SIKAP GURU TERHADAP ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH MENENGAH PERTAMA NEGERI KECAMATAN JOHAR BARU JAKARTA PUSAT

INDAH NUR FATIHAH, . (2026) SIKAP GURU TERHADAP ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH MENENGAH PERTAMA NEGERI KECAMATAN JOHAR BARU JAKARTA PUSAT. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui gambaran sikap guru terhadap anak berkebutuhan khusus (ABK) di SMP Negeri Kecamatan Johar Baru. Sikap guru merupakan salah satu faktor penting dalam mendukung keberhasilan penyelenggaraan pendidikan inklusif karena memengaruhi cara guru memahami, menerima, dan memberikan layanan pembelajaran kepada ABK. Sikap guru dalam penelitian ini ditinjau dari tiga dimensi, yaitu kognitif, afektif, dan konatif. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif. Populasi penelitian adalah seluruh guru SMP Negeri di Kecamatan Johar Baru. Hasil penelitian menunjukkan bahwa secara keseluruhan sikap guru terhadap ABK berada pada kategori positif, yaitu sebanyak 36 guru (36%) berada pada kategori sangat baik dan 64 guru (64%) berada pada kategori baik. Pada dimensi kognitif, sebanyak 22 guru (22%) berada pada kategori sangat baik, 76 guru (76%) pada kategori baik, dan 2 guru (2%) pada kategori cukup. Pada dimensi afektif, sebanyak 43 guru (43%) berada pada kategori sangat baik, 54 guru (54%) pada kategori baik, dan 3 guru (3%) pada kategori cukup. Pada dimensi konatif, sebanyak 33 guru (33%) berada pada kategori sangat baik, 59 guru (59%) pada kategori baik, dan 8 guru (8%) pada kategori cukup. Temuan ini menunjukkan bahwa guru memiliki pemahaman, penerimaan, serta kecenderungan perilaku yang positif terhadap ABK dalam pelaksanaan pendidikan inklusif. Kata Kunci: sikap guru, anak berkebutuhan khusus, pendidikan inklusif, kognitif, afektif, konatif. ***** This study aims to describe teachers' attitudes toward children with special needs (CSN) in public junior high schools of Johar Baru District. Teachers' attitudes are one of the important factors supporting the successful implementation of inclusive education, as they influence how teachers understand, accept, and provide educational services to children with special needs. In this study, teachers' attitudes were examined through three dimensions: cognitive, affective, and conative. This study employed a quantitative approach using a descriptive method. The population consisted of all teachers in public junior high schools in Johar Baru District. The results showed that overall teachers' attitudes toward children with special needs were positive. A total of 36 teachers (36%) were categorized as having very good attitudes, while 64 teachers (64%) were categorized as having good attitudes. In the cognitive dimension, 22 teachers (22%) were categorized as very good, 76 teachers (76%) as good, and 2 teachers (2%) as fairly good. In the affective dimension, 43 teachers (43%) were categorized as very good, 54 teachers (54%) as good, and 3 teachers (3%) as fairly good. In the conative dimension, 33 teachers (33%) were categorized as very good, 59 teachers (59%) as good, and 8 teachers (8%) as fairly good. These findings indicate that teachers possess positive understanding, acceptance, and behavioral tendencies toward children with special needs in the implementation of inclusive education. Keywords: teachers' attitudes, children with special needs, inclusive education, cognitive, affective, conative

Item Type:	Thesis (Sarjana)
Additional Information:	1. Dr. Indra Jaya, M.Pd. 2. Dr. Trisna Mulyeni, M.Sc.
Subjects:	Pendidikan > Pendidikan Khusus Pendidikan > Kualifikasi dan Profesionalitas Guru
Divisions:	FIP > S1 Pendidikan Luar Biasa
Depositing User:	Indah Nur Fatihah .
Date Deposited:	20 Aug 2026 07:17
Last Modified:	20 Aug 2026 07:17
URI:	http://repository.unj.ac.id/id/eprint/71919

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