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"Penelitian ini bertujuan untuk mengukur efektivitas pelatihan mengenal siswa berkebutuhan khusus dalam menumbuhkan sikap positif calon guru PAUD dalam kontekspendidikan inklusif. Penelitian ini menggunakan within-subject one group pretest posttest design. Partisipan penelitian adalah mahasiswa PG-PAUD semester 7 di salah satu universitas di Jakarta (n=19). Pelatihan berlangsung selama 675 menit dengan topik anak berkebutuhan khusus dan pendidikan inklusif. Modul pelatihan dirancang berdasarkan hasil studi literatur, landasan teori, dan analisis kebutuhan. Sebagai langkah untuk mengetahui efektivitas program pelatihan, sikap calon guru diukur menggunakan Multidimentional Attitudes Toward Inclusive Education Scale (MATIES). Hasil uji signifikasi Wilcoxon Signed Rank menunjukkan bahwa terdapat perbedaan yangsignifikan pada sikap calon guru setelah pelaksanaan pelatihan (p=0,004). Terdapat beberapa faktor yang dapat menjelaskan efektivitas pelatihan dalam menumbuhkan sikappositif, diantaranya dilihat dari sudut pandang pembentukan sikap, strategi mengubah sikap, dan penggunaan experiential learning Kolb. Berdasarkan hasil uji statistik juga diketahui bahwa tidak terdapat perbedaan skor sikap yang signifikan setelah tiga minggupelaksanaan pelatihan (p=0,219). Faktor yang diduga menyebabkan belum efektifnya pelatihan dalam mempertahankan sikap positif calon guru diantaranya berkurangnya paparan terhadap anak berkebutuhan khusus setelah pelatihan, tidak diterapkannya strategi partisipasi aktif secara penuh selama pelatihan, dan proses penerapan daur belajar Kolb yang kurang ajeg. Temuan pada penelitian ini memberikan saran kepada peneliti selanjutnya untuk memberikan penguatan setelah pelaksanaan pelatihan.

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This study aimed to examine the effectiveness training of recognizing student with special needs in fostering positive attitudes pre-service teachers of early childhood education in inclusive education context. A within-subject one group pretest posttest was designed inthis study. Training was developed for the semester 7 pre-service teachers of early childhood education program at one of the universities in Jakarta (n=19). Trainingconsisted of a 675 minutes face to face training session comprising topics such as children with special needs and inclusive education. Training module was designed based on literature studies, the theoretical foundation, and need analysis. In order to know the effects of the training program, the pre-service teachers attitude was measured using the Multidimentional Attitudes Toward Inclusive Education Scale (MATIES). Wilcoxon Signed Rank significance test revealed that there are significant differences in the preservice teachers attitude after training (p=0,004). There are several factors that canexplain the effectiveness of training in fostering positive attitude, such as aspects of attitude formation, strategies to change attitudes, and the Kolbs experiential learning approach. The results of statistical tests also revealed that there are no significant differences in the pre-service teacherss attitude after three weeks of training (p = 0.219).Factors that might have caused the ineffectiveness of training in maintaining positive attitude, such as reduced exposure to children with special needs after the training, not implementing a full active participation strategy during training, and the lack of steadyimplementation of the Kolb learning cycle. These findings suggest that the future researcher also can consider to conduct strengthening after training program wasperformed."

"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 dilakukan untuk mengetahui hubungan antara mindfulness guru dan mastery motivation, baik mastery motivation secara umum maupun mastery motivation per dimensi, pada siswa berkebutuhan khusus di sekolah dasar inklusif. Mastery motivation siswa diukur berdasarkan penilaian guru terhadap siswa. Pengukuran mindfulness guru menggunakan alat ukur Mindfull Attention Awareness Scale yang disusun oleh Brown dan Ryan (2013) dan pengukuran mastery motivation siswa menggunakan alat ukur Dimensions of Mastery Questionnaire 18 yang disusun oleh Morgan dan kawan-kawan (2015). Partisipan dari penelitian ini berjumlah 138 guru yang mengajar siswa berkebutuhan khusus, kelas satu hingga kelas enam, di Sekolah Dasar Inklusif Kota Depok. Hasil penelitian menunjukkan terdapat hubungan negatif yang signifikan antara mindfulness guru dan mastery motivation siswa. Artinya, semakin tinggi mindfulness guru, maka semakin rendah mastery motivation siswa berkebutuhan khusus tersebut. Berdasarkan hubungan mindfulness guru dan delapan dimensi mastery motivation siswa ditemukan bahwa terdapat hubungan negatif signifikan antara mindfulness guru dan mastery motivation siswa pada dimensi cognitive/object persistence dan dimensi frustration/anger. Hubungan yang negatif pada antara mindfulness guru dan mastery motivation siswa, baik secara keseluruhan maupun per dimensi, menunjukkan bahwa semakin guru memberikan perhatiannya terhadap siswa berkebutuhan khusus dan sadar sepenuhnya terhadap apa yang guru kerjakan selama mengajar, maka usaha anak untuk menguasai keterampilan tertentu secara fokus dan persisten semakin rendah.

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This research was conducted to find the relationship between teacher mindfulness and special needs student mastery motivation, in generally or mastery motivation dimensions spesifically, in inclusive elementary school. Student's mastery motivation is measure based on teacher evaluation. Mindfulness is measured by Mindfulness Attention Awareness Scale compiled by Brown and Ryan (2003), and Mastery motivation is measured by Dimensions of Mastery Questionnaire compiled by Morgan et al. (2015). Participants in this research were 138 teachers who taught special needs student which currently are in the 1st until 6th grade inclusive elementary school in Depok.

The result showed a significant negative relationship between teacher mindfulness and student mastery motivation which mean that the higher the teacher mindfulness, the lower student mastery motivation. Based on correlation between teacher mindfulness and eight dimensions student mastery motivation, the result showed significant negative relationship between teacher mindfulness and student mastery motivation on cognitive/object persistence and frustration/anger. All this negative correlation showed that the more teacher give her attention to special needs student and realized what he or she is doing at class along teaching, the lower special needs student effort solve a problem or master a skill in a focused and persistently."

"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."

"ABSTRAK

Penelitian ini bertujuan mengukur efektivitas dari pelatihan Sekolah Ramah Inklusi (SERASI) untuk menumbuhkan sikap positif siswa reguler terhadap Siswa Berkebutuhan Khusus (SBK) di sekolah dasar inklusif. Pelatihan SERASI didasarkan pada model sikap Triandis (1971) yang meliputi 3 komponen: kognitif, afektif, dan perilaku. Penelitian kuasi-eksperimental dengan pre- and post-nonequivalent control group dirancang untuk melihat efektivitas pelatihan. Sebanyak 81 siswa berpartisipasi di dalam penelitian ini. Partisipan dibagi ke dalam kelompok kontrol (N = 48) dan kelompok eksperimental (N = 33). Kelompok eksperimen diberikan enam sesi pelatihan mengenai disabilitas. Materi pelatihan mengangkat topik mengenai disabilitas secara umum, disabilitas fisik, gangguan sensorik, disabilitas intelektual, kesulitan belajar dan autisme. Untuk mengukur efek dari pelatihan, Chedoke-McMaster Attitudes Towards Children With Handicaps (CATCH) digunakan untuk mengukur sikap siswa reguler dalam tiga kali pengukuran: sebelum pelatihan, sesaat setelah pelatihan, dan tiga bulan setelah pelatihan. Uji statistik T-test digunakan untuk menganalisa dampak pelatihan SERASI pada sikap siswa reguler terhadap SBK. Hasil menunjukkan bahwa tidak ada perbedaan sikap yang signifikan antara sebelum (M=50.48, SD=3.76) dan setelah (M=49.67, SD=4.54) pelatihan SERASI, t(32)=1.092, p=0.283 dan tiga bulan setelah pelatihan, t(32)=0.910, p=0.37. Selain itu, tidak ada pula perbedaan perubahan sikap baik sebelum dan setelah pelatihan antara kelompok eksperimen dan kelompok kontrol, t(32)=1.092, p=0.283, dan tiga bulan setelah pelatihan t(32)=0.910, p=0.37. Hasil penelitian ini menunjukkan bahwa pelatihan SERASI belum efektif dalam menumbuhkan sikap positif siswa reguler terhadap SBK.

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ABSTRACT

This research aims to investigate the effectiveness of Sekolah Ramah Inklusi (SERASI) training in improving regular students' positive attitude toward students with Special Educational Needs (SEN) in primary inclusive school. SERASI training is based on the Triandis model of attitudes which includes 3 components: cognitive, affective and behavioral. A quasi-experimental with pre- and post-nonequivalent control group was designed to examine the effectiveness of SERASI training. A total of 81 students participated in this study. Participants were divided into a control (n = 48) and an experimental group (n = 33). The experimental group attended six training sessions that spread in three-days. The training material covering topics about disabilities in general, physical disabilities, sensory disabilities, intellectual disabilities, learning difficulties, and autism. To establish the effect of the training program, Chedoke-McMaster Attitudes Towards Children With Handicaps (CATCH) were used to measure regular students' attitude at three moments: prior to the training, immediately after the training and three months after the training. A T-test was conducted to examine the impact of SERASI training to regular students' attitude toward students with SEN. The result shows that there was no significant difference between before (M=50.48, SD=3.76) and after (M=49.67, SD=4.54) the SERASI training t(32)=1.092, p=0.283, and three months after the training t(32)=0.910, p=0.37. Additionally, there was no significant difference between experimental and control group before to after training, t(32)=1.092, p=0.283, and three months after training, t(32)=0.910, p=0.37. Thus, the result did not suggest that SERASI training was an effective practice in promoting students' positive attitude toward students with SEN.

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"Penelitian ini bertujuan untuk mengukur efektivitas program pelatihan Sekolah Ramah Inklusi (SERASI) untuk menumbuhkan sikap positif terhadap pendidikan inklusif pada guru sekolah dasar. Desain penelitian ini adalah within-subject one group pretest posttest design. Partisipan dari penelitian ini adalah guru sekolah dasar yang mengajar di kelas inklusif (n=19). Program pelatihan SERASI berlangsung selama 7 jam dengan topik siswa berkebutuhan khusus, pendidikan inklusif dan strategi mengajar collaborative learning. Modul pelatihan dirancang berdasarkan rekomendasi dari penelitian terdahulu, analisis kebutuhan dan studi literatur. Sebagai langkah untuk mengetahui efektivitas program pelatihan SERASI, sikap guru diukur dengan menggunakan alat ukur the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) oleh Mahat (2008) dan diadaptasi oleh Kurniawati (2014). Alat ukur MATIES diukur sebanyak tiga kali, yaitu sebelum, sesaat setelah program pelaksanaan dan 3 bulan setelah program pelatihan SERASI dilaksanakan. Hasil menunjukkan bahwa tidak ada perbedaan signifikan pada sikap guru terhadap pendidikan inklusif. Hasil rata-rata skor menunjukkan bahwa rata-rata skor MATIES mengalami peningkatan pada post-test 1 dan post-test 2 bila dibandingkan dengan hasil pre-test. Berdasarkan hasil penelitian diketahui bahwa sikap guru sebelum pelaksanaan telah tergolong positif terhadap pendidikan inklusif. Berdasarkan hasil penelitian, terdapat beberapa faktor, seperti jumlah siswa berkebutuhan khusus, pengalaman mengajar, usia, teacher self efficacy dan dukungan sekolah yang tampaknya memengaruhi hasil penelitian ini. Temuan pada penelitian ini memberikan saran atau rekomendasi kepada peneliti selanjutnya untuk melakukan penguatan atau follow up setelah pelaksanaan program dan mempertimbangkan penggalian data melalui observasi dan wawancara. Saran tersebut bertujuan untuk mendapatkan gambaran sikap guru terhadap pendidikan inklusif yang lebih detail dan mendalam.

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This study aimed to examine the effectiveness of Sekolah Ramah Inklusi (SERASI) training program in improving the teachers` attitude towards inclusive education.  A within-subject one group pretest-posttest design was designed in this study. SERASI training program was developed for the primary teachers in inclusive school (n=19). SERASI training program consisted of a 7 hours face-to-face training session comprising topics such as disability, inclusive education, and teaching strategies collaborative learning. Training` module was designed based on the recommendation from previous studies, need analysis and study literature. In order to know the effects of the SERASI training program, the teachers` attitude was measured using the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) by Mahat (2008) and adapted by Kurniawati (2014). The MATIES were measured at three moments, before, immediately after and 3 months after the training program was performed. The outcomes of MATIES revealed that there are no significant differences in the teachers` attitude towards inclusive education. The means score showed that the post-test 1 and post-test 2 is increasing from the pre-test. Based on the result, the teacher already had a positive attitude toward inclusive education before joined on SERASI` training. The results also show some factor, such as the number of student with special education need, teaching experience, age, teacher self-efficacy and schools` support influence this result. These findings suggest that the future researcher also can consider about follow up after the training program was performed and conducted observation and interview the participant to know clearly and deeply about the teachers` attitude. This recommendation aimed to know teacher` attitude towards inclusive education more clearly."

"Memeroleh kesempatan untuk lebih dapat terlibat dalam partisipasi sosial dan menjalin pertemanan dengan siswa reguler merupakan salah satu manfaat utama dari pendidikan inklusif. Dalam membahas mengenai pertemanan, kualitas pertemanan merupakan aspek yang paling penting untuk diteliti karena dapat menentukan tingkat kepuasan dalam pertemanan. Empati, diasumsikan merupakan salah satu faktor yang memprediksi kualitas pertemanan. Penelitian ini dilakukan untuk mengetahui hubungan antara empati dan kualitas pertemanan pada siswa berkebutuhan khusus di sekolah dasar inklusif. Penelitian ini bersifat korelasional dan pengukuran dilakukan dengan menggunakan kuesioner self-report. Empati siswa diukur dengan menggunakan Social Skills Improvement System SSIS yang dikembangkan oleh Gresham dan Elliot 2008 , sedangkan kualitas pertemanan diukur dengan menggunakan Friendship Quality Questionnaire FQQ yang dikembangkan oleh Parker dan Asher 1993 . Responden dalam penelitian ini berjumlah 108 siswa berkebutuhan khusus yang berasal dari lima wilayah di Jakarta. Hasil penelitian menunjukkan terdapat hubungan yang signifikan r=0,221, p.

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Getting a chance to be more involved in social participation and establishing friendships with regular students is one of the key benefits from an inclusive education. In discussing about friendship, the friendship quality is the most important aspect to be studied because it can determine the level of satisfaction in friendship. Empathy, is assumed to be one of key factor that could predict friendship quality. This research was conducted to find out the relationship between empathy and quality of friendship among students with special needs, in inclusive elementary school. This is a correlational study and research variables are measured by self report questionnaire. Empathy was measured by Social Skills Improvement System SSIS developed by Gresham and Elliot 2008 , while Friendship quality was measured by Friendship Quality Questionnaire FQQ developed by Parker and Asher 1993 . Participants in this research were 108 special needs student from five area in Jakarta. The result shown that there is a significant relationship r 0.221."

"ABSTRAKPendidikan inklusif merupakan salah satu upaya untuk meningkatkan akses pendidikan untuk para penyandang disabilitas. Akan tetapi, persoalan baru muncul ketika anak yang memiliki disabilitas tersebut hanya dapat mengakses lingkungan fisik dan tidak dapat mengakses lingkungan sosial di sekolah reguler. Penelitian ini bertujuan untuk melihat bagaimana tingkat aksesibilitas sosial yang dimiliki siswa berkebutuhan khusus di dalam sekolah reguler penyelenggara pendidikan inklusif, yang dipengaruhi oleh tingkat segregasi dan tingkat prejudice. Penelitian ini menggunakan metode kuantitatif dengan teknik pengumpulan data melalui survey, terhadap 63 responden yang merupakan siswa berkebutuhan khusus yang bersekolah di SMP Negeri dan Swasta penyelenggara pendidikan inklusif. Hasil penelitian menunjukkan bahwa variabel tingkat segregasi dan tingkat prejudice memiliki hubungan yang positif dengan variabel tingkat aksesibilitas lingkungan sosial. Hubungan tersebut turut dipengaruhi oleh dua faktor lainnya, yaitu kontrol dari pihak sekolah dan motivasi sosial yang dimiliki oleh siswa berkebutuhan khusus itu sendiri.

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ABSTRACT

Inclusive education is an effort to improve access to education for children with disabilities. However, a new problem arises when a child who has a disability can only access the physical environment and can?t access the social environment in regular schools. This study aims to examine how the level of social accessibility of the students with special needs in the regular school with inclusive education, which is influenced by the level of segregation and prejudice. This study uses a quantitative method with data collection through surveys, of the 63 respondents who were students with special needs who attend public and private junior high school with inclusive education in South Jakarta region. The results showed that the level of segregation and prejudice linked to the level of accessibility of social environment positively. The relationship is also influenced by two other factors, namely the control of the school and the social motivation possessed by students with special needs."

"Penelitian ini dilakukan untuk mendapatkan gambaran mindfulness guru dan mastery motivation pada Siswa Berkebutuhan Khusus di Sekolah Luar Biasa (SLB). Mindfulness guru diukur dengan Mindful Attention Awareness Scale (Brown dan Ryan, 2003) yang diisi oleh 69 orang guru. Mastery Motivation siswa diukur dengan Dimensions of Mastery Questionnaire 18 (Morgan, 2015) yang dinilai oleh guru terhadap 258 siswa berkebutuhan khusus dari kelas satu hingga kelas enam. Hasil penelitian menunjukkan bahwa skor mindfulness guru cenderung tinggi. Skor mindfulness cenderung berbeda pada usia guru yang berbeda. Sedangkan jenis kelamin, pendidikan terkahir, dan lama mengajar tidak dapat menunjukkan perbedaan mindfulness yang signifikan. Berdasarkan dimensi-dimensi yang ada pada mastery motivation (cognitive/object persistence, gross motor persistence, social persistence with adult, social persistence with children, mastery pleasure, frustration/anger, sadness/shame, general competence), ditemukan perbedaan yang signifikan berdasarkan jenis kebutuhan khusus siswa. Penelitian ini juga menemukan perbedaan yang signifikan pada dimensi frustration/anger dan sadness/shame berdasarkan jenjang kelas siswa. Sementara tidak ada perbedaan yang signifikan pada dimensi-dimensi mastery motivation pada siswa SLB berdasarkan jenis kelamin, usia siswa, dan tingkat keparahan kebutuhan khusus yang dialami oleh siswa.

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The purpose of this study was to investigate the teachers` mindfulness and special needs student`s mastery motivation in special school. Mindfulness was measured using Mindful Attention Awareness Scale (Brown and Ryan, 2003) to 69 teachers. Mastery motivation was measured using Dimensions of Mastery Questionnaire (Morgan, 2015) rated by teachers on 258 students which was enrolled on 1st until 6th grade in special school.

The results showed that most of the teachers have high score in mindfulness. This study found that teacher`s age affect teacher`s mindfulness while gender, level of education, and teaching time have no effect on teacher`s mindfulness score.

It was also found that student`s mastery motivation is significantly different based on the type of special needs in all dimensions. The dimensions of frustration/anger and sadness/shame are significantly different based on school level. There were no differences on mastery motivation based on gender, age, and the severity of needs."