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"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."

"Penelitian ini bertujuan untuk menguji efektivitas Pelatihan Sekolah Ramah Inklusi (SERASI) untuk menumbuhkan sikap positif orang tua terhadap siswa berkebutuhan khusus. Sikap orang tua diukur dengan menggunakan kuesioner PATCH yang telah diadaptasi ke dalam versi Bahasa Indonesia. Penelitian ini merupakan penelitian kuasi eksperimental. Partisipan dalam penelitian ini adalah orang tua siswa reguler di salah satu sekolah dasar inklusif di Kota Jakarta berjumlah 44 orang tua, yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Pelatihan disusun bersama rekan peneliti yang menjalankan versi pelatihan SERASI pada siswa dan guru. Pada penelitian ini, peneliti fokus pada versi pelatihan SERASI pada orang tua. Pelatihan dilakukan selama dua hari dan terdiri dari 7 (tujuh) sesi. Modul pelatihan dirancang berdasarkan tiga komponen sikap (kognitif, afektif dan perilaku). Hasil penelitian menunjukkan bahwa Pelatihan SERASI pada orang tua secara signifikan efektif dalam menumbuhkan sikap positif orang tua terhadap siswa berkebutuhan khusus. Hasil ini terbukti bertahan pada komponen kognitif dan afektif, namun menurun pada komponen perilaku saat pengukuran setelah tiga bulan pelatihan. Kepada pihak sekolah disarankan untuk melakukan follow up terkait perencanaan partisipan dalam mendukung pendidikan inklusif. Penelitian selanjutnya diharapkan dapat mempertimbangkan keragaman demografi partisipan.

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This study aims to examine Sekolah Ramah Inklusi (SERASI) training in improving parents positive attitudes towards students with special needs. The attitude of parents was measured by the PATCH questionnaire that has been adapted into Bahasa version. This is a quasi-experimental study. Participants were 44 parents of regular students in an inclusive elementary school in Jakarta. They were divided into experimental groups and control groups. The training was designed by involving researchers who focus on SERASI training version for students and teachers. In this study, research focused on SERASI training for parents. The training was conducted in two days and consisted of 7 (seven) sessions. The training module was designed based on three components of attitude (cognitive, affective and behavior). The result shows that SERASI training can increase parents positive attitude towards students with special needs. This result proved to be persistent in the cognitive and affective components but decreased in the behavior component at measurement after three months of training. School parties were suggested to follow up on planning participation in supporting inclusive education. Future research is recommended to consider various demographics of participants. "

"ABSTRAK

Penelitian ini bertujuan mengukur efektivitas dari pelatihan Sekolah Ramah Inklusi (SERASI) untuk menumbuhkan sikap positif siswa reguler terhadap Siswa Berkebutuhan Khusus (SBK) di sekolah dasar inklusif. Pelatihan SERASI didasarkan pada model sikap Triandis (1971) yang meliputi 3 komponen: kognitif, afektif, dan perilaku. Penelitian kuasi-eksperimental dengan pre- and post-nonequivalent control group dirancang untuk melihat efektivitas pelatihan. Sebanyak 81 siswa berpartisipasi di dalam penelitian ini. Partisipan dibagi ke dalam kelompok kontrol (N = 48) dan kelompok eksperimental (N = 33). Kelompok eksperimen diberikan enam sesi pelatihan mengenai disabilitas. Materi pelatihan mengangkat topik mengenai disabilitas secara umum, disabilitas fisik, gangguan sensorik, disabilitas intelektual, kesulitan belajar dan autisme. Untuk mengukur efek dari pelatihan, Chedoke-McMaster Attitudes Towards Children With Handicaps (CATCH) digunakan untuk mengukur sikap siswa reguler dalam tiga kali pengukuran: sebelum pelatihan, sesaat setelah pelatihan, dan tiga bulan setelah pelatihan. Uji statistik T-test digunakan untuk menganalisa dampak pelatihan SERASI pada sikap siswa reguler terhadap SBK. Hasil menunjukkan bahwa tidak ada perbedaan sikap yang signifikan antara sebelum (M=50.48, SD=3.76) dan setelah (M=49.67, SD=4.54) pelatihan SERASI, t(32)=1.092, p=0.283 dan tiga bulan setelah pelatihan, t(32)=0.910, p=0.37. Selain itu, tidak ada pula perbedaan perubahan sikap baik sebelum dan setelah pelatihan antara kelompok eksperimen dan kelompok kontrol, t(32)=1.092, p=0.283, dan tiga bulan setelah pelatihan t(32)=0.910, p=0.37. Hasil penelitian ini menunjukkan bahwa pelatihan SERASI belum efektif dalam menumbuhkan sikap positif siswa reguler terhadap SBK.

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ABSTRACT

This research aims to investigate the effectiveness of Sekolah Ramah Inklusi (SERASI) training in improving regular students' positive attitude toward students with Special Educational Needs (SEN) in primary inclusive school. SERASI training is based on the Triandis model of attitudes which includes 3 components: cognitive, affective and behavioral. A quasi-experimental with pre- and post-nonequivalent control group was designed to examine the effectiveness of SERASI training. A total of 81 students participated in this study. Participants were divided into a control (n = 48) and an experimental group (n = 33). The experimental group attended six training sessions that spread in three-days. The training material covering topics about disabilities in general, physical disabilities, sensory disabilities, intellectual disabilities, learning difficulties, and autism. To establish the effect of the training program, Chedoke-McMaster Attitudes Towards Children With Handicaps (CATCH) were used to measure regular students' attitude at three moments: prior to the training, immediately after the training and three months after the training. A T-test was conducted to examine the impact of SERASI training to regular students' attitude toward students with SEN. The result shows that there was no significant difference between before (M=50.48, SD=3.76) and after (M=49.67, SD=4.54) the SERASI training t(32)=1.092, p=0.283, and three months after the training t(32)=0.910, p=0.37. Additionally, there was no significant difference between experimental and control group before to after training, t(32)=1.092, p=0.283, and three months after training, t(32)=0.910, p=0.37. Thus, the result did not suggest that SERASI training was an effective practice in promoting students' positive attitude toward students with SEN.

"

"

Konteks terjadinya perundungan (bullying) ditemukan tidak hanya di sekolah reguler, melainkan juga di sekolah inklusif. Siswa berkebutuhan khusus merupakan kelompok yang rentan mengalami perundungan di sekolah. Bystander dewasa seperti guru, staf sekolah, dan orang tua, diketahui memegang peranan penting dalam mencegah dan mengatasi perundungan yang ditujukan untuk siswa berkebutuhan khusus di sekolah inklusif. Bystander dewasa yang menunjukkan intensi untuk menolong korban perundungan, dapat mencegah dan mengurangi perundungan di sekolah. Tesis ini bertujuan untuk menguji program pencegahan perundungan “SERASI” (Sekolah Ramah Inklusi) untuk meningkatkan intensi menolong bystander dewasa dalam kejadian perundungan terhadap siswa berkebutuhan khusus di sekolah dasar inklusif. Program diberikan dalam tiga sesi yang masing-masing sesinya berdurasi selama dua jam. Berdasarkan hasil uji paired sample t-test, diketahui bahwa program pencegahan perundungan SERASI dapat meningkatkan intensi menolong bystander dewasa dalam kejadian perundungan terhadap siswa berkebutuhan khusus (M pretest = 4,91; M posttest = 5,24; t= 5,071; df= 37; p<0,05).

 

Kata kunci: bystander dewasa; intensi menolong; perundungan; sekolah dasar inklusif; siswa berkebutuhan khusus.

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Bullying happened not only in regular schools, but also in inclusive schools. Students with special need posses high risk to be bullied at school by regular students. Adult bystanders, for instance, teachers, school staff, and parents, held significant role to fight against bullying toward special need students in inclusive school. Adult bystanders who show high degree of helping intention, more likely success in prevent bullying incident. This research aim to evaluate anti bullying program SERASI to improve adult bystander’s helping intention when bullying occur in inclusive school context. Program is delivered through three sections, which last about two hours per each session. Paired sample t-test revealed that anti bullying program SERASI effectively improve adult bystander’s helping intention in a bullying case toward special need students in inclusive school (M pretest = 4,91; M posttest = 5,24; t= 5,071; df= 37; p<0,05).

 

Keywords: adult bystander; bullying; helping intention; inclusive school; special need students.

"

"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."

"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."

"Pengembangan pendidikan inklusif di Jakarta meningkatkan kebutuhan akan penelitian yang meneliti faktor yang berperan dalam keberhasilan pendidikan tersebut. Peneliti tertarik untuk meneliti hubungan sikap guru terhadap pendidikan inklusif dan strategi pengajaran guru di sekolah dasar inklusif pada kelompok guru yang pernah memiliki pengalaman kontak langsung dengan anak berkebutuhan khusus sebelum mengajar di sekolah inklusif dan yang tidak pernah. Penelitian dilakukan pada 102 guru sekolah dasar inklusif di Jakarta dan Depok. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan sikap guru dan perbedaan strategi pengajaran di antara kedua kelompok guru; namun terdapat hubungan yang signifikan antara sikap guru dan strategi pengajaran. Hal itu menunjukkan bahwa semakin positif sikap guru, semakin banyak strategi pengajaran inklusif yang digunakan guru.

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The development of inclusive education in Jakarta raises the need to study factors related to its success. This research aims to study the relationship between teachers’ attitude towards inclusive education and teaching strategies among inclusive primary school teachers. Furthermore, this research also investigates the role of prior contact with special education need (SEN) students and its effect on both attitude and teaching strategies.

The study was done to 102 primary school teachers across Jakarta and Depok. The result shows no significant difference on attitude and teaching strategies among teachers who had prior contact with SEN students and teachers who hadn’t. However, significant correlation was found between teachers’ attitude towards inclusive education and teaching strategies, which indicates increased attitude is followed by increased number of inclusive teaching strategies used."

"Penelitian ini bertujuan untuk mengukur efektivitas program pelatihan KASTURI (Sikap Positif Guru Inklusi) untuk meningkatkan sikap positif terhadap pendidikan inklusif pada guru Taman Tanak-Kanak (TK) inklusi. Desain penelitian ini adalah two-group pretest-posttest design. Partisipan dari penelitian ini adalah guru dari dua TK Negeri inklusi yang berbeda, yang dibagi menjadi kelompok kontrol (n=6) dan kelompok eksperimen (n=7). Pelatihan KASTURI berlangsung selama 5 hari dalam 1 sesi pembuka, 5 sesi materi, dan 1 sesi penutup. Topik yang dibahas dalam pelatihan in adalah konsep pendidikan inklusif, siswa berkebutuhan khusus, collaborative work, empati, dan Individualized Education Program (IEP). Untuk mengetahui efektivitas program pelatihan KASTURI, sikap guru diukur dengan menggunakan alat ukur the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) oleh Mahat (2008) dan diadaptasi untuk guru PAUD (Rizkiah & Kurniawati, 2019). Hasil analisis efek perbedaan skor pre-test dan post-test MATIES VI antara kelompok kontrol dan kelompok eksperimen menunjukkan perbedaan yang signifikan (p<0,05) antara kedua kelompok di semua komponen sikap guru, yaitu kognitif (p=0,000), afektif (p=0,008), dan konatif atau perilaku (p=0,000). Terdapat peningkatan skor yang signifikan pada kelompok eksperimen sesudah diberikan pelatihan pada komponen sikap kognitif (Mean Difference/MD=6,286; p<0,05), sikap afektif (MD=9,143; p<0,05) dan sikap konatif (MD=4,714; p<0,05). Hal ini menunjukkan bahwa program pelatihan KASTURI efektif untuk meningkatkan sikap positif guru TK terhadap pendidikan inklusif. Implikasi dari temuan ini dibahas dalam kaitannya dengan hasil penelitian- penelitian lain yang relevan dan saran bagi intervensi untuk guru TK inklusi di Indonesia.

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This study aimed to examine the effectiveness of the KASTURI (Positive Attitude of Inclusive Teachers) training program for inclusive kindergarten teachers. The study used a two-group pretest-posttest design. The participants were teachers from two different inclusive public kindergartens, divided into a control group (n = 6) and an experiment group (n = 7). The KASTURI training lasted for 5 days, which consisted of 1 opening session, 5 training sessions, and 1 closing session. Topics delivered in the training were related to the concept of inclusive education, students with special needs, collaborative work, empathy, and Individualized Education Programs (IEP). Teachers’ attitudes were measured by Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) by Mahat (2008), adapted for preschool teachers (Rizkiah & Kurniawati, 2019). Analysis on pre-test and post- test scores of MATIES VI between study groups showed significant difference (p <0.05) between the two in all three components of teacher’s attitudes, namely cognitive (p = 0.000), affective (p = 0.008), and conative or behavioral component (p = 0.000). Experiment group’s attitude scores increased significantly in the cognitive (Mean Difference / MD = 6.286; p <0.05), affective (MD = 9.143; p <0.05) and conative component ( MD = 4.714; p <0.05). These findings show that the KASTURI training program is effective in enhancing inclusive kindergarten teachers’ positive attitude towards inclusive education. The implications of these findings are discussed in relation with other relevant studies and intervention suggestions for inclusive kindergarten teachers in Indonesia."

"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."

"Penelitian ini bertujuan untuk mengukur efektivitas pelatihan mengenal siswa berkebutuhan khusus dalam menumbuhkan sikap positif calon guru PAUD dalam kontekspendidikan inklusif. Penelitian ini menggunakan within-subject one group pretest posttest design. Partisipan penelitian adalah mahasiswa PG-PAUD semester 7 di salah satu universitas di Jakarta (n=19). Pelatihan berlangsung selama 675 menit dengan topik anak berkebutuhan khusus dan pendidikan inklusif. Modul pelatihan dirancang berdasarkan hasil studi literatur, landasan teori, dan analisis kebutuhan. Sebagai langkah untuk mengetahui efektivitas program pelatihan, sikap calon guru diukur menggunakan Multidimentional Attitudes Toward Inclusive Education Scale (MATIES). Hasil uji signifikasi Wilcoxon Signed Rank menunjukkan bahwa terdapat perbedaan yangsignifikan pada sikap calon guru setelah pelaksanaan pelatihan (p=0,004). Terdapat beberapa faktor yang dapat menjelaskan efektivitas pelatihan dalam menumbuhkan sikappositif, diantaranya dilihat dari sudut pandang pembentukan sikap, strategi mengubah sikap, dan penggunaan experiential learning Kolb. Berdasarkan hasil uji statistik juga diketahui bahwa tidak terdapat perbedaan skor sikap yang signifikan setelah tiga minggupelaksanaan pelatihan (p=0,219). Faktor yang diduga menyebabkan belum efektifnya pelatihan dalam mempertahankan sikap positif calon guru diantaranya berkurangnya paparan terhadap anak berkebutuhan khusus setelah pelatihan, tidak diterapkannya strategi partisipasi aktif secara penuh selama pelatihan, dan proses penerapan daur belajar Kolb yang kurang ajeg. Temuan pada penelitian ini memberikan saran kepada peneliti selanjutnya untuk memberikan penguatan setelah pelaksanaan pelatihan.

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This study aimed to examine the effectiveness training of recognizing student with special needs in fostering positive attitudes pre-service teachers of early childhood education in inclusive education context. A within-subject one group pretest posttest was designed inthis study. Training was developed for the semester 7 pre-service teachers of early childhood education program at one of the universities in Jakarta (n=19). Trainingconsisted of a 675 minutes face to face training session comprising topics such as children with special needs and inclusive education. Training module was designed based on literature studies, the theoretical foundation, and need analysis. In order to know the effects of the training program, the pre-service teachers attitude was measured using the Multidimentional Attitudes Toward Inclusive Education Scale (MATIES). Wilcoxon Signed Rank significance test revealed that there are significant differences in the preservice teachers attitude after training (p=0,004). There are several factors that canexplain the effectiveness of training in fostering positive attitude, such as aspects of attitude formation, strategies to change attitudes, and the Kolbs experiential learning approach. The results of statistical tests also revealed that there are no significant differences in the pre-service teacherss attitude after three weeks of training (p = 0.219).Factors that might have caused the ineffectiveness of training in maintaining positive attitude, such as reduced exposure to children with special needs after the training, not implementing a full active participation strategy during training, and the lack of steadyimplementation of the Kolb learning cycle. These findings suggest that the future researcher also can consider to conduct strengthening after training program wasperformed."