Article Sidebar

Download
PDF
Statistic
Read Counter : 584 Download : 465

Downloads

Download data is not yet available.

Main Article Content

Abstract

Abstract. This study aims to determine the role of teacher attitudes in the dimensions of cognitive, affective, conative towards the efficacy of teachers in inclusive education at the Jakarta Public Elementary School. This study uses quantitative methods with survey approaches and multiple regression techniques, three predictors. The respondents in this study amounted to 143 teachers who taught in Public Elementary Schools in Jakarta who implemented inclusive education, data collection techniques using incidental sampling. The results obtained in this study are teacher attitudes in cognitive, affective and conative dimensions which play a role in teacher efficacy.


 


Abstrak. Penelitian ini bertujuan untuk mengetahui peran sikap guru dalam dimensi kognitif, afektif, konatif terhadap efikasi guru dalam pendidikan inklusi di Sekolah Dasar Negeri Jakarta. Penelitian ini menggunakan metode kuantitatif dengan pendekatan survei dan teknik regresi ganda tiga prediktor. Adapun responden dalam penelitian ini berjumlah 143 guru yang mengajar di Sekolah Dasar Negeri di Jakarta yang mengimplementasi pendidikan inklusi, teknik pengambilan data dengan menggunakan insidental sampling. Hasil yang diperoleh dalam penelitian ini adalah sikap guru dalam dimensi kognitif, afektif dan konatif berperan terhadap efikasi guru.

Keywords

Sikap guru efikasi guru pendidikan inklusi

Article Details

Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Ajzen, I. (2005). Attitude, Personality and behavior (2nd ed.). New York: Open University Press.
  2. Alwisol. (2009). Psikologi Kepribadian. Malang: UMM Press.
  3. Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–25. https://doi.org/10.1037/0033-295X.84.2.191
  4. Bandura, A. (1997). Self Efficacy –The Exercise of Control. New York: W.H. Freeman & Company.
  5. Berry, R. A. W. (2006). Inclusion, power, and community: teachers and students interpret the language of community in an inclusion classroom. American Educational Research Journal, 43(3), 489–529. https://doi.org/10.3102/00028312043003489
  6. DIKBUD DKI Jakarta. (2015). Daftar Sekolah Penyelenggara Pendidikan Inklusi Provinsi DKI Jakarta. Jakarta.
  7. Elisa, S., & Wrastari, A. T. (2013). Sikap guru terhadap pendidikan inklusi ditinjau dari faktor pembentuk sikap. Jurnal Psikologi Perkembangan Dan Pendidikan, 2(1), 1–10.
  8. Emam, M. M., & Mohamed, A. H. H. (2011). Preschool and primary school teachers’ attitudes towards inclusive education in Egypt: The role of experience and self-efficacy. Procedia-Social and Behavioral Sciences, 29(2011), 976–985.
  9. Hashim, M. Z. Bin, Ghani, M. Z. Bin, Ibrahim, S., & Zain, W. S. M. (2014). The relationship between teachers’ self-efficacy and attitudes towards inclusive education in pulau pinang. International Journal of Research In Social Sciences, 4(7), 24–33.
  10. Kadir. (2015). Statistika Terapan. Jakarta: Raja Grafindo Persada.
  11. Klassen, R., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756.
  12. Mahat, M. (2008). The Development of a Psychometrically-Sound Instrument to Measure Teachers’ Multidimesional Attittudes Toward Inclusive Education. International Journal of Spesial Education, 23(1), 82–92.
  13. Muzdalifah, F., & Billah, H. Z. (2017). Pengaruh efikasi pada sikap guru terhadap pendidikan inklusif. Jurnal Penelitian Dan Pengukuran Psikologi, 6(1), 26–34. https://doi.org/10.21009/JPPP.061.04
  14. Prastadila, P., & Paramita, P. P. (2013). Hubungan antara emotional intelligence dengan self efficacy guru yang mengajar di sekolah inklusi tingkat dasar. Jurnal Psikologi Pendidikan Dan Perkembangan, 2(1), 1–11.
  15. Pratiwi, J. C. (2016). Sekolah inklusi untuk anak berkebutuhan khusus: tanggapan terhadap tantangan kedepannya. In Prosiding Ilmu Pendidikan (pp. 237–242).
  16. Pujaningsih. (2011). Redesain Pendidikan Guru Untuk Mendukung Pendidikan Inklusif.
  17. Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51–68.
  18. Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Education Needs, 12(1), 12–21. https://doi.org/10.1111/j.1471-3802.2011.01200.x
  19. Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
  20. Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956.
  21. Widhiarso, W. (2010). Catatan Pada Uji Linearitas Hubungan. Yogyakarta: Fakultas Psikologi UGM.
  22. Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64(2017), 222–229.