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Abstrak :
Penelitian ini bersifat kualitatif untuk melihat manifestasi kuasa guru melalui tindak tuturnya saat mengajar di kelas. Yang menjadi permasalahan dalam penelitian ini adalah bagaimana guru memanifestasi kuasanya saat mengajar di kelas. Jawaban dicari dengan teknik pengamatan dan wawancara terhadap guru. Data yang dikumpulkan melalui teknik pengamatan dianalisis dalam tiga dimensi Analisis Wacana Kritis (AWK) dari Fairclough. Yang pertama adalah analisis deskriptif pada dimensi teks untuk melihat penggunaan kosakata, gramatika, dan struktur tekstual. Kemudian, data dianalisis pada tahap interpretasi untuk melihat dimensi praktik wacana. Terakhir, analisis pada tahap eksplanasi dilakukan untuk melihat manifestasi kuasa dalam dimensi praktik sosiokultural. Hasil penelitian menunjukkan bahwa guru memanifestasi kuasanya dan menyampaikan ideologinya secara terbuka, balk melalui kosakata, gramatika, maupun struktur tekstual. Namun, terkadang guru menyembunyikan manifestasi kuasanya dalam urutan kalimat yang diatur sedemikian rupa. Manifestasi kuasa dilakukan oleh guru dalam semua kegiatannya sclama proses belajar-mengajar di kelas. ......The purpose of this qualitative research is to see the manifestation of teacher's power through the speech act while they are teaching in the classroom. The specific question of this research is how a teacher manifests the power while he or she is teaching. The answer is found through an observation and interview. The data collected is analyzed in three dimensions of Fairclough's CDA (Critical Discourse Analysis). The first one is descriptive analysis in text dimension to see the use of vocabulary, grammar, and textual structure. Next is interpretive analysis in discourse practice dimension. Finally, the data is analyzed in sociocultural practice dimension. The result of the research shows that a teacher manifests the power and conveys his or her ideology openly through the use of vocabulary, grammar, and textual structure. However, sometimes he or she hides it in the order of sentences which are arranged specifically. The manifestation is conducted in almost all of the activities during teaching-learning process.

Abstrak :
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. ......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.

Abstrak :
Pelaksanaan pendidikan inklusif memberikan manfaat pada siswa berkebutuhan khusus untuk bisa mengembangkan keterampilan sosialnya guna mendukung proses belajarnya. Dukungan emosional guru memiliki peran penting untuk mengembangkan keterampilan sosial siswa, namun kedua hal tersebut akan semakin kuat hubungannya apabila guru memiliki sikap yang positif terhadap pendidikan inklusif. Penelitian ini bertujuan untuk untuk melihat peran sikap guru terhadap pendidikan inklusif memoderasi hubungan dukungan emosional guru dan keterampilan sosial siswa berkebutuhan khusus di sekolah dasar inklusif (N = 374). Penelitian ini dilakukan dengan metode kuantitatif. Alat tes yang digunakan adalah Multidimensional Attitudes toward Inclusive Education Scale Versi Indonesia (MATIES VI) untuk mengukur sikap guru, kuesioner dukungan emosional guru, dan Social Skills Improvement System (SSIS) form guru untuk keterampilan sosial siswa berkebutuhan khusus. Hasil penelitian menemukan bahwa setiap komponen sikap guru tidak signifikan memoderasi hubungan dukungan emosional guru dan keterampilan sosial siswa berkebutuhan khusus.

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The implementation of inclusive education benefits students with special needs to be able to develop their social skills to support their learning process. Teacher emotional support has an important role in developing students social skills, but the two things will be stronger if the teacher has a positive attitude towards inclusive education. This study aims to look at the role of teacher attitudes towards inclusive education moderate the relationship between teacher emotional support and social skills of students with special needs in inclusive primary schools (N = 374). This research was conducted by quantitative methods. The test instrument used is the Multidimensional Attitudes toward the Indonesian Version of Inclusive Education Scale (MATIES VI) to measure teacher attitudes, teacher emotional support questionnaires, and the Social Skills Improvement System (SSIS) teacher form for social skills of students with special needs. The results found that each component of the teachers attitude did not significantly moderate the relationship between the emotional support of the teacher and the social skills of students with special needs.