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"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."

"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."

"Pelaksanaan pendidikan inklusif merupakan sebuah tantangan bagi guru karena guru harus dapat mengakomodasi kebutuhan belajar siswa reguler dan siswa berkebutuhan khusus. Penelitian ini bertujuan untuk mengetahui hubungan antara sikap terhadap pendidikan inklusif dan dukungan emosional guru, serta memeroleh gambaran dukungan emosional guru di SD Negeri inklusif Depok N = 40. Penelitian ini dilakukan dengan metode kuantitatif dan kualitatif. Metode kuantitatif menggunakan MATIES VI dan kuesioner dukungan emosional, sedangkan metode kualitatif dengan observasi melalui rekaman video. Hasil penelitian menemukan adanya hubungan yang signifikan antara sikap guru terhadap pendidikan inklusif dan dukungan emosional guru. Diketahui pula bahwa perilaku dukungan emosional guru yang lebih sering muncul yaitu pada dimensi iklim positif.

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The implementation of inclusive education creates challenges for teachers who have to be able to accommodate learning needs of students with and without special educational needs SEN . The aims of this study were to investigate the correlation between teachers rsquo attitudes towards inclusive education and their emotional supports and to obtain the overview of teachers rsquo emotional supports on public primary inclusive schools in Depok N 40.

This study were conducted by quantitative and qualitative methods. Quantitative method using the MATIES VI and the emotional supports scale, and qualitative method using observation with video recording.

This study revealed that teachers rsquo attitudes towards inclusive education were related to their emotional supports. It was also found that teachers more frequently provide emotional supports on positive climate dimension."

"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 sikap terhadap pendidikan inklusif dan strategi pengajaran guru SMA inklusif (n=70) dan SMK inklusif (n=70). Penelitian kuantitatif ini menggunakan MATIES VI (Mahat, 2008) untuk mengukur sikap guru dan BCSQ VI (Bender, 1988) untuk mengukur strategi pengajaran yang digunakan guru. Hasil penelitian menunjukkan bahwa tidak ada perbedaan yang signifikan pada komponen sikap terhadap pendidikan inklusif antara guru SMA inklusif dan SMK inklusif. Adapun guru SMK inklusif diketahui lebih banyak menggunakan strategi pengajaran yang menunjang pendidikan inklusif dan diferensiasi strategi daripada guru SMA inklusif. Selain itu, terdapat korelasi positif yang signifikan antara komponen perilaku sikap terhadap pendidikan inklusif dan strategi pengajaran pada guru SMA inklusif maupun SMK inklusif. Artinya, semakin positif perilaku guru terhadap pendidikan inklusif, maka semakin sering dan bervariasi strategi pengajaran yang digunakan guru. Berdasarkan hasil penelitian ini, sekolah inklusif disarankan mengadakan pelatihan bagi guru, terutama mengenai pengajaran siswa berkebutuhan khusus.

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This study aimed to determine the correlation of teachers? attitudes towards inclusive education and teaching strategies in inclusive high school (n=70) and vocational school (n=70). This quantitative study uses MATIES VI (Mahat, 2008) to measure the attitudes and BCSQ VI (Bender, 1988) to measure the teaching strategies used by teachers.

The results showed that there was no significant difference in attitude between inclusive high school and vocational school teachers. The inclusive vocational school teachers known to use more teaching strategies that support inclusive education and differentiation strategies rather than inclusive high school teachers.

In addition, there is a significant positive correlation between behaviour component of attitudes toward inclusive education and teaching strategies in inclusive high school and vocational school teachers. That is, the more positive behaviour of teachers towards inclusive education, the more frequent teaching strategies used by teacher. Based on these results, inclusive schools are suggested to held training for teachers, especially about teaching students with special needs."

"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."

"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."

"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.

"

"Penelitian ini bertujuan untuk mengukur sikap guru terhadap pendidikan inklusif dan penggunaan strategi yang efektif dalam mendukung interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Partisipan dalam penelitian ini terdiri dari 40 orang guru yang berasal dari sekolah dasar negeri inklusif di Depok. Partisipan diberikan dua buah kuesioner, masing-masing mengukur sikap guru dan strategi guru dalam interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Observasi melalui video dilakukan untuk melihat strategi apa sajakah yang digunakan oleh guru dalam mendukung interaksi sosial tersebut. Hasil penelitian menunjukkan bahwa guru memiliki sikap positif dan penggunaan strategi yang tinggi dalam mendukung interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Hasil penelitian juga menunjukkan bahwa terdapat hubungan yang signifikan antara sikap dan strategi guru tersebut. Hasil perhitungan analisa multiple regression menunjukkan bahwa setiap komponen sikap kognitif, afektif, dan perilaku , dapat memprediksi secara signifikan varians strategi guru dengan persentase yang cukup besar. Data yang berasal dari analisa rekaman video menunjukkan bahwa terdapat sedikit penggunaan strategi oleh guru. Pelatihan guru mengenai siswa berkebutuhan khusus dan keterampilan penggunaan strategi direkomendasikan untuk mendukung guru dalam menghadapi seting pendidikan inklusif.

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This study is aimed to measure teachers'attitudes towards inclusive education, and their usage of effective strategies in supporting special education needs students and peer's interaction. Participants of this study were forty classroom teachers, drawn from inclusive primary schools in Depok. Teachers responded to two questionnaires, indicating their attitudes towards inclusive education, and the questionnaire focused on the teachers'strategies supporting special education needs students and peer's social interaction. Observation using video recording was carried out in order to capture what strategies teachers used in facilitating interaction amongst student in the classroom.

The results revealed that teachers held positive attitudes towards inclusive education, also have high score on using their strategies. The results also showed the strong correlation between teachers'attitudes and their strategies. The results of multiple regression calculation showed that each component of attitudes cognitive, affective, and behavioral can significantly predict the variance of teachers'strategies with a considerable percentage. The data taken from the video recording analysis, however indicated that teachers used less effective strategies to support interaction. Teachers' training covering knowledge about SEN students and skills on teaching strategies are recommended to support teachers for better practices in an inclusive educational setting."

"Keberhasilan pendidikan inklusif di Indonesia tidak hanya dipengaruhi oleh sikap melainkan juga oleh strategi pengajaran yang dilakukan oleh guru. Penelitian korelasional ini menggunakan alat ukur sikap MATIES (Multidimensional Attitude Toward Inclusive Education Scale) yang mengukur sikap berdasarkan komponennya yaitu kognitif, afektif, dan konatif serta alat ukur strategi pengajaran yaitu BCSQ (Bender Classroom Structure Questionnaire) yang memiliki tiga macam strategi pengajaran yaitu total score, strategi pengajaran individual, dan strategi pengajaran kognitif. Penelitian ini dilakukan terhadap 140 orang guru sekolah dasar inklusif di daerah Jabodetabek. Guru dikelompokan berdasarkan lama mengajarnya yaitu kelompok guru senior dan kelompok guru junior. Analisis hasil dilakukan dengan Pearson correlation untuk melihat korelasi yang signifikan dan independent sample t-test untuk melihat perbedaan masing-masing variabel. Hasil korelasi yang didapat menunjukkan bahwa, pada kelompok guru senior, tidak semua komponen sikap berkorelasi dengan strategi pengajaran. Di sisi lain, pada kelompok guru junior, semua komponen sikap ditemukan berkorelasi dengan semua strategi pengajaran. Hasil korelasi yang didapat berarti semakin positif suatu komponen sikap maka guru semakin sering menggunakan variasi strategi pengajaran. Terkait perbedaan sikap antara kedua kelompok, komponen sikap yang ditemukan berbeda adalah komponen kognitif. Untuk strategi pengajaran, perbedaan antara kedua kelompok terjadi pada strategi pengajaran kognitif. Hasil penelitian ini mengindikasikan adanya kebutuhan pelatihan bagi guru untuk meningkatkan sikap dan strategi pengajaran mereka.

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The success of inclusive education in Indonesia not only affected with teachers' attitudes toward inclusive education but also with teachers teaching strategy. This correlational research is using MATIES (Multidimensional Attitudes Toward Inclusive Education Scale) which measure attitude based on cognitive, affective, and connative components. For teaching strategies, the instrument that has been used is BCSQ (Bender Classroom Structure Questionnaire) which has three kinds of teaching strategies: total score, individual instruction, and cognitive strategy instruction. This study is conducted on 140 inclusive primary school teachers in the Jabodetabek area. Teachers were grouped based on the years of teaching experiences, senior teachers group and junior teachers group. Pearson correlation is used to examine the significant correlations and independent sample t-test is used to see the difference of each variable.

The results show that in the group of senior teachers, not all of attitudes component were correlated with teaching strategies whereas, in the group of junior teachers, all components were found to be correlated with all of teaching strategies. This correlation means teachers with more positive attitudes will have a more frequent teaching strategy. For different attitudes between the two groups, cognitive component is found to be different in both groups of participants. In addition, cognitive teaching strategy is also found to be different component between two groups. This research indicate that there is a need for teacher training in both groups to encourage their attitudes and their teaching strategies."