Jurnal Psikologi Sosial, Vol 16, No 2 (2018)

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Peran strategi pengajaran guru dalam relasi antara efikasi guru dan penerimaan teman sebaya terhadap siswa di sekolah inklusif

Pratiwi Widyasari, Annisa Ainina Novara

Abstract


Penerimaan teman sebaya bagi anak berkebutuhan khusus pada lingkup pendidikan inklusif dianggap penting. Hal ini dikarenakan adanya kesempatan bagi mereka untuk berinteraksi bersama dengan teman-teman sebaya mereka sehingga proses belajar dan bersosialisasi dapat berjalan dengan lebih baik. Penelitian ini hendak melihat bagaimana hubungan antara efikasi guru dengan penerimaan teman sebaya terhadap siswa berkebutuhan khusus yang dimediasi oleh strategi pengajaran guru pada sekolah inklusif. Partisipan dari penelitian ini adalah 70 orang guru dan 596 murid dari 18 sekolah inklusi. Adapun alat ukur yang dipergunakan pada penelitian ini adalah The Teacher’s Sense of Efficacy Scale (TSES) untuk mengukur efikasi guru, The Bender Classroom Structure Questionnaire Versi Indonesia (BCSQ_VI) untuk mengukur strategi pengajaran guru, dan Peer Acceptance Scale (PAS) untuk mengukur penerimaan siswa sebaya. Dari penelitian ini didapatkan hasil bahwa tidak ada pengaruh langsung (direct effect) yang signifikan antara efikasi guru terhadap penerimaan teman sebaya terhadap siswa berkebutuhan khusus di sekolah inklusif, b = 0,0145, t = 0,3584, p= 0,7212 dan ada pengaruh tidak langsung (indirect effect) yang signifikan antara efikasi guru terhadap penerimaan teman sebaya terhadap siswa berkebutuhan khusus di sekolah inklusif, b = 0,0311, LLCI = 0,0083 dan ULCI = 0,0722. Hal ini membuktikan bahwa strategi pengajaran guru memediasi penuh hubungan antara efikasi guru dan penerimaan teman sebaya terhadap siswa berkebutuhan khusus di sekiolah inklusif.

 

Peer acceptance for students with Special Education Needs (SEN) in the scope of inclusive education is considered important. The reason is because there are some opportunities for them to interact with their peers which can make learning and socializing process work better. The aim of this study is to know how the relationship between teacher efficacy and peer acceptance of student with SEN is mediated by teacher’s teaching strategies in inclusive schools. Participants from this study were 70 teachers and 596 students from 18 inclusive schools. The measurement tools used in this study are The Teacher's Sense of Efficacy Scale (TSES) to measure teacher efficacy, The Bender Classroom Structure Questionnaire Indonesian Version (BCSQ_VI) to measure teachers’ teaching strategies, and Peer Acceptance Scale (PAS) to measure peer acceptance for student with SEN. From this study, it was found that there was no significant direct effect between teacher efficacy on peer acceptance of students with SEN in inclusive schools, b = 0.0145, t = 0.3584, p = 0.7212 and there was significant indirect effect between teacher efficacy toward peer acceptance of students with SEN in inclusive schools, b = 0.0311, LLCI = 0.0083 and ULCI = 0.0722. This proves that the teachers’ teaching strategy fully mediates the relationship between teacher efficacy and peer acceptance of students with SEN in inclusive schools.


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