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"ABSTRAKPenelitian ini dilakukan untuk mengetahui sumbangan teacher efficacy, dukungan sekolah terhadap sikap guru mengenai pendidikan inklusif. Pengukuran teacher efficacy menggunakan modifikasi alat ukur Teachers? Sense of Efficacy Scale (Tschanen-Moran, Hoy & Hoy, 1998), pengukuran dukungan sekolah menggunakan modifikasi alat ukur Transformational Leadership Scale (Leithwood & Jantzi, 2006), dan pengukuran sikap guru mengenai pendidikan inklusif menggunakan modifikasi alat ukur Scale of Teachers? Attitudes toward Inclusion Scale (Cochran, 1997). Partisipan berjumlah 71 guru kelas dari SDN Inklusi di Jakarta. Hasil penelitian menunjukkan bahwa teacher efficacy dan dukungan sekolah secara bersama-sama memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif, namun secara independen hanya dukungan sekolah yang memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif.

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ABSTRACTThe study was conducted to investigate contribution of teacher efficacy, school support toward teachers‟ attitude about inclusive education. Teacher efficacy was measured using modification of Teachers‟ Sense of Efficacy Scale (Tschanen-Moran, Hoy & Hoy, 1998), school support was measured using modification of Transformational Leadership Scale (Leithwood & Jantzi, 2006), and teachers‟ attitude about inclusive education was measured using modification of Scale of Teachers‟ Attitudes Toward Inclusion (Cochran, 1997). Participants of this research are 71 classroom teachers from Inclusive Elementary School in Jakarta. The results of this study indicate that teacher efficacy and school support together can significantly contribute to teachers‟ attitude toward inclusive education, but independently, only the perception toward school support can contribute significantly to teachers‟ attitude toward inclusive education."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan dimensi teacher efficacy dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Instrumen yang digunakan untuk mengukur teacher efficacy adalah Teachers? Sense of Efficacy Scale sedangkan untuk mengukur sikap guru terhadap pendidikan inklusif digunakan Multidimensional Atitude toward Inclusive Education Scale (MATIES). Subjek dari penelitian ini adalah guru-guru di sekolah dasar inklusif negeri (N=100). Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara teacher efficacy dan sikap guru terhadap pendidikan inklusif. Dengan kata lain, ketika guru memiliki skor teacher efficacy yang tinggi, guru tersebut cenderung memiliki sikap yang positif terhadap pendidikan inklusif. Sebaliknya, ketika guru memiliki skor teacher efficacy yang rendah, maka guru tersebut cenderung memiliki sikap yang negatif terhadap pendidikan inklusif. Hasil penelitian yang berkaitan dengan dimensi teacher efficacy ditemukan bahwa terdapat hubungan yang signifikan pada dimensi instructional strategies & student engagement dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Sebaliknya, untuk dimensi classroom management ditemukan bahwa tidak terdapat hubungan yang signifikan dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Untuk meningkatkan teacher efficacy yang dimiliki oleh guru di sekolah dasar inklusif negeri, pihak sekolah dapat menyediakan fasilitas seperti alat peraga dan guru pendamping khusus serta membatasi jumlah siswa di tiap kelas.

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This research is conducted to find about the relationship between teacher efficacy and dimensions of teacher efficacy with attitude toward inclusive education in public inclusive elementary school. The instruments of this study were Teachers? Sense of Efficacy Scale (to measure teacher efficacy) and Multidimensional Atitude toward Inclusive Education Scale (MATIES) (to measure attitude teacher toward inclusive education). Participants of this study were teacher in public inclusive elementary school (N=100).

The result of research showed that there is a positive significant correlation between teacher efficacy and attitude toward inclusive education in public inclusive elementary school. This finding suggests when teachers have high score in teacher efficacy, they tend to have positive attitude toward inclusive education. On the contrary, when teachers have low score in teacher efficacy, they tend to have negative attitude toward inclusive education.

The results of research related to dimensions of teacher efficacy found that there is positive significant correlation between efficacy in student engagement and efficacy in instructional strategies dimensions with teacher attitude toward inclusive education in public inclusive elementary school. In the other hand, efficacy in classroom management dimension showed there is no positive significant correlation with attitude toward inclusive education in public inclusive elementary school. In order to increase teacher efficacy in public inclusive elementary school, schools can provide facilities such as property to teach, shadow teachers and also to limit the number of student in each class."

"Teacher efficacy dan sikap terhadap pendidikan inklusif merupakan salah satu hal yang dianggap akan memengaruhi keberhasilan pendidikan inklusif. Variabel Teacher efficacy maupun sikap guru terhadap pendidikan inklusif juga dipengaruhi oleh faktor lain yaitu pengalaman mengajar guru. Penelitian ini dilakukan untuk melihat hubungan antara teacher efficacy dengan sikap terhadap pendidikan inklusif di sekolah dasar inklusif swasta yang ditinjau dari pengalaman mengajar guru. Sebanyak sembilan puluh tujuh guru SD inklusif swasta di Jakarta dan Depok dijadikan sampel dalam penelitian ini. Penelitian ini menggunakan alat ukur Teacher's Sense of Efficacy Scale (TSES) untuk mengukur teacher efficacy dan Multidimensional Attitudes Towards Inclusive Education Scale (MATIES). Hasil menunjukkan bahwa terdapat hubungan yang signifikan positif antara teacher efficacy dengan sikap guru terhadap pendidikan inklusif (r (97)=321, p<.01). Hal ini menunjukkan bahwa semakin tinggi keyakinan guru akan kompetensinya sebagai pengajar maka semakin positif sikap guru terhadap pendidikan inklusif. Di sisi lain, hubungan antara kedua variabel ketika ditinjau dari pengalaman mengajar bervariasi. Penelitian ini juga menunjukkan bahwa tidak terdapat perbedaan teacher efficacy (F(94)= .212, p>.05) maupun sikap guru (F(94)= .335, p>.05) pada guru dengan kelompok pengalaman mengajar yang berbeda. Hal ini menunjukkan bahwa guru dengan pengalaman mengajar yang berbeda memiliki keyakinan yang sama akan kompetensinya sebagai pengajar dan memiliki sikap yang sama terhadap pendidikan inklusi.

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It has been argued that teacher efficacy and attitude towards inclusive education have positive effect for the successful of inclusive education. Both teacher efficacy and attitude towards inclusive education are influenced by teaching experiences. This study is aimed to analyze the relationship between teacher efficacy and teacher attitude toward inclusive education reviewed by teaching experiences in private elementary school in Jakarta and Depok. 97 private elementary teachers are involve in this research. This quantitative study uses Teacher?s Sense of Efficacy Scale (TSES) to measure teacher efficacy and Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) to measure teachers attitude. The result reveals that there is significant positive correlation between teacher efficacy and teacher attitude towards inclusive education (r (97)=321, p<.01). it shows that when the teachers have high efficacy about their competence so the more positive their attitude towards inclusive education. In the other side, the relationship between two variables when reviewed by teaching experiences are various. This study also shows there is no differences in teacher efficacy (F(94)= .212, p>.05) and teacher attitude (F(94)= .335, p>.05) for the teacher with different teaching experiences. This study reveals that teacher with different teaching experiences have same belief about their competence as a teacher and have same attitude toward inclusive education."

"Pendidikan inklusif merupakan sistem pendidikan yang dewasa ini diimplementasikan untuk meningkatkan partisipasi anak berkebutuhan khusus (ABK) di sekolah umum. Pada konteks Indonesia, penerapan pendidikan inklusif memiliki beberapa hambatan, termasuk didalamnya adalah peran guru dalam memberikan strategi pengajaran inklusif yang belum optimal. Penelitian ini bertujuan untuk melihat peran mediasi teacher efficacy terhadap hubungan antara dukungan sekolah dan strategi pengajaran inklusif di Sekolah Dasar Inklusif. Alat ukur yang digunakan adalah BCSQ (Bender Classroom Structure Questionnaire), PSSIE (Perceived School Support for Inclusive Education), dan TEIP (Teacher Efficacy for Inclusive Practice). Partisipan dalam penelitian ini adalah 324 guru SD inklusif dari 15 provinsi. Hasil analisis mediasi menunjukkan bahwa teacher efficacy memiliki peran mediasi total terhadap hubungan antara dukungan sekolah dan strategi pengajaran inklusif, yaitu dengan direct effect yang tidak signifikan (β=0,1128, p=0,051) dan indirect effect yang signifikan (β=0,2636, [0,1882, 0,3570]). Hal ini menunjukkan bahwa dukungan dari sekolah untuk mengimplementasikan pendidikan inklusif akan mempengaruhi efikasi guru dalam mengajar, sehingga akan memunculkan strategi pengajaran inklusif. Saran bagi peneliti selanjutnya dapat melakukan observasi langsung terhadap strategi pengajaran. Hasil dari penelitian ini memiliki implikasi yang kuat untuk meningkatkan praktik pendidikan inklusif di Indonesia, terutama dalam pemberdayaan guru dalam pengajaran inklusif.

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Inclusive education has become the world’s recent strategy to increase student with special needs’ (SEN) participation in mainstream school. In Indonesia, inclusive education has several obstacles, including the role of teachers in giving inclusive teaching strategies that were not optimum. This study investigated the mediation of teacher efficacy towards the relationship between school support and teaching strategies in an inclusive primary school in Indonesia. The measurement used in this study were BCSQ (Bender Classroom Structure Questionnaire), PSSIE (Perceived School Support for Inclusive Education), and TEIP (Teacher Efficacy for Inclusive Practice). The participants were 324 inclusive primary school teachers from 15 provinces. Process Mediation Model analysis revealed that teacher efficacy has a total mediation role in the relationship between school support and inclusive teaching strategies, which shown by significant direct effect (β=0,1128, p=0,051) and insignificant indirect effect (β=0,2636, [0,1882, 0,3570]). This reflects a notion that the supports from school will lead to teacher efficacy in teaching SEN, then effective inclusive teaching strategys will emerge. Further research could consider direct observation of inclusive teaching. The results have strong implications to enhance inclusive education practice in Indonesia, especially for teacher empowerment in terms of inclusive teaching."

"Pendidikan inklusif menuntut guru untuk berinteraksi tidak hanya dengan siswa reguler namun juga siswa berkebutuhan khusus. Penelitian ini bertujuan untuk mengetahui apakah terdapat hubungan antara sikap guru terhadap pendidikan inklusif dan manajemen kelas, serta mendapatkan gambaran manajemen kelas seperti apa yang dilakukan guru di kelas inklusif. Sejumlah 40 guru kelas dari delapan Sekolah Dasar Negeri Inklusif di Depok terlibat dalam penelitian ini. Sikap guru terhadap pendidikan inklusif diukur menggunakan MATIES-VI dan manajemen kelas diukur melalui alat ukur manajemen kelas. Untuk melihat perilaku manajemen kelas guru, dilakukan observasi melalui video rekaman. Hasil penelitian menunjukkan bahwa terdapat hubungan signifikan antara sikap guru terhadap pendidikan inklusif dan manajemen kelas dengan nilai korelasi r sebesar 0,475 ? < 0,01 . Sementara hasil observasi memperlihatkan bahwa perilaku manajemen kelas guru lebih sering muncul pada dimensi format pembelajaran.

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Inclusive education requires teachers to interact not only with regular students but also special educational need SEN student. This study aims to determine whether there is a relationship between the teachers rsquo attitudes towards inclusive education and classroom management, and also get an overview about classroom management that teachers actually do in inclusive classroom. 40 teachers from eight Inclusive Public Primary School in Depok has been willing to engage in this research. The attitude of teachers towards inclusive education is measured using the MATIES VI and classroom management is measured by classroom management instrument. To view the teachers rsquo classroom management, observations was done through the video footage.

The results showed that there is a significant relationship between the teachers rsquo attitude towards inclusive education and classroom management with a value of correlation r of 0,475 at 0,002 significance 0,01 . While the results of observations show that teachers rsquo classroom management behavior occurred more frequently in learning format dimension."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan strategi pengajaran guru yang ditinjau dari pengalaman mengajar, pada guru sekolah dasar inklusif Negeri di lingkungan kota Depok, Bogor, dan Jakarta dengan jumlah responden 78 guru. Alat ukur yang digunakan dalam penelitian ini adalah Teacher Sense's of Efficacy Scale (TSES) dan Bender Classroom Structure Questionnaire (BCSQ). Hasil dari penelitian ini menunjukan hubungan yang positif dan signifikan antara teacher efficacy dengan strategi pengajaran pada guru sekolah dasar inklusif Negeri dengan nilai (r(78)= 0.37, p<0.01). Hasil ini menunjukan semakin tinggi keyakinan yang dimiliki, semakin bervariasi strategi pengajaran yang digunakan pada guru sekolah inklusif Negeri. Pada guru yang mengajar 1-3 tahun tidak ditemukan hubungan yang siginifikan dengan nilai (r(29)=0.11, p>0.05), pada guru yang mengajar 4-5 tahun dan 7-18 tahun ditemukan hubungan yang signifikan dengan nilai (r(26)= 0.59, p<0.01) dan (r(23)= 0.42, p<0.05). Hasil ini menunjukan bahwa pengalaman mengajar yang dimiliki guru berpengaruh terhadap hubungan antara keyakinan yang dimiliki dengan variasi strategi pengajaran yang digunakan. Hasil dari penelitian ini juga menunjukan bahwa pengalaman mengajar yang dimiliki tidak berpengaruh secara signifikan terhadap teacher efficacy yang dimiliki, tetapi berpengaruh secara signifikan terhadap variasi strategi pengajaran yang digunakan pada guru sekolah dasar inklusif Negeri.

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This study aims to determine the relationship between teacher efficacy and teaching strategies teachers in terms of teaching experience of the National elementary inclusive school teachers in the city of Depok, Bogor and Jakarta with the number of respondents 78 teachers. Measuring instrument used in this study is Teacher's Sense of Efficacy Scale (TSES) and Bender Classroom Structure Questionnaire (BCSQ). The results of this study showed positive and significant relationship between teacher efficacy with teaching strategies of National elementary inclusive school teachers by value (r(78) = 0.37, p<0.01).

This result suggests that the higher the confidence, the more varied teaching strategies used by the National elementary inclusive school teachers. Teachers who teach 1-3 year was not found significant relationship with value (r(29) = 0.11, p>0.05), there was a significant correlation with the value (r( 26) = 0:59, p<0:01) and (r(23) = 0:42, p<0.05) for the teachers who teach 4-5 years and 7-18 years. These results indicate that the teachers experience teaching affect the relationship between teacher efficacy they have with the variation of teaching strategies used. Results from this study also shows that teaching experience possessed no significant influence on teacher efficacy, but significantly influence the variation of teaching strategies used on National elementary inclusive school teachers."

"Penelitian ini bertujuan untuk mengetahui perbedaan sikap antara guru sekolah dasar inklusi dan Guru SDLB tentang pendidikan inklusi. Data dikumpulkan dengan menggunakan kuesioner MATIES (Mahat, 2008) yang telah diadaptasi ke dalam bahasa Indonesia untuk mengukur sikap guru. Analisis hasil penelitian menggunakan independent t-test menunjukkan bahwa guru Sekolah dasar inklusif umumnya memiliki sikap yang lebih positif, perbedaan yang signifikan melihat komponen kognitif dengan t (118) = 7,06, p < 0,001. Selanjutnya, komponen afektif menunjukkan kecenderungan ke arah positif tanpa perbedaan yang signifikan [t(118) = 0,91, p = 0,37], dan komponen konatif (perilaku) guru SD inklusi lebih besar positif pada pendidikan inklusi dengan t (118) = 3,43, p < 0,05. Selain itu ditemukan korelasi negatif yang signifikan antara komponen konatif dan lama mengajar guru pada kelompok guru SD inklusi [r(59) = -0,26, p < 0,05]. Rekomendasi untuk penelitian Langkah selanjutnya adalah memasukkan observasi dan wawancara dalam metode penerimaan data.

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This study aims to determine the differences in attitudes between inclusive elementary school teachers and SDLB teachers about inclusive education. Data were collected using the MATIES questionnaire (Mahat, 2008) which has been adapted into Indonesian to measure teacher attitudes. Analysis of the results of the study using independent t-test showed that inclusive elementary school teachers generally had a more positive attitude, a significant difference seeing the cognitive component with t (118) = 7.06, p < 0.001. Furthermore, the affective component showed a positive trend without a significant difference [t(118) = 0.91, p = 0.37], and the conative component (behavior) of inclusive elementary school teachers was more positive in inclusive education with t(118) = 3.43, p < 0.05. In addition, a significant negative correlation was found between the conative component and the length of teacher teaching in the inclusive elementary school teacher group [r(59) = -0.26, p <0.05]. Recommendations for research The next step is to include observations and interviews in the data collection method."

"Jumlah siswa berkebutuhan khusus yang belajar di kelas reguler semakin meningkat setiap tahunnya. Hal tersebut membawa konsekuensi bagi guru dalam mananjemen kelas agar dapat memenuhi kebutuhan dan karakter siswa yang semakin beragam. Pada konteks pendidikan, fungsi kelas tidak hanya sebagai tempat belajar, tetapi juga tempat siswa melatih kemampuan untuk menjadi anggota masyarakat yang baik. Faktor yang turut berpengaruh terhadap keberhasilan pendidikan inklusif adalah self efficacy yang guru miliki untuk mempraktikkan inklusif. Di sisi lain, manajemen kelas yang dilakukan guru dapat ditinjau sebagai suatu performa yang dipengaruhi oleh sejauh mana guru terlibat dalam pekerjaannya atau teacher engagement. Menggunakan replikasi model job demand resource, penelitian kuantitatif korelasional ini bertujuan untuk mengetahui apakah teacher engagement menjadi mediator dalam hubungan self efficacy dalam praktik inklusif dan manajemen kelas guru. Sebanyak 250 guru sekolah dasar inklusif se-DKI Jakarta mengisi mengisi kuesioner self report. Hasil menunjukkan bahwa self efficacy yang guru miliki untuk menerapkan pendidikan inklusif berperan sebagai personal resource. Analisis regresi Hayes menunjukkan bahwa teacher engagement secara signifikan berperan sebagai mediator. Hasil penelitian juga menunjukkan guru memiliki keyakinan yang rendah dalam hal kolaborasi, khususnya kolaborasi dengan pihak-pihak terkait yang mendukung pembelajaran, seperti psikolog, guru pendamping khusus, dan terutama orangtua.

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The number of students with special needs who study in regular classes is increasing every year. It brings consequences for teachers in classroom management in order to meet the diverse needs and characteristics of students. The contributing factor to the successful of inclusive education is the self efficacy that teachers have for practicing inclusive education. On the other hand, classroom management by teachers can be viewed as a performance which is influenced by the extent to which teachers are involved in their work or teacher engagement. Using replication model of job demand resource, this quantitave correlational study aims to determine whether teacher engagement acts as mediator in the relationship of self efficacy in inclusive practice and classroom management. A total of 250 teachers of inclusive primary schools in DKI Jakarta fill out a self report questionnaire. The results show that self efficacy that teachers have for implementing inclusive education plays as a personal resource. Hayes regression analysis showed that teacher engagement significantly acts as mediator. The results also show teachers have low confidence in collaboration, especially collaboration with related parties, such as psychologists, special teachers, and especially parents."

"Penelitian ini bertujuan untuk mengukur efektivitas program pelatihan Sekolah Ramah Inklusi (SERASI) untuk menumbuhkan sikap positif terhadap pendidikan inklusif pada guru sekolah dasar. Desain penelitian ini adalah within-subject one group pretest posttest design. Partisipan dari penelitian ini adalah guru sekolah dasar yang mengajar di kelas inklusif (n=19). Program pelatihan SERASI berlangsung selama 7 jam dengan topik siswa berkebutuhan khusus, pendidikan inklusif dan strategi mengajar collaborative learning. Modul pelatihan dirancang berdasarkan rekomendasi dari penelitian terdahulu, analisis kebutuhan dan studi literatur. Sebagai langkah untuk mengetahui efektivitas program pelatihan SERASI, sikap guru diukur dengan menggunakan alat ukur the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) oleh Mahat (2008) dan diadaptasi oleh Kurniawati (2014). Alat ukur MATIES diukur sebanyak tiga kali, yaitu sebelum, sesaat setelah program pelaksanaan dan 3 bulan setelah program pelatihan SERASI dilaksanakan. Hasil menunjukkan bahwa tidak ada perbedaan signifikan pada sikap guru terhadap pendidikan inklusif. Hasil rata-rata skor menunjukkan bahwa rata-rata skor MATIES mengalami peningkatan pada post-test 1 dan post-test 2 bila dibandingkan dengan hasil pre-test. Berdasarkan hasil penelitian diketahui bahwa sikap guru sebelum pelaksanaan telah tergolong positif terhadap pendidikan inklusif. Berdasarkan hasil penelitian, terdapat beberapa faktor, seperti jumlah siswa berkebutuhan khusus, pengalaman mengajar, usia, teacher self efficacy dan dukungan sekolah yang tampaknya memengaruhi hasil penelitian ini. Temuan pada penelitian ini memberikan saran atau rekomendasi kepada peneliti selanjutnya untuk melakukan penguatan atau follow up setelah pelaksanaan program dan mempertimbangkan penggalian data melalui observasi dan wawancara. Saran tersebut bertujuan untuk mendapatkan gambaran sikap guru terhadap pendidikan inklusif yang lebih detail dan mendalam.

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This study aimed to examine the effectiveness of Sekolah Ramah Inklusi (SERASI) training program in improving the teachers` attitude towards inclusive education.  A within-subject one group pretest-posttest design was designed in this study. SERASI training program was developed for the primary teachers in inclusive school (n=19). SERASI training program consisted of a 7 hours face-to-face training session comprising topics such as disability, inclusive education, and teaching strategies collaborative learning. Training` module was designed based on the recommendation from previous studies, need analysis and study literature. In order to know the effects of the SERASI training program, the teachers` attitude was measured using the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) by Mahat (2008) and adapted by Kurniawati (2014). The MATIES were measured at three moments, before, immediately after and 3 months after the training program was performed. The outcomes of MATIES revealed that there are no significant differences in the teachers` attitude towards inclusive education. The means score showed that the post-test 1 and post-test 2 is increasing from the pre-test. Based on the result, the teacher already had a positive attitude toward inclusive education before joined on SERASI` training. The results also show some factor, such as the number of student with special education need, teaching experience, age, teacher self-efficacy and schools` support influence this result. These findings suggest that the future researcher also can consider about follow up after the training program was performed and conducted observation and interview the participant to know clearly and deeply about the teachers` attitude. This recommendation aimed to know teacher` attitude towards inclusive education more clearly."

"The aim of this research is to find the relationship between the attitude towardeducation inclusive and teacher teaching strategy, as well as comparison ofattitudes toward inclusive education and teaching strategies in the inclusiveprivate and public middle school teacher. The sample in this study as many as 59respondents with non probability sampling. This research using measuringinstrument MATIES VI and BCSQ VI. The results of this research did not finddifferences in attitude in the inclusive public and private Junior High Schoolteacher, as well as teaching strategies in the inclusive private and public juniorhigh school teacher. The research also not find the existence of a significantrelationship between attitudes towards inclusive education with teaching strategiesin Inclusive Private middle school teacher. However, in the inclusive middleschool teachers found some related components on attitudes towards inclusiveeducation with teaching strategies. Suggestions that given for further research areexpanding the number of respondents and the school, considering the time of datacollection, include a method of observation and interviews, and reexamine thevalidity of the measuring instrument.

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Penelitian ini dilakukan dengan tujuan mencari adanya hubungan antara sikap terhadap pendidikan inklusif dan strategi pengajaran guru, serta perbandingan sikap terhadap pendidikan inklusif dan strategi pengajaran pada guru SMP Swasta dan Negeri Inklusif. Sampel dalam penelitian ini sebanyak 59 responden dengan teknik non probability sampling. Penelitian ini menggunakan alat ukur MATIES VI dan BCSQ VI sebagai instrumennya. Hasil penelitian tidak menemukan adanya perbedaan sikap pada guru SMP Negeri dan Swasta Inklusif serta strategi pengajaran pada guru SMP Swasta dan Negeri Inklusif. Penelitian ini juga tidak menemukan adanya hubungan yang signifikan antara sikap terhadap pendidikan inklusif dengan strategi pengajaran pada guru SMP Swasta Inklusif. Pada guru SMP Negeri Inklusif ditemukan beberapa komponen yang berhubungan pada sikap terhadap pendidikan inklusif dengan strategi pengajaran. Saran yang diberikan untuk penelitian selanjutnya antara lain memperbanyak jumlah responden dan sekolah, mempertimbangkan waktu pengambilan data, menyertakan metode observasi dan wawancara, dan menguji ulang validitas alat ukur."