DIFLA LOVEINA SYAH, . (2024) PENGARUH EFIKASI GURU MENGAJAR DI KELAS INKLUSI TERHADAP SIKAP GURU PADA PENDIDIKAN INKLUSI DI SEKOLAH MENENGAH JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.
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Abstract
Penelitian ini bertujuan untuk mengetahui pengaruh efikasi guru mengajar di kelas inklusi terhadap sikap guru terhadap pendidikan inklusi di sekolah menengah di wilayah DKI Jakarta, terutama pada tiga dimensi sikap guru terhadap pendidikan inklusi yaitu cognitive, affective, dan behavioral. Penelitian ini menggunakan metode kuantitatif dengan alat ukur Teacher Efficacy for Inclusive Practices (TEIP) dan Multidimensional Attitudes toward Inclusive Education Scale (MATIES). Sampel yang didapatkan berjumlah 105 sampel dengan kriteria guru aktif yang mengajar di sekolah menengah (SMP/SMA sederajat), dan mengajar di wilayah DKI Jakarta. Teknik pengambilan sampel yang digunakan adalah convenience sampling. Uji analisis statistik yang digunakan untuk menguji hipotesis adalah MANOVA. Hasil uji MANOVA menunjukkan bahwa efikasi guru memiliki pengaruh signifikan terhadap dua dari tiga dimensi sikap guru, yaitu affective dan behavioral, dengan nilai signifikansi masing-masing sebesar 14,7% dan 17,5%. Namun, tidak ditemukan pengaruh signifikan pada dimensi cognitive. Hasil uji korelasi menunjukkan bahwa semakin tinggi efikasi guru, semakin positif sikap mereka terhadap pendidikan inklusi pada dimensi affective dan behavioral. ***** This study aims to examine the influence of teacher efficacy for inclusive practices on teachers’ attitudes toward inclusive education in secondary schools in the DKI Jakarta area, specifically focusing on three dimensions of teachers’ attitudes: cognitive, affective, and behavioral. The research employs a quantitative method using the Teacher Efficacy for Inclusive Practices (TEIP) and Multidimensional Attitudes toward Inclusive Education Scale (MATIES). A sample of 105 active teachers from secondary schools (junior high and senior high) in DKI Jakarta was selected using convenience sampling. MANOVA was used to test and analyze the hypotheses. The results of MANOVA indicate that teacher efficacy significantly affects two of the three attitude dimensions: affective and behavioral, with significance values of 14.7% and 17.5%, respectively. No significant effect was found on the cognitive dimension. Correlation analysis shows that higher teacher efficacy is associated with more positive attitudes toward inclusive education in both the affective and behavioral dimensions.
Item Type: | Thesis (Sarjana) |
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Additional Information: | 1). Adhissa Qonita, M.Psi., Psikolog ; 2). Ratna Dyah Suryaratri, Ph.D. |
Subjects: | Filsafat, Psikologi & Agama > Psikologi, Ilmu Jiwa Pendidikan > Psikologi Pendidikan |
Divisions: | FPPsi > S1 Psikologi |
Depositing User: | Users 24700 not found. |
Date Deposited: | 06 Aug 2024 02:14 |
Last Modified: | 06 Aug 2024 02:14 |
URI: | http://repository.unj.ac.id/id/eprint/48660 |
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