AKTIF Teacher Training Program to Increase Teachers' self Efficacy in Teaching chirdren with Special Needs
| Main Author: | Amitya, Kumara |
|---|---|
| Format: | Proceeding PeerReviewed application/pdf |
| Bahasa: | eng |
| Terbitan: |
, 2016
|
| Subjects: | |
| Online Access: |
https://repository.ugm.ac.id/139008/1/Actif%20Teascher%20Amitya.PDF https://repository.ugm.ac.id/139008/ |
Daftar Isi:
- Survey on Tlhe Need of Assistance for Children with Special Needs in Currr,rngkidul showed that its implrementations of inclusive education were not yet at its best. Teachers' lack of knowledge on inclusive eclucation arrd childrerr with special needs was one of the main reasons why the implementation had not worked out optimally. Aside from that, the lack of teachers' knowledge in dealing with children with special needs led to low teacher eflicacy. Th,e purpose of this research is to examine the etTectiveness of "Guru AKTIF: Aslh Kreatif Terampil Inspitatif'(Caring, Creative, Skillful, Irrspirative) to increase the selt-- efficacy of inclusive schooI teachers in teachirrg children with special needs, This research used Untreated Control Group Design with Dependent pre-test and post-test sample. The sulrjects werre l7 teachers selected through purposive sarnpling method as experiment group and 5 teachers as control group. One-Way ANOVA test showed that the tlrree methods (case discussion, role play, and simulatiorr) indicated no fundamental difference in improving selt-- 'fest efTicacy (F =,2.852, p:0.091;0.091> 0.05). Data analysis Lrsing the Mann Whitney [.J showed that the case discr-rs;sion method significantly increased self'-efflcacy (ZcasedrseLrssrtrr = - 2.410, p:0.016i Zsi'rulation ='-0.754, p:0.45l,z,'teptav= -1.916, p:0.055). Wilcoxon-signed ranrk test showed that case discussion method (p = 0.043) and role play (p:0.035) were significant to improve self-efficacy, as opposed to sirnulation method which was not (p : o.cr63).