ISSN: 2226-6348
Open access
Student density in Integrated Special Education Program (PPKI) classes is a problem that has a potential to influence the effectiveness of teaching and learning among students with special needs. The purpose of this research is to describe and examine student density in PPKI classes, including its impact on the effectiveness of teachers' teaching and learning among students with special needs in educational institutions in the Padawan district of Sarawak. A qualitative research methodology using a descriptive study design will be used in this research. A total of 12 special education teachers, including those who teach students in PPKI classes, were chosen to participate in this research as respondents using a purposive sampling technique. Data were obtained using an open-questionnaire technique. Findings in this research have successfully demonstrated that moderate to high student density in PPKI classes contributes significantly to problems in class management and teaching implementation among students with special needs. Furthermore, this research discovered that the implementation of individual education programs among students with specials needs and learning involvement is less emphasized when students with special needs are increased in numbers. Based on these observations, this research discovered that student density in PPKI classes also affects learning among students with special needs in involvement opportunities. Overall, this research highlights the significance of considering student density in an effort to improve student learning in PPKI programs among students with special needs in educational institutions.
Alias, A., & Cheong, L. S. (2018). Cabaran guru pendidikan khas dalam menguruskan murid berkeperluan khas. Jurnal Pendidikan Bitara Edisi Khas FPEND, 11(1), 1–9.
Australian Department of Education. (2017). Review of the Disability Standards for Education 2005. Australian Government Department of Education.
Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Class size and teacher workload with students with disabilities: Implications for inclusion. Education and Training in Autism and Developmental Disabilities, 45(1), 127–143.
Gresham, F. M., & MacMillan, R. (2017). Social skills interventions for children with autism spectrum disorder: A meta-analysis. Journal of Autism and Developmental Disorders, 47(11), 3501–3517. https://doi.org/10.1007/s10803-017-3282-1
Idris, A., Ismail, S., & Roslan, S. (2016). Cabaran dan penyelesaian perkhidmatan sokongan pendidikan khas di Malaysia. Jurnal Pendidikan Malaysia, 41(2), 1–10.
Mastor, S. R., Mohammad, S., & Razali, N. (2017). Kesediaan guru pendidikan khas dalam melaksanakan pengajaran dan pembelajaran bermakna. Jurnal Penyelidikan Pendidikan, 19(1), 1–12.
Sarimin, M. H., & Abdul Rahman, M. N. (2019). Keberkesanan latihan dalam perkhidmatan terhadap pembangunan profesional guru pendidikan khas. Jurnal Kurikulum dan Pengajaran Asia Pasifik, 7(1), 1–12.
Jouflin, S., & Mohd Yasin, M. H. (2022). Persekitaran fizikal pembelajaran dan indeks keselesaan guru program pendidikan khas integrasi daerah Kota Kinabalu. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(1), 59–72. https://doi.org/10.47405/mjssh.v7i1.1234
Md. Noordin, S. S., & Ismail, A. (2017). Tahap sokongan pentadbiran terhadap pelaksanaan program pendidikan inklusif di sekolah rendah. Jurnal Pendidikan Malaysia, 42(2), 1–10.
Kementerian Pendidikan Malaysia. (2020). Peramalan kemasukan murid berkeperluan pendidikan khas. https://www.ftsm.ukm.my/v5/file/research/technicalreport/PSFTSM-2020-006.pdf
Kementerian Pendidikan Malaysia. (2019). Buku panduan pengoperasian program pendidikan khas integrasi. https://anyflip.com/dxvte/atnp/basic
Jabatan Pendidikan Negeri Pahang. (2018). Soalan lazim sektor pendidikan khas. https://jpnpp.moe.gov.my/soalan-lazim/sektor-pendidikan-khas
Kementerian Pendidikan Malaysia. (2013). Pelan pembangunan pendidikan Malaysia 2013–2025. Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia. (2013). Peraturan-peraturan pendidikan (pendidikan khas) 2013. Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia. (2016). Kurikulum standard sekolah rendah pendidikan khas (KSSR PK) semakan 2017. Kementerian Pendidikan Malaysia.
Bugis, R. B. A., Amat, S. Bin, & Khairuddin, K. F. (2026). Student Density in Integrated Special Education Programme Classes and Its Implications for Teachers' Teaching and Learning. International Journal of Academic Research in Progressive Education and Development, 15(1), 443–451.
Copyright: © 2026 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode