Main Article Content
Abstract
This study aims to analyze the effectiveness of data-driven educational technology in improving learning participation among special-needs students in inclusive primary schools. Many inclusive institutions in Indonesia still face challenges in enhancing active participation among students with special educational needs due to limited adaptive instructional strategies and minimal use of learning analytics. The purpose of this research is to investigate how the integration of data-based educational technology supports engagement, interaction, and inclusiveness in the classroom.
This study employed a Classroom Action Research (CAR) method conducted in two cycles at SDN Cipondoh 03, Tangerang City. Participants consisted of 20 special-needs students and one classroom teacher. Data were collected through classroom observation, interviews, documentation, and analysis of digital learning logs. Quantitative data measured participation rates, while qualitative data examined behavioral and motivational changes. Analysis combined descriptive statistics and reflective interpretation of teacher observations.
Results show a significant improvement in student participation—from 45% in the pre-cycle to 68% in the first cycle, and 82% in the second cycle. The increase is supported by the use of learning analytics dashboards that provide personalized feedback and visual progress reports for students. These findings confirm that data-driven educational technology effectively enhances participation and engagement of special-needs students by fostering adaptive instruction and evidence-based teaching.