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"Penerimaan teman sebaya di Madrasah Ibtidaiyah Inklusif merupakan hal paling dasar yang perlu untuk dikembangkan karena akan menumbuhkan interaksi sosial yang positif antara siswa reguler terhadap siswa berkebutuhan khusus sehingga tujuan pendidikan inklusif untuk menghilangkan diskriminasi dapat tercapai. Penelitian ini akan menguji faktor-faktor yang dapat menumbuhkan penerimaan teman sebaya di Madrasah Ibtidaiyah Inklusif. Ada 3 faktor yang diuji yaitu strategi pengajaran, teacher self-efficacy dan persepsi guru terhadap dukungan sekolah. Partisipan adalah 41 guru dan 930 siswa Madrasah Ibtidaiyah Inklusif di Indonesia. Penelitian ini menggunakan alat ukur TEIP, strategi interaksi sosial, PSSIE, dan PAS. Hasil analisis regresi menunjukan bahwa teacher self-efficacy dan strategi pengajaran memediasi secara serial pada hubungan persepsi guru terhadap dukungan sekolah dan penerimaan teman sebaya (a1d21b2=0.0079, LLCI=0,004, ULCI=0.0117). Meskipun demikian efek langsung dan efek tidak langsung yang terjadi tidak berbeda jauh (C=0.0782, C’=0.0778).

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Peer acceptance in Madrasah Ibtidaiyah Inclusive is the most basic thing that needs to be developed because it will foster positive social interaction between regular students and students with special needs so that the goal of inclusive education to eliminate discrimination can be achieved. This study will examine the factors that can foster peer acceptance at Madrasah Ibtidaiyah Inclusive. There are 3 factors tested, namely teaching strategies, teacher self-efficacy and teacher perceptions of school support. The participants were 41 teachers and 930 students of Inclusive Madrasah Ibtidaiyah in Indonesia. This study uses the TEIP, social interaction strategy, PSSIE, and PAS measurement tools. The results of the regression analysis showed that teacher self-efficacy and teaching strategies mediated serially the relationship between teachers' perceptions of school support and peer acceptance (a1d21b2=0.0079, LLCI=0.004, ULCI=0.0117). However, the direct and indirect effects were not much different (C=0.0782, C'=0.0778)."

"Penelitian ini bertujuan untuk mengetahui pengaruh dari strategi pengajaran guru terhadap penerimaan teman sebaya siswa normal pada siswa berkebutuhan khusus di SD negeri inklusif dan SD swasta inklusif dengan n=73 unit analisis kelas. Penelitian ini dilakukan pada 10 SD negeri inklusif dan 8 SD swasta inklusif di Jakarta, Depok dan Bogor. Penelitian ini menggunakan Bender Classroom Structure Questions Versi Indonesia (BCSQ-VI) untuk mengukur strategi pengajaran dan Peer Acceptance Scale (PAS) untuk mengukur penerimaan teman sebaya. Hasil analisis regresi menunjukan bahwa strategi pengajaran mempunyai pengaruh terhadap penerimaan teman sebaya siswa normal pada siswa berkebutuhan khusus di SD negeri inklusif (R=0,342, p<0,05). Hasil yang berbeda ditemukan di SD swasta inklusif, strategi pengajaran di SD swasta inklusif tidak berpengaruh secara signifikan terhadap penerimaan siswa normal pada siswa berkebutuhan khusus (R=0,337, p>005). Hasil perbandingan strategi pengajaran di SD negeri inklusif dan SD swasta inklusif menunjukan hasil yang tidak signifikan. Tidak ada perbedaan strategi pengajaran di SD negeri inklusif dan SD swasta inklusif. Hasil yang sama terlihat pada perbandingan penerimaan teman sebaya siswa normal terhadap siswa berkebutuhan khusus di SD negeri inklusif dan SD swasta inklusif. Tidak ada perbedaan penerimaan teman sebaya siswa normal terhadap siswa berkebutuhan khusus di SD negeri inklusif dan SD swasta inklusif.

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The purpose of this study was to determine effects of teacher’s strategy on students peer acceptance toward disability students in inclusive public and private elementary school with n=73 class unit class analysis. This study was conducted in 10 inclusive public elementary school and 8 inclusive private elementary school in Jakarta, Depok and Bogor. This study uses measuring instruments Bender Classroom Structure Question Version Indonesian (BCSQ) to measure teaching strategy and Peer Acceptance Scale to measure peer acceptance.

Results from regression analysis found that there is significant effect of teaching strategy on students peer acceptance in inclusive public elementary school (R=0,342, p<0,05). Different result found in inclusive private elementary school, there is no significant effect of teaching strategy on students peer acceptance in inclusive private elementary school (R=0,337, p>005).

The comparative of teaching strategy in inclusive public elementary school and inclusive private elementary school found the results no significant different. Further, the comparative of peer acceptance in inclusive public elementary school and inlusive private school found the results that no significant different."

"Penelitian ini bertujuan untuk mengetahui hubungan antara self efficacy dan burnout guru dalam mengajarkan pendidikan kesehatan reproduksi pada siswa berkebutuhan khusus di sekolah dasar inklusif. Pengukuran self efficacy menggunakan alat ukur yang telah dikembangkan, yaitu Norwegian Teacher Self Efficacy for Reprodutive Health Education Scale (NTSES-RHE) dan pengukuran burnout menggunakan alat ukur hasil adaptasi Maslach Burnout Inventory (MBI).Hasil penelitian menunjukkan adanya hubungan negatif signifikan semua dimensi pada self efficacy dengan personal accomplishment pada burnout; keeping discipline pada self efficacy dengan semua dimensi pada burnout. Tidak terdapat perbedaan tingkat self efficacy pada guru berdasarkan data demografis; terdapat perbedaan tingkat burnout pada guru berdasarkan jenis kelamin, lama mengajar, dan pengalaman pelatihan inklusif. Dengan kata lain, kurangnya keyakinan guru dalam mengajarkan pendidikan kesehatan reproduksi cenderung membuat guru memunculkan perasaan kurang efektif pada dirinya dan ketidakyakinanan guru membuat siswa patuh paling berpotensi memunculkan burnout. Pemberian pelatihan kepada guru dalam mengajarkan pendidikan kesehatan reproduksi dapat meningkatkan self efficacy guru dalam mengajarkan pendidikan kesehatan reproduksi; membantu guru menegakkan disiplin dapat menurunkan burnout guru di sekolah dasar inklusif.

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This research was conducted to study the correlation between self efficacy and burnout among teacher in teaching reproductive health education to special need students at inclusive elementary school. Self efficacy was measured using a developed instrument named Norwegian Teacher Self Efficacy for Reproductive Health Education Scale (NTSES-RHE); and burnout was measured using a modification instrument named Maslach Burnout Inventory (MBI).The results showed negative significant correlation between all of self efficacy dimentions and personal accomplishment in burnout; keeping discipline in self efficacy with all of burnout dimentions. There is no difference in teacher self efficacy level according to demographic data. There are differences in teacher burnout level according to gender, length of teaching, and inclusive training experience. It means, the lack of teacher self efficacy in teaching reproductive health education tend to make teacher feel uneffective; the lack of keeping discipline is the most potential burnout cause. Giving a reproductive health education training can improve teacher self efficacy in teaching reproductive health education; and help teacher keep discipline can reduce teacher burnout at inclusive elementary school."

"Tujuan dari penelitian ini adalah untuk melihat apakah ada sumbangan bermakna yang diberikan self-esteem, dukungan orang tua, guru, dan teman sebaya secara bersama-sama terhadap kepuasan sekolah siswa tunarungu di SMP dan SMA/SMK inklusi. Hasil penelitian memperlihatkan bahwa keempat variabel bebas tersebut memberikan sumbangan bermakna terhadap kepuasan sekolah. Penelitian dilakukan dengan pendekatan kuantitatif yang melibatkan 50 responden yang merupakan siswa tunarungu di sekolah inklusi. Sementara itu, berdasarkan hasil regresi sederhana secara masing-masing self-esteem, dukungan guru, dan teman sebaya memberikan sumbangan yang bermakna, sedangkan dukungan orang tua tidak memberikan sumbangan bermakna terhadap kepuasan sekolah.

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The purpose of this study was to investigate the significant contribution of self-esteem, parental support, teacher support, and peer support simultaneously to the school satisfaction of deaf students in inclusive junior and senior high schools. The results showed that the four independent variables had significant contribution to school satisfaction This research was conducted using quantitative approach involving 50 deaf students of inclusive schools as respondents. Meanwhile, based on a simple regression of each independent variables, selfesteem, teacher and peer support had meaningful contributions, while the parental support did not contribute significantly to the school satisfaction."

"Penelitian ini bertujuan untuk meneliti pengaruh keterampilan sosial terhadap kualitas pertemanan yang dimediasi oleh dukungan sosial teman sebaya pada anak berkebutuhan khusus di sekolah dasar inklusif. Jumlah responden dalam penelitian ini sebanyak 292 anak berkebutuhan khusus yang belajar di sekolah inklusif yang tersebar di wilayah DKI Jakarta. Alat ukur yang digunakan untuk mengukur variabel penelitian adalah Friendship Quality Questionnaire FQQ mengukur kualitas pertemanan; Social Skills Improvement System SSIS untuk mengukur keterampilan sosial; Social Support Questionnaire for Children SSQC untuk mengukur dukungan sosial teman sebaya. Hasil penelitian yang didapatkan adalah terdapat pengaruh yang signifikan antara keterampilan sosial terhadap kualiatas teman sebaya yang dimediasi oleh dukungan sosial teman sebaya pada anak berkebutuhan khusus di sekolah dasar inklusif secara parsial. Hal ini berarti keterampilan sosial tetap berpengaruh signifikan dan hubungannya kuat terhadap kualitas pertemanan pada anak berkebutuhan khusus di sekolah dasar inklusif. Hasil penelitian menyarankan untuk meneliti lebih lanjut mengenai dukungan sosial yang tidak hanya dari teman sebaya tetapi juga dari orangtua pada anak berkebutuhan khusus di sekolah inklusif dalam membentuk kualitas pertemanan.

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This study was aimed to determine the influence of social skills on friendship quality mediated by peer social support in special need children at inclusive primary school. A total of 292 participants are special need children at inclusive primary school spread throughtout the DKI Jakarta. The instrument were used for research variables are Friendship Quality Questionnaire FQQ for measured friendship quality Social Skills Improvement System SSIS for measured social skills and Social Support Questionnaire for Children SSQC for measured peer social support. The results was there is a significant influence between social skills on friendship quality partial mediates by peer social support in special need children at inclusive school. It means social skills still have a strong influence and correlation on friendship quality in special need children at inclusive school. These findings suggest that to research social support not only at peer but from parents in special need children at inclusive school in needed for making friendship quality."

"Penelitian ini akan melihat pentingnya peer acceptance siswa normal terhadap siswa berkebutuhan khusus dan school adjustment yang dilihat dari penilaian guru di sekolah yang menerapkan pendidikan inklusif. Peer acceptance menjelaskan mengenai sejauh mana seorang anak atau remaja secara sosial diterima oleh kelompok teman sebaya (Berk, 2007).Dalam penelitian ini, peer acceptance yang akan dilihat adalah peer acceptance siswa normal terhadap siswa berkebutuhan khusus di sekolah inklusif. Selain itu, peneliti juga ingin melihat school adjustment siswa berkebutuhan khusus di sekolah inklusif. School adjustment merupakan kombinasi dari penerimaan performa akademis, sikap positif terhadap sekolah, dan keterlibatan serta keterikatan dengan lingkungan sekolah (Birch & Ladd dalamBaughan, 2012).Penelitian dilakukan pada 323 siswa normal yang berada di kelas satu SMP sekolah inklusif dan 32 guru yang mengajar di kelas satu SMP di sekolah inklusif yang sama. Terdapat dua alat ukur yang digunakan dalam penelitian ini yaitu Peer Acceptance Scale (PAS) dan Short Form Teacher Rating Scale of School Adjustment (STRSSA).Hasil penelitian menunjukkan bahwa siswa normal memiliki peer acceptance yang tinggi terhadap siswa berkebutuhan khusus di sekolah inklusif. Selain itu, diketahui bahwa siswa berkebutuhan khusus di sekolah inklusif memiliki school adjustment yang sedang.

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This research aims to know the importance of peer acceptance of regular students for students with special needs and school adjustment of students with special needs from teacher?s perception in inclusive junior high school. Peer acceptance refers to how much someone accepted by his/her peer (Berk, 2007).In this research, peer acceptance will be seen from the point of view of regular students for special needs students in inclusive junior high school. Moreover, research will examine the school adjustment of special needs students in their school from teacher's perception. School adjustment is a combination of academic performance, a positive attitude toward school, and involvement in and engagement with school environment (Birch & Ladd in Baughan, 2012).The participant are 323 first grade students in junior high school and 32 teachers who teach first grade students. There are two scales: Peer Acceptance Scale (PAS) and Short FormTeacher Rating Scale of School Adjustment (STRSSA).This research conclude that the students without special needs have a high peer acceptance for students with special needs in their school. Moreover, the special needs students have a good enough school adjustment at their school."

"Pendidikan memegang peranan penting dalam mengembangkan kreativitas siswa. Iklim sekolah kreatif dan efikasi diri guru merupakan faktor utama yang dapat memengaruhi perkembangan kreativitas siswa. Penelitian ini bertujuan untuk mengetahui pengaruh efikasi diri guru dalam memediasi iklim sekolah kreatif dan perilaku guru membina kreativitas pada siswa sekolah dasar. Penelitian dilakukan kepada 118 guru sekolah dasar di Jabodetabek. Alat ukur yang digunakan dalam penelitian ini adalah CFTI Scales (Soh, 2000), R-SLEQ (Johnson et al., 2007), dan I-TSES (Rahayu & Wangid, 2021). Hasil penelitian menunjukkan terdapat full mediation pada hubungan iklim sekolah kreatif dan perilaku guru membina kreativitas siswa yang dimediasi oleh efikasi diri guru. Hal ini menunjukkan bahwa iklim sekolah kreatif dapat memengaruhi perilaku guru membina kreativitas apabila dimediasi oleh efikasi diri guru. Implikasi dari penelitian menekankan bahwa sekolah harus membentuk iklim pembelajaran kreatif dan guru perlu memiliki efikasi diri yang baik agar dapat mengembangkan kreativitas siswa.

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Education plays a vital role in developing students' creativity. Creative school climate and teacher self-efficacy are the main factors that can influence the development of student creativity. This study aims to determine the effect of teacher self-efficacy in mediating creative school climate and creativity fostering teacher behavior in elementary school students. The study was conducted on 118 elementary school teachers in Jabodetabek. The measuring instruments used in this study are CFTI Scales (Soh, 2000), R-SLEQ (Johnson et al., 2007), and I-TSES (Rahayu & Wangid, 2021). The results showed that there was full mediation in the relationship between creative school climate and creativity fostering teacher behavior mediated by teacher self-efficacy. This shows that creative school climate can creativity fostering teacher behavior when mediated by teacher self-efficacy. The implication of the study emphasizes that schools should establish a creative learning climate and teachers need to have good self-efficacy in order to develop students' creativity."

"Pendidikan inklusif merupakan sistem pendidikan yang dewasa ini diimplementasikan untuk meningkatkan partisipasi anak berkebutuhan khusus (ABK) di sekolah umum. Pada konteks Indonesia, penerapan pendidikan inklusif memiliki beberapa hambatan, termasuk didalamnya adalah peran guru dalam memberikan strategi pengajaran inklusif yang belum optimal. Penelitian ini bertujuan untuk melihat peran mediasi teacher efficacy terhadap hubungan antara dukungan sekolah dan strategi pengajaran inklusif di Sekolah Dasar Inklusif. Alat ukur yang digunakan adalah BCSQ (Bender Classroom Structure Questionnaire), PSSIE (Perceived School Support for Inclusive Education), dan TEIP (Teacher Efficacy for Inclusive Practice). Partisipan dalam penelitian ini adalah 324 guru SD inklusif dari 15 provinsi. Hasil analisis mediasi menunjukkan bahwa teacher efficacy memiliki peran mediasi total terhadap hubungan antara dukungan sekolah dan strategi pengajaran inklusif, yaitu dengan direct effect yang tidak signifikan (β=0,1128, p=0,051) dan indirect effect yang signifikan (β=0,2636, [0,1882, 0,3570]). Hal ini menunjukkan bahwa dukungan dari sekolah untuk mengimplementasikan pendidikan inklusif akan mempengaruhi efikasi guru dalam mengajar, sehingga akan memunculkan strategi pengajaran inklusif. Saran bagi peneliti selanjutnya dapat melakukan observasi langsung terhadap strategi pengajaran. Hasil dari penelitian ini memiliki implikasi yang kuat untuk meningkatkan praktik pendidikan inklusif di Indonesia, terutama dalam pemberdayaan guru dalam pengajaran inklusif.

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Inclusive education has become the world’s recent strategy to increase student with special needs’ (SEN) participation in mainstream school. In Indonesia, inclusive education has several obstacles, including the role of teachers in giving inclusive teaching strategies that were not optimum. This study investigated the mediation of teacher efficacy towards the relationship between school support and teaching strategies in an inclusive primary school in Indonesia. The measurement used in this study were BCSQ (Bender Classroom Structure Questionnaire), PSSIE (Perceived School Support for Inclusive Education), and TEIP (Teacher Efficacy for Inclusive Practice). The participants were 324 inclusive primary school teachers from 15 provinces. Process Mediation Model analysis revealed that teacher efficacy has a total mediation role in the relationship between school support and inclusive teaching strategies, which shown by significant direct effect (β=0,1128, p=0,051) and insignificant indirect effect (β=0,2636, [0,1882, 0,3570]). This reflects a notion that the supports from school will lead to teacher efficacy in teaching SEN, then effective inclusive teaching strategys will emerge. Further research could consider direct observation of inclusive teaching. The results have strong implications to enhance inclusive education practice in Indonesia, especially for teacher empowerment in terms of inclusive teaching."

"Kemampuan sosial-emosional adalah salah satu aspek perkembangan yang sering terganggu pada anak berkebutuhan khusus. Mereka memiliki kebutuhan sosial-emosional yang sama dengan anak-anak pada usia mereka. Namun, dengan keterbatasan mereka, membuat mereka lebih sulit untuk menyampaikan dan mengungkapkan kebutuhan mereka secara optimal. Penelitian ini dilakukan untuk mengetahui bagaimana fungsi keluarga dapat mempengaruhi kemampuan sosial-emosional melalui parental self-efficacy. Penelitian ini melibatkan 291 peserta, yang merupakan orang tua dari anak-anak dengan kebutuhan khusus di tingkat sekolah dasar. Hasilnya diproses menggunakan model persamaan struktural dalam program R. Model penelitian ini fit. Fungsi keluarga memiliki efek signifikan pada parental self-efficacy tetapi tidak sebagai mediasi. Namun disisi lain, parental self-efficacy secara signifikan mempengaruhi hubungan antara fungsi keluarga dan kemampuan sosial-emosional pada anak-anak dengan kebutuhan khusus. Berdasarkan hasil ini, itu menunjukkan hubungan lain antara variabel yang diteliti, yang menarik jika diperiksa lebih lanjut.

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Social-Emotional ability is one aspect of development that is often disrupted in children with special needs. They have the same social-emotional needs as typical children of their age. However, with their limitations, it makes more difficult for them to convey and express their needs optimally. This research was conducted to find out how family functioning can affect social-emotional ability through parental self-efficacy. This study involved 291 participants, who are parents of children with special needs at the elementary school level.

The results are processed using the structural equation model in the R program. The research model is fit Family functioning has a significant effect on parental self-efficacy but not as mediation. In the other hand, Parental self-efficacy significantly influence the relationship between family functioning and social-emotional abilities in children with special needs. Based on these results, it indicates another relationship among the variables studied, which is interesting if examined further."

"ABSTRAKPenelitian ini bertujuan untuk menguji pengaruh pola asuh orangtua terhadap efikasi-diri dalam pengambilan keputusan karier melalui mediasi kepribadian proaktif pada siswa SMA. Sebanyak 949 data responden terkumpul dengan menggunakan tiga macam skala, Career Decision Self-Efficacy-Short Form, Parental Authority Questionnaire, dan Proactive Personality Scale, yang sudah diadaptasi ke dalam bahasa Indonesia. Data dianalisis menggunakan macro PROCESS dari Hayes. Secara keseluruhan, hasil uji menunjukkan bahwa pola asuh otoritatif dari ayah dapat berpengaruh terhadap efikasi-diri dalam pengambilan keputusan karier secara langsung maupun tidak langsung melalui kepribadian proaktif; pola asuh otoritarian ayah dan ibu, serta pola asuh permisif ibu berpengaruh terhadap efikasi-diri dalam pengambilan keputusan karier hanya melalui mediasi kepribadian proaktif; sedangkan pola asuh permisif ayah tidak dapat berpengaruh terhadap efikasi-diri dalam pengambilan keputusan karier baik secara langsung maupun tidak langsung melalui mediasi kepribadian proaktif. Implikasi, limitasi, dan saran untuk penelitian selanjutnya didiskusikan.

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ABSTRACTThis study aimed to examine the influence of parenting styles on career decision self efficacy through the mediation of proactive personality in senior high school students. A total of 949 data respondent were collected by using three scales Career Decision Self Efficacy Scale Short Form, Parental Authority Questionnaire, and Proactive Personality Scale, that have been adapted to Indonesian. The data were analyzed using macro PROCESS from Hayes. Overall, test results showed that authoritative parenting styles from father affects career decision self efficacy directly and indirectly through the proactive personality mothers rsquo authoritative parenting style affects the career decision self efficacy directly authoritarian parenting styles from both father and mother, as well as mothers rsquo permissive parenting style only affect the career decision self efficacy through the proactive personality while fathers rsquo permissive parenting style did not affect the career decision self efficacy directly or indirectly through the proactive personality. Implications, limitations, and suggestions for future study are discussed."