Hubungan Pengalaman Mengajar dengan Pemahaman Pendidikan Inklusi
DOI:
https://doi.org/10.70508/literaksi.v2i01.699Keywords:
Hubungan, Pengalaman Mengajar, Pemahaman, Pendidikan InklusiAbstract
Pendidikan inklusi yang mengintegrasikan siswa regular dan siswa berkebutuhan khusus masih menjadi bahan diskusi yang hangat. Dalam praktek di lapangan, sikap dan pengalaman guru menjadi factor utama yang harus dipertimbangkan. Penelitian ini bertujuan untuk menginvestigasi hubungan pengalaman guru di sekolah inklusi terhadap pemahaman pendidikan inklusi di Indonesia. Sejumlah 55 guru telah berparisipasi dalam pengisian kuesioner. Kuesioner yang digunakan yaitu Teacher's Attitude to the Scaleof Inclusion (TAIS) yang dialih bahasakan menjadi bahasa Indonesia. Kuisioner tersebut terdiri dari empat faktor yaitu masalah yang dibawa siswa ABK, penyertaan siswa ABK di kelas umum, implikasi inklusi dalam praktek mengajar dan implikasi dalam memenuhi kebutuhan siswa ABK. Hasil menunjukkan bahwa tidak adanya hubungan antara pengalaman mengajar guru dan pendidikan inklusi.
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