Peer Learning for Inclusive Growth: A Cross-National Study of Thailand and Indonesia
Peer learning has been widely recognized as an effective strategy in inclusive education, promoting student collaboration, enhancing academic outcomes, and addressing diverse learning needs. However, a significant gap remains in understanding how peer learning is implemented across different institu...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Universitas Pendidikan Mandalika, Faculty of Culture, Management, and Business (UNDIKMA)
2025-06-01
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| Series: | Journal of English Language Teaching Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Mataram |
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| Online Access: | https://e-journal.undikma.ac.id/index.php/joelt/article/view/14878 |
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| author | Hery Rahmat Ika Rama Suhandra Eliya Eliya Siwapoorn Yuenchon |
| author_facet | Hery Rahmat Ika Rama Suhandra Eliya Eliya Siwapoorn Yuenchon |
| author_sort | Hery Rahmat |
| collection | DOAJ |
| description | Peer learning has been widely recognized as an effective strategy in inclusive education, promoting student collaboration, enhancing academic outcomes, and addressing diverse learning needs. However, a significant gap remains in understanding how peer learning is implemented across different institutional and national contexts, especially in inclusive settings. While prior studies have addressed peer learning in general, few have compared its practical application across countries with distinct educational systems. This study investigates how peer learning is enacted in inclusive classrooms in Thailand and Indonesia, focusing on teachers’ beliefs, instructional strategies, and challenges encountered during implementation. Employing a qualitative research design, data were gathered through interviews and classroom observations to explore authentic classroom practices. The findings reveal both shared patterns and contextual differences in the use of peer learning, shaped by each country’s institutional structures and education policies. While initial student collaboration varied, many learners demonstrated increased participation and interaction over time. This study addresses the lack of cross-national research on inclusive peer learning and offers insights that may support educators, researchers, and policymakers in designing more responsive and culturally informed frameworks for peer learning in diverse, inclusive classrooms. |
| format | Article |
| id | doaj-art-b199ff66ccfb49ddaf72776c1c7310a1 |
| institution | Kabale University |
| issn | 2355-0309 2548-5865 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Universitas Pendidikan Mandalika, Faculty of Culture, Management, and Business (UNDIKMA) |
| record_format | Article |
| series | Journal of English Language Teaching Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Mataram |
| spelling | doaj-art-b199ff66ccfb49ddaf72776c1c7310a12025-08-20T03:32:41ZengUniversitas Pendidikan Mandalika, Faculty of Culture, Management, and Business (UNDIKMA)Journal of English Language Teaching Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Mataram2355-03092548-58652025-06-0112125126110.33394/jo-elt.v12i1.148786929Peer Learning for Inclusive Growth: A Cross-National Study of Thailand and IndonesiaHery Rahmat0Ika Rama Suhandra1Eliya Eliya2Siwapoorn Yuenchon3Universitas Islam Negeri MataramUniversitas Islam Negeri MataramUniversitas Islam Negeri MataramPrik Municipality SchoolPeer learning has been widely recognized as an effective strategy in inclusive education, promoting student collaboration, enhancing academic outcomes, and addressing diverse learning needs. However, a significant gap remains in understanding how peer learning is implemented across different institutional and national contexts, especially in inclusive settings. While prior studies have addressed peer learning in general, few have compared its practical application across countries with distinct educational systems. This study investigates how peer learning is enacted in inclusive classrooms in Thailand and Indonesia, focusing on teachers’ beliefs, instructional strategies, and challenges encountered during implementation. Employing a qualitative research design, data were gathered through interviews and classroom observations to explore authentic classroom practices. The findings reveal both shared patterns and contextual differences in the use of peer learning, shaped by each country’s institutional structures and education policies. While initial student collaboration varied, many learners demonstrated increased participation and interaction over time. This study addresses the lack of cross-national research on inclusive peer learning and offers insights that may support educators, researchers, and policymakers in designing more responsive and culturally informed frameworks for peer learning in diverse, inclusive classrooms.https://e-journal.undikma.ac.id/index.php/joelt/article/view/14878comparative analysisinclusive educationpeer learning |
| spellingShingle | Hery Rahmat Ika Rama Suhandra Eliya Eliya Siwapoorn Yuenchon Peer Learning for Inclusive Growth: A Cross-National Study of Thailand and Indonesia Journal of English Language Teaching Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Mataram comparative analysis inclusive education peer learning |
| title | Peer Learning for Inclusive Growth: A Cross-National Study of Thailand and Indonesia |
| title_full | Peer Learning for Inclusive Growth: A Cross-National Study of Thailand and Indonesia |
| title_fullStr | Peer Learning for Inclusive Growth: A Cross-National Study of Thailand and Indonesia |
| title_full_unstemmed | Peer Learning for Inclusive Growth: A Cross-National Study of Thailand and Indonesia |
| title_short | Peer Learning for Inclusive Growth: A Cross-National Study of Thailand and Indonesia |
| title_sort | peer learning for inclusive growth a cross national study of thailand and indonesia |
| topic | comparative analysis inclusive education peer learning |
| url | https://e-journal.undikma.ac.id/index.php/joelt/article/view/14878 |
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