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"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."

"Sikap dan dukungan instruksional yang diberikan oleh guru kepada anak berkebutuhan khusus merupakan faktor penting dalam keberhasilan pendidikan inklusif. Penelitian ini bertujuan 1 untuk melihat hubungan antara sikap dan dukungan instruksional guru, dan 2 melihat dukungan instruksional pemahaman konten, analisis pemecahan masalah, dan kualitas umpan balik seperti apa yang diberikan guru. Penelitian ini merupakan penelitian kuantitatif dan kualitatif. 40 guru SDN Inklusif diminta mengisi kuesioner MATIES_VI, dan kuesioner dukungan instruksional, dan mengikuti proses perekaman video. Hasil penelitian menunjukkan adanya hubungan signifikan antara sikap dan dukungan instruksional guru terhadap anak berkebutuhan khusus. Artinya, semakin positif sikap guru terhadap anak berkebutuhan khusus maka semakin tinggi dukungan instruksional yang diberikan oleh guru kepada anak berkebutuhan khusus ketika proses belajar mengajar di kelas inklusif. Hasil observasi melalui rekaman video menunjukkan bahwa komponen pemahaman konten dari dukungan instruksional sering diberikan oleh guru ketika proses belajar mengajar di kelas inklusif, daripada kedua komponen dukungan instruksional lainnya analisis pemecahan masalah dan kualitas umpan balik. Penelitian ini menyarankan adanya pelaksanaan pelatihan pendidikan inklusif bagi guru secara berkelanjutan, terutama pada pemberian dukungan instruksional guru.

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Teachers' attitudes and teachers' instructional support to special educational needs SEN students is one of the important factors in the success of inclusive education. The purposes of this research were 1 to examine the relationship between teachers' attitude and their instructional support, and 2 to examine teachers' instructional support content understanding, analysis problem solving, and quality of feedback given in the class.

This research were quantitative and qualitative study. 40 primary school teachers were given MATIES VI scale, and instructional support questionnaire, and involved in video recording.

The results have revealed that there is a significant correlations between teachers' attitudes and their instructional support towards SEN students. It means that the more positive the teachers' attitude towards SEN student, the higher the instructional support given in inclusive classrooms.

The observation revealed that the content understanding of the teachers' instructional support is frequently given by the teachers when teaching in inclusive classrooms, rather than the two other components of the teachers' instructional support analysis problem solving, and quality of feedback . This study suggest the implementation of sustained training programs on inclusive education for teachers, especially providing instructional support."

"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."

"Penelitian ini bertujuan untuk menguji model teoritik pengaruh mediasi dukungan sosial teman sebaya pada pengaruh keterampilan sosial terhadap konsep diri akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Konsep diri akademik siswa diukur dengan menggunakan Academic Self-Concept Questionnaire ASCQ . Keterampilan sosial diukur dengan menggunakan alat ukur Social Skills Improvement System SSIS . Dukungan sosial diukur dengan menggunakan alat ukur Social Support Questionnaire for Children SSQC . Partisipan dalam penelitian ini adalah siswa berkebutuhan khusus di sekolah dasar inklusif N=292 di lima wilayah Kota DKI Jakarta. Hasil penelitian menunjukkan bahwa dukungan sosial memediasi pengaruh keterampilan sosial terhadap konsep diri akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Hasil ini menunjukkan bahwa keterampilan sosial memengaruhi konsep diri akademik siswa melalui dukungan sosial yang diberikan teman sebaya pada siswa berkebutuhan khusus di sekolah dasar inklusif. Akan tetapi dukungan sosial hanya memediasi secara parsial, dimana keterampilan sosial tetap kuat dan signifikan memengaruhi konsep diri akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Hasil penelitian ini menyarankan agar keterampilan sosial siswa dan dukungan sosial teman sebaya menjadi fokus utama pihak sekolah dalam membentuk konsep diri akademik yang positif bagi siswa berkebutuhan khusus di sekolah dasar inklusif. Kata kunci: konsep diri akademik, keterampilan sosial, dukungan sosial, siswa berkebutuhan khusus, sekolah dasar inklusif.

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The aim of this study was to examine the theoretical model of mediation of social support on the effect of social skills on academic self concept of students with special needs in inclusive primary schools. Students rsquo academic self concept was measured by Academic Self Concept Questionnaire ASCQ . Social skills was measured by Social Skills Improvement System SSIS . Social support was measured by Social Support Questionnaire for Children SSQC . Participants in this study were students with special needs in inclusive primary schools N 292 who studied at primary inclusive schools in five areas of DKI Jakarta Province. The results showed that social support mediate the effect of social skills on academic self concept of students with special needs in inclusive primary schools. These results indicated that social skills affects academic self concept of students with special needs in inclusive primary schools through social support. However, social support only mediate partially, it means that social skills remains strong and significantly affect the academic self concept of students with special needs in inclusive primary schools. These findings suggest that students rsquo social skills and peers rsquo social support should be the primary focus of the school personnel in order to improve positive academic self concept of students with special needs in inclusive primary schools. Keywords academic self concept, social skills, social support, students with special education needs, inclusive primary school."

"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."

"Penelitian ini bertujuan untuk menguji model teoritik pengaruh mediasi keterampilan sosial siswa pada pengaruh keterlibatan orang tua terhadap prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Prestasi akademik siswa diukur dengan menggunakan Scale of Perceived Academic Achievement SPAA dan skala kompetensi akademik dari alat ukur Social Skills Improvement System SSIS . Keterlibatan orang tua diukur dengan menggunakan alat ukur Family Involvement Questionnaire FIQ . Keterampilan sosial diukur dengan menggunakan skala keterampilan sosial parents dan teachers form dari alat ukur SSIS. Partisipan dalam penelitian ini adalah orang tua dari siswa berkebutuhan khusus di sekolah dasar inklusif N=365 dan guru kelas N=210 yang mengajar siswa berkebutuhan khusus di sekolah dasar negeri dan swasta inklusif di lima wilayah Kota DKI Jakarta. Hasil penelitian menunjukkan bahwa keterampilan sosial memediasi pengaruh keterlibatan orang tua terhadap prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Hasil ini menunjukkan bahwa keterlibatan orang tua memengaruhi prestasi akademik siswa melalui keterampilan sosial yang dimiliki siswa berkebutuhan khusus di sekolah dasar inklusif. Akan tetapi keterampilan sosial hanya memediasi secara parsial, yakni keterlibatan orang tua tetap kuat dan signifikan memengaruhi prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Hasil penelitian ini menyarankan agar keterlibatan orang tua dan keterampilan sosial siswa menjadi fokus utama pihak sekolah dalam meningkatkan dan mengoptimalkan prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif.

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The aim of this study was to examine the theoretical model of mediation of students social skills on the effect of parental involvement on academic achievement of students with SEN in inclusive primary schools. Students academic achievement was measured by Scale of Perceived Academic Achievement SPAA and academic competence scale of Social Skills Improvement System SSIS . Parental involvement was measured by Family Involvement Questionnaire FIQ . Students social skills was measured by social skills scale parents and teachers form of SSIS. Participants in this study were parents of students with SEN in inclusive primary schools N 365 and classroom teachers N 210 who taught students with SEN in public and private primary inclusive schools in five areas of DKI Jakarta Province. The results showed that social skills mediate the effect of parental involvement on academic achievement of students with SEN in inclusive primary schools. These results indicated that parental involvement affects academic achievement of students with SEN in inclusive primary schools through students social skills. However, social skills only mediate partially, it means that parental involvement remains strong and significantly affect the academic achievement of students with SEN in inclusive primary schools. These findings suggest that parental involvement and students social skills should be the primary focus of the school personnel in order to improve and optimize the academic achievement of students with SEN in inclusive primary schools."

"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."

"Penelitian ini dilakukan untuk mengetahui hubungan mindfulness dan perceived school adjustment guru terhadap siswa berkebutuhan khusus di sekolah inklusif. Terdapat dua alat ukur yang digunakan dalam penelitian ini. Variabel mindfulness diukur menggunakan Mindfulness Attention Awarenes Scale (MAAS; Brown & Ryan, 2003) yang diisi oleh 70 guru. School adjustment dari siswa berkebutuhan khusus diukur menggunakan Short Form Teacher Rating Scale of School Adjustment (SFTRSSA; Betts & Rottenberg, 2007) yang telah diadaptasi oleh Yani (2013), dan diisi oleh guru pada 98 siswa. Dari hasil penelitian ini diperoleh kesimpulan bahwa tidak terdapat hubungan yang signifikan antara mindfulness guru dan perceived school adjustment siswa berkebutuhan khusus (r = -0.009; p < 0.05). Dengan demikian, tingkat mindfulness yang dimiliki oleh guru tidak dapat memprediksi school adjustment siswa berkebutuhan khusus di sekolah dasar inklusif.

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The purpose of this study was to find out the relationship between teachers` mindfulness and perceived school adjustment of students with special needs in inclusive schools. There were two instruments used in this study. Teachers` mindfulness was measured using the Mindfulness Attention Awareness Scale (MAAS; Brown & Ryan, 2003) completed by 70 teachers. School adjustment of special needs students was measured using the Short Form Teacher Rating Scale of School Adjustment (SFTRSSA; Betts & Rottenberg, 2007) that has been adapted by Yani (2013), and rated by the teachers for 98 students.

Pearson Correlation analysis result showed that there is no significant relationship between teachers` mindfulness teacher and perceived school adjustment of special needs students (r = -0.009; p < 0.05). That means, teacher`s mindfulness couldn`t predict perceived school adjustment of special needs student at inclusive elementary school."

"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."

"Fenomena bullying pada anak berkebutuhan khusus di sekolah dasar inklusif cukup menghawatirkan. Hal tersebut dapat disebabkan karena kurangnya keterampilan kerjasama yang dimiliki anak berkebutuhan khusus. Keterampilan kerjasama diasumsikan memiliki hubungan dengan kualitas pertemanan pada anak berkebutuhan khusus. Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat hubungan antara keterampilan kerjasama dan kualitas pertemanan pada anak berkebutuhan khusus di sekolah dasar inklusif. Penelitian yang bersifat korelasional ini menggunakan sampel anak berkebutuhan khusus yang bersekolah di sekolah dasar inklusif negeri maupun swasta dengan rentang usia middle childhood atau 6-12 tahun sebanyak 108 partisipan. Instrumen penelitian yang digunakan adalah Social Skills Improvement System Gresham Elliot, 2008 dan Friendship Quality Questionaire Parker Asher, 1993. Hasil analisis korelasional keterampilan kerjasama dan kualitas pertemanan menunjukkan hubungan yang positif dan signifikan. Dengan kata lain, semakin tinggi keterampilan kerjasama anak berkebutuhan khusus, maka akan semakin tinggi pula kualitas pertemanan yang dimiliki. Selain itu, terdapat perbedaan yang signifikan pada keterampilan kerjasama dan kualitas pertemanan berdasarkan jenis kelamin. Hasil analisis menunjukkan bahwa anak perempuan memiliki keterampilan kerjasama dan kualitas pertemanan yang lebih tinggi daripada anak laki-laki. Orang tua dan guru di sekolah dasar inklusif disarankan untuk mengembangkan keterampilan kerjasama guna meningkatkan kualitas pertemanan anak berkebutuhan khusus.

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The rate of bullying against children with special needs in inclusive primary schools is highly alarming. Children with special needs are at greatest risk of being bullied because they typically lack of cooperation skills. It is assumed that cooperation skills would determine the quality of friendship in children with special needs.The purpose of this study is to examine whether there is a correlation between cooperation skills and the quality of friendship in children with special needs in in inclusive primary schools. This correlational study used a sample of children with special needs who attend inclusive primary schools. They were in middle childhood, aged 6 to 12 years. In total, 108 participants were involved for this study. Social Skills Improvement System Gresham Elliot, 2008 and Friendship Quality Questionaire Parker Asher, 1993 were used as research instruments.

The findings of this study indicate that there is a positive and significant correlation between cooperative skills and the quality of friendship in children with special needs. In other words, it appears that higher cooperation skills lead to a high quality friendship in special needs children. Moreover, this study found that cooperation skills and the quality of friendship in special needs children would vary significantly by gender. Girls reported to have better cooperation skills, thus having a higher quality of friendship than boys.The results advocate that developing cooperation skills for children with special needs is important because it helps them build friendships in an inclusive environment. They provide an insight to parents and teachers in inclusive primary schools that these cooperations skills should be reinfornced to maintain quality of friendship in children with special needs. "