KESIAPAN GURU REGULER DALAM MENGAJAR PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SEKOLAH ALAM BEKASI

VANIA RHOMENSI, . (2025) KESIAPAN GURU REGULER DALAM MENGAJAR PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SEKOLAH ALAM BEKASI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

ABSTRAK Kesiapan dalam konteks profesi guru diartikan sebagai kondisi mental, fisik, dan pengalaman yang dimiliki seorang pendidik. Penelitian ini bertujuan mengetahui kesiapan guru reguler dalam mengajar peserta didik berkebutuhan khusus di Sekolah Alam Bekasi. Pendekatan penelitian menggunakan metode kuantitatif dengan survei deskriptif. Populasi penelitian adalah seluruh guru berjumlah 51 orang dari jenjang TK, SD, dan SMP, termasuk guru mata pelajaran. Instrumen berupa kuesioner yang diadaptasi dari metode Bandura mencakup tiga dimensi: kesiapan sikap dan emosi, kognitif, serta perilaku.Hasil menunjukkan bahwa 41% guru berada pada kategori “Siap” dan 59% “Tidak Siap” dengan rata-rata skor 2,98. Pada dimensi sikap dan emosi, 49% guru siap; kognitif, 45% siap; dan perilaku, hanya 31% siap. Berdasarkan jenjang, guru TK memiliki skor tertinggi (3,02), diikuti SD (2,98) dan SMP (2,94). Kesimpulannya, mayoritas guru belum sepenuhnya siap mengajar Peserta didik berkebutuhan khusus, terutama pada dimensi kognitif dan perilaku. Sekolah disarankan memberikan pelatihan dan dukungan agar guru dapat meningkatkan pengetahuan dan keterampilan dalam pembelajaran inklusif. Kata Kunci: Kesiapan Guru, Peserta Didik Berkebutuhan Khusus, Survei Deskriptif ***** ABSTRACT Readiness in the context of the teaching profession is defined as the mental, physical, and experiential condition of an educator. This study aims to determine the readiness of regular teachers in teaching students with special needs (SSN) at Sekolah Alam Bekasi. The research employed a quantitative approach with a descriptive survey method. The study population consisted of all 51 teachers from Kindergarten, Elementary, and Junior High School levels, including subject teachers. The instrument used was a questionnaire adapted from Bandura’s method, covering three dimensions: emotional and attitudinal readiness, cognitive readiness, and behavioral readiness. The results showed that 41% of teachers were in the “Ready” category and 59% in the “Not Ready” category, with an average score of 2.98. In the emotional and attitudinal dimension, 49% of teachers were ready; in the cognitive dimension, 45% were ready; and in the behavioral dimension, only 31% were ready. By school level, kindergarten teachers had the highest average score (3.02), followed by elementary (2.98) and junior high school teachers (2.94). In conclusion, the majority of teachers are not yet fully ready to teach student with special needs, especially in the cognitive and behavioral dimensions. Schools are advised to provide training and support to enhance teachers’ knowledge and skills in inclusive education. Keywords: Teacher Readiness, Students with Special Needs, Descriptive Survey

Item Type:	Thesis (Sarjana)
Additional Information:	1). Budi Santoso, M.Pd. ; 2). Dr. Irah Kasirah, M.Pd.
Subjects:	Pendidikan > Pendidikan Khusus
Divisions:	FIP > S1 Pendidikan Luar Biasa
Depositing User:	Users 31109 not found.
Date Deposited:	23 Sep 2025 02:46
Last Modified:	23 Sep 2025 02:46
URI:	http://repository.unj.ac.id/id/eprint/62538

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