Frankel states that key factor determining the success of inclusive educational practice lies in the teachers ability to develop course design for diverse students in the class (in Widyawati, 2008). Teachers should be able to acknowledge each students characteristics and construct meaningful course design that meets the needs of the students (Morrison, Ross, and Kemp, 2004). The Indonesian Ministry of Education has conducted a number of trainings on inclusive education to increase teachers capacity to design courses in inclusive class, but these trainings are far from adequate (Sunanto, 2008; Widyarso, 2010). Research shows that teachers still find it difficult to construct differentiated course design that meet the diverse needs of pupils in their class despite their participation on teachers trainings and workshops. (Giovanni, Purwanti, and Widyawati, 2008; Widyawati, 2008). This research aims to investigate the impact of a teacher training program in enhancing the capacity of teachers in constructing course design that meets the needs of gifted/talented pupils. This training is adapted from Conklin and Frei's concept (2007). 26 teachers participated in this one group pretest-posttest design research. Repeated measure t-test indicates there is significant difference in teachers' capacity to construct course design (t = -2,574, df = 15, p = 0,05). This result suggest that the training given failed to improve teachers' capacity in constructing course design that meets the needs of gifted/talented pupils. Discussion and suggestion for future utilization of the training are discussed.
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Frankel (dalam Widyawati, 2008) menyatakan bahwa kunci keberhasilan pendidikan inklusi ada pada kemampuan guru untuk mengembangkan rancangan pembelajaranuntuk beragam siswa di dalam kelas. Para guru harus mampu mengenali karakteristik setiap siswa dan mengembangkan pembelajaran yang sesuai dengan kebutuhan dari setiap siswa (Morrison, Ross, dan Kemp, 2004). Kementerian Pendidikan Republik Indonesia telah menyelenggarakan sejumlah pelatihan terkait pendidikan inklusi untuk meningkatkan kemampuan guru merancang pembelajaran dalam setting inklusi, namun pelatihan ini dirasa belum memadai (Sunanto, 2008; Widyarso, 2010). Beberapa penelitian menunjukkan bahwa para guru masih menemui kendala merancang pembelajaran untuk beragam sisswa dalam kelas walaupun sudah pernah mengikuti pelatihan terkait pendidikan inklusi (Giovanni, Purwanti, dan Widyawati, 2008; Widyawati, 2008). Penelitian ini bertujuan untuk melihat pengaruh pemberian pelatihan pada peningkatan kemampuan guru merancang pembelajaran yang sesuai dengan kebutuhan siswa cerdas/berbakat istimewa di dalam kelas inklusi. Pelatihan ini disusun berdasarkan konsep Conklin dan Frei (2007). Sebanyak 26 guru berpartisipasi dalam penelitian dengan disain one group pretest-posttest design. Hasil uji t amatan ulang menunjukkan tidak ada peningkatan kemampuan guru dalam merancang pembelajaran sesudah diberikan pelatihan (t = -2,574, df = 15, p = 0,05). Diskusi dan saran terkait penggunaan pelatihan ini dibahas secara mendalam. |