Validasi Modul “Kelasku Menyatu Tanpa Batas” untuk Mengubah Sikap Guru terhadap Pendidikan Inklusif

Tia Inayatillah; Budi Andayani

Validasi Modul “Kelasku Menyatu Tanpa Batas” untuk Mengubah Sikap Guru terhadap Pendidikan Inklusif

Tia Inayatillah, Budi Andayani

Abstract

Abstract

The implementation of inclusive education in Yogyakarta has yet to reflect the granting of rights and equal access to education for students with disabilities. The misconception of inclusive term leads to negative attitudes of teachers then becomes the barriers of successful inclusive teaching. This research aims to validate “Kelasku Menyatu Tanpa Batas” module to change teacher’s attitude toward inclusive education. This research will be done through a quasi experiment using the design named Untreated Control Group Design with Dependent pre-test and post-test samples.The subjects are 18 teachers of primary schools in Yogyakarta which will be divided into 2 groups, the experiment group and the control group. Analysis will be held through Man-Withney U Test statistical test. The finding (Z= -3,054; p<0,01) shows that “Kelasku Menyatu Tanpa Batas” training could change teacher’s attitude towards inclusive education.

Abstrak

Implementasi pendidikan inklusif di Kota Yogyakarta masih belum mencerminkan pemberian hak dan akses pendidikan yang sesuai dengan siswa yang memiliki disabilitas. Miskonsepsi terhadap prinsip inklusi ditemukan menjadi penghambat kesuksesan inklusi dan penyebab berkembangnya belief yang membentuk sikap negatif guru terhadap pendidikan inklusif. Penelitian ini bertujuan menguji validitas modul “Kelasku Menyatu Tanpa Batas” dalam mengubah sikap guru terhadap pendidikan inklusif. Penelitian dilakukan melalui eksperimen kuasi menggunakan desain Untreated Control Group Design with Dependent pre-test and post-test samples. Subjek adalah 18 orang guru SD di Kota Yogyakarta yang terbagi kedalam dua kelompok, yaitu kelompok eksperimen dan kelompok kontrol. Analisis dilakukan melalui uji statistika Man-Withney U Test (Z= -3,054; p<0,01) menunjukkan bahwa terdapat perbedaan yang signifikan antara kelompok kontrol dan eksperimen setelah mendapat perlakuan. Dari hasil tersebut dapat disimpulkan bahwa pelatihan “Kelasku Menyatu Tanpa Batas” teruji valid dapat mengubah sikap guru terhadap pendidikan inklusif.

Keywords

inclusive education; barrier; pendidikan inklusif; guru; siswa dengan disabilitas; teacher; students with disabilities

References

Albarrin, D. & Mcnatt, P. S. (2005). Maintenance and Decay of Past Behavior Influences: Anchoring Attitudes on Beliefs Following Inconsistent Actions, Personality and Social Psychology Bulletin, 31(6): 719–733. doi:10.1177/0146167204272180.

Antara News. (2016). Yogyakarta kuatkan komitmen wujudkan kota inklusi. Diakses melalui http://jogja.antaranews.com/berita/343383/yogyakarta-kuatkan-komitmenwujudkan-kota-inklusi pada tanggal 4 Januari 2017 pukul 11:03 WIB.

Azwar, S. (2015). Sikap Manusia: Teori dan Pengukurannya. Yogyakarta: Pustaka Pelajar.

Anderson, C.J.K., Klassen, R. M., & Georgiou, G.K. (2007). What Teachers Say They Needs and What School Psychologists Can Offer. School Psychology International, 8 (2): 131-147, doi: 10.1177/014303430707808.

Baker-Ericzén, M. J., Mueggenborg, M. G., & Shea, M. M. (2009). Impact of trainings on child care providers’ attitudes and perceived competence toward inclusion: What factors are associated with change? . Topics in Early Childhood Special Education, 28(4), 196–208.

Barr, J.J. & Bracchitta, K. (2015). Attitudes Toward Individuals with Disabilities: The Effects of Contact with Different Disability Types. Current Psychology, 34, 223-238, doi: 10.1007/s12144-014-9253-2.

Beckett, A. E., (2009) ‘Challenging disabling attitudes, building an inclusive society’: considering the role of education in encouraging non‐disabled children to develop positive attitudes towards disabled people, British Journal of Sociology of Education, 30(3), 317-329, doi: 10.1080/01425690902812596.

Booth, T. (2011). The name of the rose: Inclusive values into action in teacher education, Prospects, 41, 303-318, doi: 10.1007/s11125-011-9200-z.

Booth, T., & Ainscow, M. (2011). Index for inclusion: developing learning and participation in schools. Bristol: Center for Studies Inclusive Education.

Connor, D., & Ferri, B. (2007). The conflict within: Resistance to inclusion and other paradoxes in special education, Disability & Society, 22, 63-77.

Crisp, R. (2010). The Psychology of Social and Cultural Diversity; Social Issues and Interventions. London: Wiley-Blackwell.

deBoer, A., Pijl, S. J. & Minnaert, A. (2011). Regular primary school teachers’ attitudes towards inclusive education: a review of the literature, International Journal of Inclusive Education, 15 (3), 331-353, doi: 10.1080/13603110903030089.

Dukmak, S. (2013). Regular Classroom Teachers’ Attitudes towards Including Students with Disabilities in the Regular Classroom in the United Arab Emirates. The Journal of Human Resource and Adult Learning, 9 (1) 26-40.

Falvey, M.A. & Givner, C.C. (2005). What is an Inclusive School? Dalam Thomas, J., Carley, S. & King, P. (eds). Alexandria: Association for School and Curriculum Development.

Fishbein, M. & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.

Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion. Exceptionality Education International, 21(3), 50–65.

Forlin, C., Loreman, T., Sharma, U. & Earle, C. (2009). Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education, International Journal of Inclusive Education, 13(2), 195-209.

Grenier, M. (2010). Moving to inclusion: a socio-cultural analysis practice. International Journal of Inclusive Education, 14(4), 387-400. doi: 10.1080/13603110802504598.

Haifani, A. (2011). Pengaruh pelatihan “guru peduli anak berkebutuhan khusus (ABK)” pada pengetahuan dan sikap penerimaan guru terhadap Anak Berkebutuhan Khusus di Sekolah Dasar Inklusi. Tesis. Fakultas Psikologi Universitas Gadjah Mada. Tidak Diterbitkan.

Hassanein, E.E. (2015) Changing Teachers’ Negative Attitudes Toward Persons With Intellectual Disabilities. Behavior Modification, 39 (3), 367-389, doi: 10.1177/0145445514559929.

Hanjarwati, A. & Aminah, S. (2014). Evaluasi implementasi kebijakan pemerintah kota Yogyakarta mengenai pendidikan inklusi. Inklusi, 1(2), 221-248.

Ishartiwi (2010). Implementasi pendidikan inklusif bagi Anak Berkebutuhan Khusus dan sistem pendidikan nasional (SPN). Jurnal Pendidikan Khusus, 6(2), 1-9.

Jordan A, Glenn C, & McGhie-Richmond D (2010) The SET project: Effective teaching and its relationship to teachers’ epistemological beliefs and inclusive teaching practices. Teaching and Teacher Education, 26: 259-266.

Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535–542. doi:10.1016/j.tate.2009.02.010.

Kim, J. (2011). Influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion, International Journal of Inclusive Education, 15(3), 355-377, doi: 10.1080/13603110903030097.

Kurniawati, F., deBoer, A.A.., Minnaert, A. E. M.G., & Mangunsong, F. (2014). Characteristics of primary teacher training programmes on inclusion: a literature focus, Educational Research, 56 (3), 310-326, doi: 10.1080/00131881.2014.934555.

Kurniawati, F. deBoer, A. A., Minnaert, A. E. M. G., & Mangunsong, F. (2016). Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs, Educational Psychology, 53 (4), 13-21, doi: 10.1080/01443410.2016.1176125.

Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/ mainstreaming. British Psychological Society, 77, 1-24.

Loja, E., Costa, M. E., Hughes B., & Menezes, I. (2013). Disability, embodiment and ableism: stories of resistance. Disability & Society, 28(2), 190–203.

Lubis, E. N. (2016). Implementasi kebijakan penyelenggaraan pendidikan inklusif jenjang SD se-kota yogyakarta. Jurnal Kebijakan Pendidikan, 2(5), 149-160.

Loreman, T., & Earle, C. (2007). The development of attitudes, sentiments, and concerns about inclusive education in a content-infused Canadian teacher preparation program. Exceptionality Education Canada, 17(1), 85–106. Retrieved from http://ejournals.library.ualberta.ca/index.php/eei pada tanggal 5 Januari 2017 pukul 13: 31 WIB.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions For Adult And Continuing Education, 74, 112- 121.

Pijl, S. J. (2010). Preparing teachers for inclusive education: some reﬂections from the Netherlands, Journal of Research in Special Educational Needs, 10(1),197–201, doi: 10.1111/j.1471-3802.2010.01165.x

Pemerintah Kota Yogyakarta. Peraturan Walikota Yogyakarta Nomor 47 Tahun 2008 tentang Penyelenggaraan Pendidikan Inklusi di Kota Yogyakarta. Diakses melalui http://hukum.jogjakota.go.id/data/Perwal%2047%20th%202008.pdf pada tanggal 22 Oktober 2016 pukul 10:36 WIB.

Pemerintah Provinsi Daerah Istimewa Yogyakarta. Peraturan Gubernur Daerah Istimewa Yogyakarta Nomor 41 Tahun 2013 Tentang Pusat Sumber Pendidikan Inklusif Dengan Rahmat Tuhan Yang Maha Esa. Diakses melalui http://bappeda.jogjaprov.go.id/download/download/250 pada tanggal 15 November 2016 pukul 13.30 WIB.

Savage R. S., & Erten, O. (2015). Teaching in Inclusive Classrooms: The Link Between Teachers’ Attitudes-Practices and Student Outcomes. Journal of Psychology and Psychotherapy, 5, 219-228. doi:10.4172/2161-0487.1000219.

Shadish, W.R., Cook, T., & Campbell, D. (2002). Experimental and quasi-experimental designs for general causal inference. Boston: Houghton Mifflin Company.

Sharma, U. (2011). Changing heart, head, and hands of teachers to teach in inclusive classroom: why and how?. Bangladesh Education Journal, 10(2), 7-18.

Sharma, U. (2012). Changing Pre-Service Teachers’ Beliefs to Teach in Inclusive Classrooms in Victoria, Australia. Australian Journal of Teacher Education, 37(10), 53-66.

Tarnoto, N. (2014). Permasalahan-permasalahan yang dihadapi oleh sekolah penyelenggara inklusi pada tingkat sekolah dasar. Humanitas, 13(1), 20-61.

Taylor, E. W. (2007). An update of transformative learning theory: a critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26(2), 173-191, doi: 10.1080/02601370701219475.

Woolfson, L. M., & Brady, K. (2009). An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties. Educational Psychology, 29(2), 221–238. doi:10.1080/01443410802708895.

Full Text: PDF

DOI: 10.15408/jp3i.v8i1.12803