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"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 dilakukan untuk mengetahui hubungan antara sikap guru terhadap pendidikan inklusif dengan peer acceptance siswa reguler terhadap anak berkebutuhan khusus di sekolah dasar inklusif negeri. Sikap guru pada konteks pendidikan inklusif didefinisikan sebagai kecenderungan dalam memberikan respon terhadap anak berkebutuhan khusus baik secara kognitif, afektif, dan perilaku (Mahat, 2008). Peer acceptance didefinisikan sebagai sejauh mana individu mampu diterima secara sosial oleh kelompok teman sebayanya (Berk, 2007). Penelitian ini dilakukan pada 11 sekolah dasar inklusif negeri di sekitar Jakarta, Depok, dan Bogor. Total responden penelitian ini adalah 50 guru dan 482 siswa reguler laki-laki dan perempuan kelas 4, 5, dan 6 SD. Penelitian ini menggunakan alat ukur Multidimentional Attitudes Towards Inclusive Education versi Indonesia (MATIES-VI) dari Mahat (2008) dan Peer Acceptance Scale (PAS) dari Piercy, Wilto dan Townsend (2002, dalam Jenkins & Lloyd, 2010). Teknik unit analisis kelas digunakan dalam penelitian ini dengan merata-ratakan skor siswa reguler dan mengorelasikannya dengan skor guru. Hasil penelitian menunjukkan bahwa tidak terdapat hubungan yang signifikan antara sikap guru terhadap pendidikan inklusif dengan peer acceptance siswa reguler terhadap anak berkebutuhan khusus di sekolah dasar inklusif negeri (r=-0.196, p<0,05). Artinya, sikap guru yang positif tidak selalu diikuti oleh penerimaan teman sebaya oleh siswa reguler yang positif terhadap siswa berkebutuhan khusus.

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This research was conducted to find the relationship between teacher`s attitude towards inclusive education with regular student`s peer acceptance towards student with special needs in inclusive public primary school. The teacher`s attitude in the context of inclusive education is defined as a tendency to respond to children with special needs both cognitive, affective, and behavioral (Mahat, 2008). Peer acceptance is defined as a degree to which an individual is able to be accepted socially by a group of peers (Berk, 2007).

This study was conducted in 11 inclusive public primary schools in Jakarta, Depok, and Bogor. Total respondents of this study were 50 teachers and 482 regular students boys and girls grade 4th, 5th, and 6th.

This study uses Multidimentional Attitudes Towards Inclusive Education Indonesian version (MATIES-VI) by Mahat (2008) and Peer Acceptance Scale (PAS) by Piercy, Wilto and Townsend (2002, in Jenkins & Lloyd, 2010). Unit analysis of class is used in this study by averaging the scores of regular student`s score and correlate it with the teacher`s scores.

The results showed that there was no significant relationship between the teacher`s attitudes towards inclusive education with regular students peer acceptance of children with special needs in inclusive public primary schools (r = -0196, p <0.05). It means, positive teacher`s attitude is not always following by positive regular student`s peer acceptance towards student with special needs."

"Pendidikan inklusi memberikan kesempatan kepada siswa berkebutuhan khusus untuk menerima kualitas pendidikan yang sama dengan siswa reguler pada umumnya. Akan tetapi, dalam pelaksanaannya masih terdapat beberapa hambatan. Penelitian ini bertujuan untuk mengetahui hubungan antara sikap guru dan peer acceptance siswa reguler terhadap siswa berkebutuhan khusus di Sekolah Dasar Inklusif Swasta. Penelitian diikuti oleh guru kelas (N=45) dan siswa reguler (N=294) kelas 4, 5 dan 6. Alat ukur yang digunakan dalam penelitian ini adalah Multidimentional Attitude toward Inclusive Education (MATIES) dan Peer Acceptance Scale (PAS). Hasil penelitian menunjukkan bahwa tidak terdapat hubungan yang signifikan antara sikap guru dan peer acceptance siswa reguler terhadap siswa berkebutuhan khusus di Sekolah Dasar Inklusif Swasta. Namun, ditemukan bahwa dari sikap guru komponen kognitif memiliki hubungan yang signifikan dengan peer acceptance siswa reguler terhadap siswa berkebutuhan khusus di Sekolah Dasar Inklusif Swasta. Juga, tidak ditemukan perbedaan sikap guru antara guru yang memiliki pengalaman mengajar kurang dari 6 tahun dan guru yang memiliki pengalaman mengajar lebih dari 6 tahun.

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Inclusive education provides the opportunity for students with special needs to receive the same quality of education to regular students in general. However, in practice there are still some obstacles. This study aims to determine the relationship between teacher attitude and peer acceptance of regular students towards student with special needs in inclusive private primary school. The study followed by classroom teachers (N = 45) and regular students (N = 294) of grade 4, 5 and 6. The measuring instrument used in this study is Multidimentional Attitude toward Inclusive Education (MATIES) and Peer Acceptance Scale (PAS).

The results showed that there was no significant relationship between teacher attitude and peer acceptance of regular students towards student with special needs in Inclusive Private Primary School. However, it was found that the cognitive component of teacher attitudes have a significant relationship with peer acceptance of regular students towards student with special needs in Inclusive Private Primary School. As well, there was no difference in the attitudes of teachers among teachers who have teaching experience less than 6 years and teachers who have teaching experience more than 6 years."