HUBUNGAN ATTITUDE TERHADAP PENDIDIKAN INKLUSI DENGAN ACADEMIC SELF-EFFICACY MAHASISWA DALAM PERGURUAN TINGGI INKLUSI

ASTRIANA CANDRA SUSANTI, . (2026) HUBUNGAN ATTITUDE TERHADAP PENDIDIKAN INKLUSI DENGAN ACADEMIC SELF-EFFICACY MAHASISWA DALAM PERGURUAN TINGGI INKLUSI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui hubungan Attitude terhadap pendidikan inklusi dengan Academic Self-Efficacy pada mahasiswa perguruan tinggi inklusi. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Sampel penelitian berjumlah 301 mahasiswa aktif yang berkuliah di perguruan tinggi inklusi dan diperoleh menggunakan teknik purposive sampling. Instrumen yang digunakan adalah dimensi Attitude yang diadaptasi dari The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) yang dikembangkan oleh Forlin et al. (2011) serta The Academic Self-Efficacy Scale (TASES) yang dikembangkan oleh Sagone dan De Caroli (2014). Analisis data pada penelitian ini menggunakan uji korelasi Spearman. Hasil penelitian menunjukkan bahwa terdapat hubungan negatif yang tidak signifikan antara Attitude terhadap pendidikan inklusi dengan Academic Self-Efficacy pada mahasiswa perguruan tinggi inklusi (r = -0,021; p = 0,718). Selain itu, dalam penelitian ini ditemukan bahwa skor Attitude memiliki perbedaan yang signifikan berdasarkan tingkat interaksi dengan mahasiswa berkebutuhan khusus. ***** This This study aimed to examine the relationship between Attitude toward Inclusive Education and Academic Self-Efficacy among students in inclusive higher education institutions. This study employed a quantitative approach using a correlational research design. The sample consisted of 301 active students enrolled in inclusive higher education institutions and was selected using a purposive sampling technique. The instruments used were the Attitude dimension adapted from The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) developed by Forlin et al. (2011) and The Academic Self-Efficacy Scale (TASES) developed by Sagone and De Caroli (2014). Data were analyzed using Spearman's rank correlation. The findings indicated a negative but non-significant relationship between Attitude toward Inclusive Education and Academic Self-Efficacy among students in inclusive higher education institutions (r = -0.021, p = .718). In addition, the study found that Attitude scores differed significantly based on the level of interaction with students with disabilities.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Adhissa Qonita, M.Psi., Psikolog. ; 2). Irma Rosalinda Lubis, M.Si., Psikolog
Subjects:	Pendidikan > Pendidikan Khusus Pendidikan > Psikologi Pendidikan
Divisions:	FPPsi > S1 Psikologi
Depositing User:	Astriana Candra Susanti .
Date Deposited:	10 Aug 2026 04:14
Last Modified:	10 Aug 2026 04:14
URI:	http://repository.unj.ac.id/id/eprint/69272

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