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Abstrak :
The Meiji restoration indicated an early process of modernization in Japan, a major political, economic, and social change that took place rapidly in the second half of the 19th century, by which Japanese society was transformed into the modern one. This process of modernization continued up to the end of Pacific War when Japan was defeated by the allied forces. In the post war era, Japan rushed to catch up with the industrialized west by focusing on her industrial and economic development. Consequently, less than two decades Japan has become a rich country. Even though Japan has been an advanced and modern country, and accepted modern culture of the west and developed advanced industries based on what she has learned, she has at the same time, maintained her own culture, that has many characteristics, like: multi-layered, homogeneity, Japanization, and pragmatism. These features can be seen in religion too. Buddhism is absorbed side by side with Shinto and the two religions become harmoniously interwoven in the lives of the Japanese. This phenomenon strengthens folk religion, an indigenous primitive religion into which elements from Shinto, Buddhism, Taoism, Confucianism and other religions have been grafted and is expressed in the daily ritual and matsuri. Among them is the 0-Bon Matsuri. 0-Bon Marsuri is a part of ancestor worship, observed between 13-15th day of the seventh month, by placing offerings on the bondana and by otherwise seeking to please the ancestral spirits. For contemporary Japanese people, this observance has many functions, such as: to fulfill basic human needs, to strengthen solidarity among family groups, to be recreational event, and to break monotonous. That's why the phenomenon changes from religious ceremony to social custom.

Abstrak :
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.