Education is a fundamental necessity for human beings. This is because education is a means by which individuals increase their knowledge, hone their skills, and become stronger in order to improve the quality of their lives in the future. In the education process, there are several elements that support it such as educators, students, supporting facilities, and other supporting elements. In essence, education is the teaching that is provided by an instructor to a student, where adults expect to set an example of good behavior, teach, guide, and improve the ethics and virtues of students, as well as to stimulate knowledge in individuals. Therefore, education should not be underestimated and should be instilled in individuals from an early age.

Inclusive schools aim to provide equal opportunities for all students, including those with diverse needs. The implementation of inclusive schools reflects the ideals of Pancasila education that emphasizes unity and communalism. Communalism, in this context, means the formation of a sense of togetherness and solidarity through collaborative work. This paper aims to discuss the implementation of inclusive schools as a realization of Pancasila education through the dimension of communalism in elementary schools.

The concept of inclusive education, in general, refers to the provision of equal opportunities for all students, regardless of their social, economic, cultural, and physical background. Inclusive schools aim to provide support to students with diverse needs, such as those with disabilities and learning difficulties. The implementation of inclusive schools is closely related to the implementation of Pancasila education, as the values of Pancasila education emphasize the importance of communalism and togetherness.

Communalism in the context of inclusive schools means the formation of a sense of togetherness and solidarity through collaborative work. Inclusive schools strive to create a learning environment where students with diverse needs can work together, learn from each other, and support each other. The implementation of inclusive schools requires the participation and collaboration of various parties, such as educators, students, parents, and other stakeholders.

In conclusion, the implementation of inclusive schools is not only a matter of providing equal opportunities for all students, but it also reflects the ideals of Pancasila education that emphasize the importance of communalism and togetherness. The implementation of inclusive schools requires collaborative work and participation from various parties, and it aims to create a learning environment where students with diverse needs can work together, learn from each other, and support each other. Therefore, it is important to continue to promote and implement inclusive schools in the education system.

Indonesia is a country with a diverse and complex society. This diversity has created differences within the Indonesian people; among them is the geographical factor where Indonesia is an archipelagic nation with numerous islands. This has resulted in uneven distribution of education across the country. In addition, the differences in language, culture, and background have become significant obstacles in the education system in Indonesia (Iva Ning Nur Agustin1, Achmad Supriyanto2, 2020).

Apart from the aforementioned issues, the education system in Indonesia also faces challenges due to the weaknesses in the teaching approach. The quality of education itself is critical in improving efficiency and dealing with the problems that arise. The efficiency and relevance of education continue to be a concern because of the existing problems, such as discrimination against students based on their academic ability and the inconsistency between the education system and the development objectives (Riza Yonisa Kurniawan, 2016).

To summarize, there are four main issues related to the education system in Indonesia: uneven distribution of education, quality of education, efficiency, and relevance. In efforts to overcome these challenges, a comprehensive and systematic approach is required to improve the education system in Indonesia.

Regarding the learning process, teachers play a significant role in enhancing the quality of education in Indonesia. They must adopt innovative teaching methods to make the learning process more engaging and inspiring for the students. Additionally, teachers need to promote the relevance of the lesson materials and ensure the efficient use of class time.

Overall, the education system in Indonesia requires significant attention to address the challenges that arise from its diverse culture and geography. With a comprehensive approach to reform and innovation in teaching methods, the education system has the potential to provide a better learning experience for the Indonesian youth.

Another perspective suggests that the learning process is a mental or psychological activity that occurs through active interaction within an environment, resulting in changes in knowledge, understanding, skills, and attitude values (Winkel, 1991). This view can be interpreted as a collaborative effort through interactions in any setting, whether formal such as school or informal, where such interactions involve cognitive, conative, and emotional activities ultimately generating desired outcomes as the output of the learning process.