Substansi Komponen Kompetensi Guru Sekolah Inklusif Bagi Anak Berkelainan/Berkebutuhan Pendidikan Khusus  

Oleh:

Rudiyati, Sari

Jenis: Article from Journal - ilmiah nasional - terakreditasi DIKTI - non-atma jaya
Dalam koleksi: Jurnal Penelitian dan Evaluasi Pendidikan vol. 16 no. 2 (2012), page 533-552.
Topik: Substantial competence components; inclusive schools; exceptional children/children with educational needs
Fulltext: 1130-8593-1-PB.pdf (226.81KB)

Isi artikel

The purposes of this research were to : (1) formulate substantial competence components of teachers of inclusive schools for exceptional children/children with special educational needs; and (2) develop a guide book and some competence assessment instruments of teachers of inclusive schools for exceptional children/children with special educational needs. The research was a developmental research study which used research and development procedures developed by Borg and Gall (1983: 771-787).The data gathering technique in this research included: (a) the Delphi technique, (b) focus group discussion, (c) questionnaire, (d) interview, (e) teachers portfolios (f) observation, and (g) document study. The instrument analyses applied The Exploratory Factor Analyses and Cronbach Alpha, while the data analyses used a descriptive technique. The result of the research showed that the substantial components of teachers competence for inclusive schools for exceptional children/children with special educational needs included: teachers competence, pedagogic competence, social competence, and professional competence. The research product in a form of a guiding book and instruments was seen as easy to use for assessing the competence of inclusive school teachers. Generally, the principals of the inclusive schools stated that the existence of the developed model would be able to assist the school in providing assessment instrument for assessing the competence of teachers of inclusive schools for exceptional children/children with special educational needs.

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