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Abstrak :
Penelitian ini bertujuan untuk mengetahui hubungan sikap terhadap pendidikan inklusif dan strategi pengajaran guru SMP Negeri Inklusif ditinjau dari kelompok mata pelajaran Ujian Nasional (n=56) dan non-­Ujian Nasional (n=57). Penelitian kuantitatif ini menggunakan MATIES (Mahat, 2008) untuk mengukur sikap terhadap pendidikan inklusif dalam komponen kognitif, afektif, dan perilaku. Alat ukur BCSQ (Bender, 1992) untuk mengukur strategi pengajaran keseluruhan, individual, dan kognitif di kelas inklusif. Hasil penelitian menunjukkan adanya korelasi positif dan signifikan pada komponen perilaku (sikap) dengan strategi pengajaran keseluruhan dan individual yang dilakukan guru UN dan non-­UN. Artinya, ketika kedua kelompok memiliki kesediaan untuk melakukan tindakan yang mendukung siswa berkebutuhan khusus di kelas inklusif, maka semakin sering guru menggunakan strategi pengajaran yang beragam, dan yang mengorganisasikan materi pelajaran sesuai kemampuan dan minat siswa. Hasil perbandingan variabel sikap antara kedua kelompok guru diketahui terdapat perbedaan signifikan pada komponen afektif, yaitu guru non-­UN memiliki perasaan yang cenderung positif sebaliknya guru UN memiliki perasaan yang cenderung negatif terhadap pendidikan inklusif. Perbandingan strategi pengajaran antara guru UN dan non-­UN tidak ada perbedaan yang signifikan, dimana keduanya sama-­sama sering menggunakan strategi pengajaran keseluruhan, individual, dan kognitif. Berdasarkan hasil tersebut, pemerintah dan sekolah inklusif disarankan mengadakan pelatihan bagi guru.

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This study aimed to determine the relationship between attitude towards inclusive education and teaching strategy of inclusive public junior high school teacher based on National Exam (n=56) and non-­National Exam (n=57) subject group. This quantitative study uses MATIES (Mahat, 2008) to measure the attitude in three components: cognitive, affective, and behavior. And BCSQ uses (Bender, 1992) to measure the three types of teaching strategy: total score, individualized, and cognitive that used by teachers. The results showed that there is a significant positive correlation for behavior component of attitude with total score and individualized teaching strategy in both groups. That is, when both groups have willingness to take action that support students with special needs in inclusive classrooms, so teachers more often use variety of teaching strategies and organizing subject matter according to ability and interest of each student. In addition, there are significant difference of affective component of attitudes between National Exam and non-­National Exam subject teacher. Its mean that non-­National Exam subject have more positive attitude towards inclusive besides another have more negative attitude. The comparison between both groups in teaching strategies showed no significant difference. Its mean that, both groups equally often use total score, individualized, and cognitive teaching strategies in inclusive classroom. Based on these results, government and inclusive schools are suggested to held training for teachers.

Abstrak :
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.

Abstrak :
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.