This is because the visualization of participants may change.
Table 3. Image Choice of The Participants.

Participants	Metaphoric Image Choice	Example of Metaphoric Image

n1	“cats”,
“group photo”,
“riding a motorcycle”	

““group photo”	

n2	“car”,
“a family”,
“puppet character”	

“puppet character”	

n3	“elementary school students”,
“elementary school students”,
“a jeep”	

“a jeep”

n4	“the car”,
“people carry things”	

“people carry things”	

n5	“carrying a lamb”	

“carrying a lamb”	

n6	“toy car”,
“a bridge”,
“a glass”	

“a glass”	

n7	“seeds that contain”,
“ricefields”,
“white clean cloth”	

“ricefields”	

n8	“rice plants”,
“odong – odong’,
“a mother drawing batik on a white pape”	

“a mother drawing batik on a white pape”	

n9	“wickering”,
“a picture of  blazing lava”,
“a picture of a wall, isn’t it?”	
“a picture of  blazing lava”	
		
n10	“a desert”,
“water, isn’t it?”,
“wickering”	

“a desert”	

3.3.2	Meaning Metaphor

Teacher is a person who has been through the sharing and learning process so that they can become a teacher. Yet, it does not mean that teachers are all the same. They are different in the skills of teaching, understanding, and reasoning. It is proven by the data results collected, the terms stated by the participants have nothing in common. However, in a more complex stage, the meaning contained in these participants has the same tendency.
The terms in this study are a part that contains the meaning of inclusive learning expressed by participants. The ten participants are able to express using their own language and terms. Yet, the meaning of each utterance is very clear. As perceived by Mr. ND, who likens inclusion to a newborn child. Taking care of a newborn child is not easy. It needs patience, time, and energy.
3.3.3	Meaning of Learning Experience
The meaning that can be expressed by the participants certainly starts from personal experience. The parameter of minimum one year teaching experience is set as a criterion of participants who can be interviewed so that they can feel the development of that meaning by themselves. Yet in fact, the participants have the experience of more than a year. This is good for getting the information that the researchers need.
The participants learn from the experience when interpreting the learning process. Just as Mr. ND said “the inclusive child usually does not have synchronous posture and brain ability”.  This is clearly illustrated through his experience. 
From Mr. ND’s statement, it can be concluded that children with special needs have problem in their formal education. Meanwhile in order to achieve the learning objectives of physical education, the “posture” and “brain” of the students need to be trained and developed. Therefore, we are aware that there is a problem that the teacher should face.
3.3.4	Opinion on Meaning
This research aims to express meaning, and the interview is related to the opinion of the participants. The opinion of the participants are those which can be analyzed, because their opinions relate to the meaning they express. The opinion of experience came from one of the participants about his direct experience dealing with children with special needs. Mr. ND stated “It is because... they always think of playing and playing. Even though in the class they seem to pay attention, their views are empty like... It’s like they are not focused.” From the statement, it can be analyzed that the teacher does not only teach, he also observes and analyzes the problems of the children with special needs. Furthermore, Mr. MR gave a statement that represents the teacher’s point of view, “For instance, if we, the normal people, can live our life together with the children with special needs, and cover up their lacks.” From the point of view of Mr. MR, he does not only teach about learning materials, he also has the principle to provide life values for all his students.
4	dISCUSSION

The teacher's knowledge of the inclusive school is very influential to the meaning that he builds. In this research, all participants have different meanings. Despite the difference, all the meanings are positive. There are participants who consider learning to be a challenge, a heavy burden, or a reality, etc. Yet, they have a foundation with their respective meanings. None of the participants isolates or ignores children with special needs. This is in accordance with the concept of inclusive education in the form of organizing education that provides opportunities for all students who have abnormalities and have the potential for intelligence and / or special talents to take part in education or learn in an educational environment with students in general (Kustawan. 2012). 
The participants opinion of the meanings reveal that they theoretically do not deepen it. Yet, the fact shows that there are similarities in principle with what has been written in scientific researches, especially in terms of inclusion. “the most important things in assessment is that they can do what they are told. If they can’t,  they try to do their best, they will get a score just right of the minimum criteria of mastery learning.” This is one of the main ideas in the concept of inclusion. Competent teachers will be better in creating an effective learning environment and in managing their class so that students get optimal learning outcomes (Usman, 2006).
5	CONCLUSION
It can be concluded that that the meaning of physical education learning in inclusive schools is strongly influenced by the teaching experience and the educating instinct of a teacher. Lots of experience of teaching in inclusive classes is an important factor in building meaning by teachers on physical education learning in inclusive schools. So, the meaning that has been built will affect the teachers’ behavior in inclusive learning. Many teachers do not have comprehension of inclusion, and not many of them do professional development activities for inclusive learning. Yet in fact, from the meaning implied by the teachers, the attitude they choose is not inversely proportional to the existing theories.
The meaning of physical education learning in inclusive schools is also influenced by the metaphor of meaning, the meaning of learning, and opinion on meaning. Artistic photos are helpful in revealing the meanings hidden in a teacher. For the metaphor of meaning, meaning of learning, and opinion on meaning, this section can support and explain more deeply about the meaning expressed by the teacher.  The influence of the section makes the meaning of the teacher to be clearly understood.
The meaning of physical education learning in inclusive schools is also inseparable from the influence of barriers and support, experienced by teachers while teaching children with disabilities. The knowledge, skills, and competencies of the teachers are the main obstacles for the teachers when handling children with disabilities. The lack of knowledge can influence the meaning they built.
Likewise, the experience of dealing with children with special needs. Those children are different in characteristics, so they need to be handled in the right way. This is also an obstacle for teachers who have different abilities in dealing with children with special needs. However, those obstacles can be erased with the help of the teachers’ instinct as an educator. Even though the teachers’ knowledge are limited in terms of inclusion, they can determine a positive attitude by interpreting inclusion based on humanity.
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