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"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."

"ABSTRAK

Sikap dan strategi pengajaran pada guru di sekolah inklusif memiliki pengaruh yang positif terhadap keberhasilan pendidikan inklusif. Penelitian ini dilakukan untuk menguji hubungan antara sikap dan strategi pengajaran gruru. Sebanyak seratus guru yang mengajar di SD inklusif dijadikan sampel dalam penelitian ini.

Hasil penelitian menemukan tidak terdapat hubungan yang signifikan antara sikap dan strategi pengajaran guru di SD negeri inklusif. Di sisi lain, terdapat hubungan yang signifikan antara sikap dan strategi pengajaran guru di SD swasta inklusif. Penelitian ini juga menemukan tidak terdapat perbedaan strategi pengajaran guru di SD negeri Inklusif dan SD swasta inklusif. Sementara itu, terdapat perbedaan yang signifikan pada komponen kognitif dan afektif sikap terhadap pendidikan inklusif antara guru SD negeri inklusif dan guru SD swasta inklusif. Saran untuk penelitian selanjutnya didiskusikan dalam penelitian ini.

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ABSTRACT

It has been argued that attitudes and teaching strategies of teachers have positive effect on the successful implementation of inclusive education. This study was set up to examine the relationship between atitudes and teaching strategies of teachers. One hundred inclusive primary school teachers were involved in this research.

The results show that there is no significant correlation between attitudes and teaching strategies of teachers working in inclusive public primary school. On the other hand, it was found that teachers’ attitudes in inclusive private primary school has a significant correlation with their teaching strategies. Furthermore, there is a significant difference on cognitive and affective components of attitudes between groups of teachers working in the two types of school.The study

reveals that there is no a significant difference on teaching strategies between these groups. Recommendations for future research are discussed in the study.

"

"Pendidikan inklusif merupakan model pendidikan terintegrasi yang sedang berkembang bagi anak berkebutuhan khusus. Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara sikap terhadap pendidikan inklusif dan strategi pengajaran pada guru SMA Negeri Inklusif (N=56) dan SMA Swasta Inklusif (N=57). Penelitian ini menggunakan teknik accidental sampling dengan menggunakan alat ukur The Multidimensional Attitude Toward Inclusive Education Scale (MATIES) dan Bander Classroom Structure Questionnaire (BCSQ). Hasil penelitian menunjukkan bahwa terdapat hubungan positif signifikan antara sikap terhadap pendidikan inklusif dan strategi pengajaran pada guru di SMA negeri inklusif dan SMA swasta inklusif. Dan tidak ditemukan perbedaan sikap terhadap pendidikan inklusif dan strategi pengajaran pada kedua kelompok. Penelitian ini merekomendasikan untuk memberikan pelatihan terkait pendidikan inklusif dan penanganan anak kebutuhan khusus bagi para guru.

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Inclusive Education is the integrated education model that develop to special education students. The aim of this research is to investigate the relationship between attitude toward inclusive education and teaching strategy of teachers in inclusive public high school (N=56) and inclusive private high school (N=57). This research uses accidental sampling technique using The Multidimensional Attitude Toward Inclusive Education Scale (MATIES) and Bander Classroom Structure Questionnaire (BCSQ).

The result of this research shows that there is a significance correlation between attitude toward inclusive education and teaching strategy of teachers in inclusive public high school and inclusive private high school. And there is no difference between attitude toward inclusive education and teaching strategy in both groups. This research recommends the training about inclusive education and handling of children with special needs for the teachers."

"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."

"Studi ini menetengahkan transformasi pembangunan persekolahan di Kabupaten Timor Tengah Selatan melalui penguatan Teknologi Informasi dan Komunikasi (TIK/ICT). Disadari bahwa pembangunan persekolahan di kabupaten tersebut masih jauh tertinggal. Oleh karena itu, ICT dianggap sebagai media zaman untuk membantu mengakselerasi transformasi pembangunan persekoloahan di daerah ini. Dalam core teori transformasi pendidikan pada model pembelajaran di abad 21 melalui kontribusi teknologi dan mempertimbangkan situasi problematika sosial, maka penulis menggunakan Soft System Methodology (SSM) sebagai penuntun bagi masalah problematik tersebut.Penulis mengembangkan penelitian di Kabupaten Timor Tengah Selatan dengan melibatkan sembilan (components) sekolah sebagai lokus penelitian. Melalui interview/ diskusi secara formal maupun informal dan juga studi literatur, maka penulis menemukan sejumlah situasi problematis tentang pembangunan persekolahan melalui penguatan ICT. Dengan mengadaptasikan teori NIES dalam kerangka kerja model systems thinking yang dikategorikan dalam tiga level yaitu makro (institutional) level yang meliputi sistem aktifitas tentang peraturan daerah tentang pendidikan dan sistem optimasi anggaran pendidikan di daerah bagi pembangunan persekolahan; kemudian meso (organizational) level yang meliputi sistem aktivitas pada manajemen sekolah, kepemimpinan sekolah, dan teknologi pendidikan; serta mikro (individual/operational) level sebagai sentra dari pengembangan ICT sekolah yang meliputi sistem aktifitas kompetensi guru.Selanjutnya, melalui perbandingan dan debating, maka penulis mengimpulkan bahwa pembangunan persekolahan bagi penguatan ICT di daerah tersebut masih mengalami berbagai kelemahan diantaranya sumberdaya dari makro level sampai pada mikro level. oleh karena itu, direkomendasikan agar dikembangkan koordinasi dan komunikasi antar berbagai pihak bagi perubahan melalui komitmen yang sama dengan terus melakukan proses bottom-up and top-down bagi penguatan ICT berbasis sekolah (school-based ICT) di sekolah berdasarkan kebutuhan pembangunan pendidikan pada pembelajaran di abad 21.

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This study perpetuates transformation of schools development in South Central Timor Regency by strengthening Information and Communication Technology (ICT). Schools development of this Regency are still left behind. So, ICT is considered as current media to accelerate and help transforming schools development in the region. The core theory of transformation in education of this 21st century learning model over the contribution of technology and considering this social problematic situation, then, the writer develops Soft System Methodology (SSM) as a guide for solving this problem interest as well.The writer develops research in educational chamber of South Central Timor Regency included nine selected schools as locus of study. Through formal and informal interview/ discussions and literary study, the writer found kinds of real world problematic situations about schools development to strengthening ICT. Then, by adapting NIES theory in framework model of systems thinking which are categorized into three levels as macro (institutional level) which covers activity system of educational local regulation and optimum budgeting for schools development; Mezzo (organizational) level which covers school management, school leadership, technology in education and the micro (individual/operational) level as the center of ICT development which involves school teachers competences.Over the comparison and debating, the writer concludes that schools development to strengthening ICT still bears kinds of shortcomings in resources from macro through micro levels. So, the writer suggests to develop coordination and communication among parts for improvement through the same commitment to keep up bottom-up and top-down procession in order to strengthen school-based ICT around schools based on the need of educational development in this 21st century learning."

"Penelitian ini bertujuan untuk mengetahui hubungan sikap terhadap pendidikan inklusif dan strategi pengajaran guru SMP Negeri Inklusif ditinjau dari kelompok mata pelajaran Ujian Nasional (n=56) dan non-­Ujian Nasional (n=57). Penelitian kuantitatif ini menggunakan MATIES (Mahat, 2008) untuk mengukur sikap terhadap pendidikan inklusif dalam komponen kognitif, afektif, dan perilaku. Alat ukur BCSQ (Bender, 1992) untuk mengukur strategi pengajaran keseluruhan, individual, dan kognitif di kelas inklusif. Hasil penelitian menunjukkan adanya korelasi positif dan signifikan pada komponen perilaku (sikap) dengan strategi pengajaran keseluruhan dan individual yang dilakukan guru UN dan non-­UN. Artinya, ketika kedua kelompok memiliki kesediaan untuk melakukan tindakan yang mendukung siswa berkebutuhan khusus di kelas inklusif, maka semakin sering guru menggunakan strategi pengajaran yang beragam, dan yang mengorganisasikan materi pelajaran sesuai kemampuan dan minat siswa.Hasil perbandingan variabel sikap antara kedua kelompok guru diketahui terdapat perbedaan signifikan pada komponen afektif, yaitu guru non-­UN memiliki perasaan yang cenderung positif sebaliknya guru UN memiliki perasaan yang cenderung negatif terhadap pendidikan inklusif. Perbandingan strategi pengajaran antara guru UN dan non-­UN tidak ada perbedaan yang signifikan, dimana keduanya sama-­sama sering menggunakan strategi pengajaran keseluruhan, individual, dan kognitif. Berdasarkan hasil tersebut, pemerintah dan sekolah inklusif disarankan mengadakan pelatihan bagi guru.

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This study aimed to determine the relationship between attitude towards inclusive education and teaching strategy of inclusive public junior high school teacher based on National Exam (n=56) and non-­National Exam (n=57) subject group. This quantitative study uses MATIES (Mahat, 2008) to measure the attitude in three components: cognitive, affective, and behavior. And BCSQ uses (Bender, 1992) to measure the three types of teaching strategy: total score, individualized, and cognitive that used by teachers.The results showed that there is a significant positive correlation for behavior component of attitude with total score and individualized teaching strategy in both groups. That is, when both groups have willingness to take action that support students with special needs in inclusive classrooms, so teachers more often use variety of teaching strategies and organizing subject matter according to ability and interest of each student. In addition, there are significant difference of affective component of attitudes between National Exam and non-­National Exam subject teacher. Its mean that non-­National Exam subject have more positive attitude towards inclusive besides another have more negative attitude. The comparison between both groups in teaching strategies showed no significant difference. Its mean that, both groups equally often use total score, individualized, and cognitive teaching strategies in inclusive classroom. Based on these results, government and inclusive schools are suggested to held training for teachers."

"Penelitian ini bertujuan untuk mengetahui hubungan antara sikap terhadap pendidikan inklusif dan kesediaan menyesuaikan strategi pengajaran dosen program studi ilmu psikologi. Responden penelitian ini adalah 81 dosen psikologi dari lima perguruan tinggi swasta berbeda dan 61 dosen dari tiga perguruan tinggi negeri berbeda. Pada penelitian ini, sikap dosen terhadap pendidikan inklusif di ukur dengan menggunakan MATIES VI (Mahat, 2008). Sedangkan kesediaan menyesuaikan strategi pengajaran diukur dengan menggunakan KMSP (Hawpe, 2013). Hasil penelitian ini menunjukkan terdapat hubungan yang signifikan antara sikap terhadap pendidikan inklusif dan kesedian menyesuaikan strategi pengajaran pada dosen program studi psikologi perguruan tinggi negeri maupun swasta. Hal tersebut menunjukkan bahwa, semakin positif sikap dosen terhadap pendidikan inklusif, maka dosen semakin bersedia menyesuaikan strategi pengajaran. Selain itu, tidak ada perbedaan yang signifikan antara sikap terhadap pendidikan inklusif dan kesediaan menyesuaikan strategi pengajaran antara dosen perguruan tinggi negeri dan swasta.

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This study aims to determine the relationship between attitudes toward inclusive education and willingness to adjust psychology?s lecturer strategies teaching. Respondents are 81 psychology lecturers from five different private universities and 61 psychology lecturers from three different public universities. In this study, the lecturers attitude towards inclusive education measured by MATIES VI (Mahat, 2008). While the willingness to adjust teaching strategies measured by KMSP (Hawpe, 2013).

The result showed a significant relationship between attitudes toward inclusive education and willingness to adjust teaching strategies of psychology lecturers in public and private universities. It shows that, the more positive attitude towards inclusive education lecturers, increase the willingness of lecturers to adjust the teaching strategies. In addition, there was no significant difference between attitudes towards inclusive education and willingness to adjust teaching strategies between lecturers from public and private universities."

"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 korelasi sikap terhadap pendidikan inklusif dan strategi pengajaran pada guru SD inklusif (n=70) dan SMA inklusif (n=70). Penelitian kuantitatif ini menggunakan MATIES (Mahat, 2008) untuk mengukur sikap guru dan BCSQ (Bender, 1992) untuk mengukur strategi pengajaran yang digunakan guru. Hasil penelitian menunjukkan terdapat korelasi positif yang signifikan antara sikap terhadap pendidikan inklusif dan strategi pengajaran pada guru SD inklusif maupun SMA inklusif. Artinya, semakin positif sikap guru terhadap pendidikan inklusif, maka guru semakin banyak dan sering menggunakan strategi pengajaran. Selain itu, tidak ada perbedaan sikap yang signifikan antara guru SD inklusif dan SMA inklusif. Adapun guru SD inklusif diketahui lebih banyak menggunakan strategi pengajaran yang variatif dan diferensiasi strategi daripada guru SMA inklusif. Berdasarkan hasil tersebut, pemerintah dan sekolah inklusif disarankan mengadakan pelatihan bagi guru, terutama mengenai strategi pengajaran dalam pendidikan inklusif.

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This study aimed to determine the correlation between teachers? attitudes towards inclusive education and teaching strategies in inclusive elementary school teachers (n=70) and high school teachers (n=70). This quantitative study uses MATIES (Mahat, 2008) to measure the attitudes and BCSQ (Bender, 1992) to measure the teaching strategies used by teachers.

The results showed that there is a significant positive correlation between attitudes and teaching strategies in both groups. That is, the more positive the attitude of teachers towards inclusive education, the more frequent teaching strategies are used by teacher.

In addition, there was no significant difference in attitude between inclusive elementary and high school teachers. However, the elementary school teachers are known to use more variative teaching and differentiation strategies that supports inclusive education rather than high school teachers. Based on these results, government and inclusive schools are suggested to held training for teachers, especially about teaching strategies in inclusive education."

"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."