THE SPECIAL GUIDE TEACHER CLASS MANAGEMENT ON CREATING INCLUSIVE STUDENT LEARNING MOTIVATION IN URBAN AREA

Agus Gunawan; Habibi Habibi; Hudisa Maulahamdi

doi:10.33650/edureligia.v7i2.6844

THE SPECIAL GUIDE TEACHER CLASS MANAGEMENT ON CREATING INCLUSIVE STUDENT LEARNING MOTIVATION IN URBAN AREA

DOI: https://doi.org/10.33650/edureligia.v7i2.6844

Authors (s)

(1) * Agus Gunawan

(Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Banten)
        Indonesia
(2)  Habibi Habibi   (Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Banten)
        Indonesia
(3)  Hudisa Maulahamdi   (Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Banten)
        Indonesia
(*) Corresponding Author

Abstract

This research objective was to analyse the influence of special supervising teachers' classroom management on creating inclusive student learning motivation in urban areas. This research used quantitative methods with a case study approach. A sampling of special supervisor teachers for inclusive classes in Serang City or urban areas. Data analysis used hypothesis testing with SPSS software version 23.00 with correlation between variables. The research results showed a positive influence between the class management of the class supervisor on creating inclusive student learning motivation with an influence contribution of 70.9%. The results showed a significant influence between accompanying teachers' classroom management and student learning motivation in inclusive elementary schools throughout urban areas. The research implied that the better the accompanying teacher's classroom management, the higher contribution to inclusive student learning motivation and vice versa; the less good the accompanying teacher's classroom management, the lower the creation of inclusive student learning motivation.

Keywords

class management, special teacher guide, class inclusive

Full Text: PDF

References

Aas, H. K., Uthus, M., & Løhre, A. (2023). Inclusive Education for Students with Challenging Behaviour: Development of Teachers’ Beliefs and Ideas for Adaptations Through Lesson Study. European Journal of Special Needs Education, 03(02), 1–15. https://doi.org/10.1080/08856257.2023.2191107

Ali, N. (2021). Efektivitas Kinerja Guru terhadap Motivasi Belajar Siswa. Damhil Education Journal, 1(1), 1–11. https://doi.org/10.37905/dej.v1i1.500

Amdany, P., Sularmi, S., & Sriyanto, M. I. (2018). Learning Motivation of Slow Learner in Elementary School. Social, Humanities, and Educational Studies (SHEs): Conference Series, 1(1), 613–618. https://doi.org/10.20961/shes.v1i1.23506

Amka, H. (2020). Manajemen Sarana Sekolah Penyelenggara Inklusi. Sidoarjo.

Ansari, M. I., Barsihanor, B., & Nirmala, N. (2021). Peran Guru Pendamping Khusus dalam Mengembangkan Emosional Anak Autisme di Kelas 1 A SDIT Al-Firdaus Banjarmasin. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 6(1), 21. https://doi.org/10.35931/am.v6i1.418

Aulia, L., & Permana, H. (2022). Penerapan Manajemen Kelas dalam Meningkatkan Motivasi Belajar Siswa di SMPN 2 Teluk Jambe Timur. PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran), 5(2), 254–258.

Awang, J., & Nuriz, M. A. F. (2020). Islamic Educational Thought in Indonesia: Study of Azyumardi Azra’s Thought. Islamiyyat, 42(2), 61–70.

Bahri, S. (2021). Manajemen Pendidikan Inklusi di Sekolah Dasar. Edukatif : Jurnal Ilmu Pendidikan, 4(1), 94–100. https://doi.org/10.31004/edukatif.v4i1.1754

Budiarti, N. D., & Sugito, S. (2018). Implementation of Inclusive Education of Elementary Schools: A Case Study in Karangmojo Sub-District, Gunungkidul Regency. Journal of Education and Learning (EduLearn), 12(2), 214–223. https://doi.org/10.11591/edulearn.v12i2.8727

Budiastuti, D., & Agustinus Bandur. (2018). Validitas dan Reliabilitas Penelitian. Mitra Wacana Media.

Budiyanto. (2018). Pengantar Pendidikan Inklusif Berbasis Budaya Lokal. Prenadamedia Group.

Bunga, M., Tanggur, F., & Bulu, V. (2020). Peran Guru dalam Mengelola Kelas Inklusif Anak Berkebutuhan Khusus di Sdk Sta. Maria Assumpta Kota Kupang. Spasi: Jurnal Mahasiswa Pendidikan Dasar, 2(2), 124–131.

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. (Fifth). Sage Publication.

Dhori, M. (2021). Analisis Teori Belajar Behavioristik dalam Proses Belajar Mengajar di SD Negeri 7 Kayuagung. Journal of Islamic Education, 1(1), 110–124. http://ejournal.uin-suka.ac.id/tarbiyah/HJIE/article/view/3916/2073

Ediyanto, & Kawai, N. (2023). Measuring teachers’ Attitudes Toward Inclusive Education: An Empirical Study in East Java, Indonesia. Cogent Education, 10(2), 32-40. https://doi.org/10.1080/2331186X.2023.2229014

Efendi, M., Pradipta, R. F., Dewantoro, D. A., Ummah, U. S., Ediyanto, E., & Yasin, M. H. M. (2022). Inclusive Education for Students with Special Needs at Indonesian Public Schools. International Journal of Instruction, 15(2), 967–980. https://doi.org/10.29333/iji.2022.15253a

Firanti, D. A., Mutiara, K. C., & Rustini, T. (2022). Penerapan Manajemen Kelas Inklusi di Sekolah Dasar. Elementary School Journal PGSD Fip Unimed, 12(2), 110-123. https://doi.org/10.24114/esjpgsd.v12i2.34907

Fitria, N., & Sholehuddin, S. (2020). Peran Orang Tua dalam Pembelajaran Selama Pandemi COVID-19 di Kelas 3 SD Labschool FIP UMJ. Prosiding Seminar Nasional Penelitian, 1–10. https://jurnal.umj.ac.id/index.php/semnaslit/article/view/8844

Garrote, A., Felder, F., Krähenmann, H., Schnepel, S., Sermier Dessemontet, R., & Moser Opitz, E. (2020). Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management. Frontiers in Education, 5(October), 1–11. https://doi.org/10.3389/feduc.2020.582873

Hayati, A. S. (2020). Peran Orang Tua dalam Meningkatkan Motivasi Belajar Anak dengan Sistem Daring pada Masa Pandemi di Desa Depokrejo, Kebumen. Tasyri` : Jurnal Tarbiyah-Syari`ah-Islamiyah, 27(2), 23–32. https://doi.org/10.52166/tasyri.v27i2.97

Hermanto, H., & Pamungkas, B. (2023). Teacher Strategies for Providing Access to Learning for Students with Special Needs in Elementary Schools. International Journal of Learning, Teaching and Educational Research, 22(4), 345–361. https://doi.org/10.26803/ijlter.22.4.20

Hidayatullah, A. (2021). Pengaruh Motivasi Belajar dan Manajemen Kelas terhadap Hasil Belajar Siswa. Edukatif : Jurnal Ilmu Pendidikan, 3(4), 1451–1459. https://doi.org/10.31004/edukatif.v3i4.620

Hidayatullah, N., & Marsidin, S. (2022). Studi Literatur: Manajemen Kelas untuk Meningkatkan Motivasi Belajar Siswa. Jurnal Pendidikan dan Konseling, 4(6), 10980–10986.

Jannati, P., Ramadhan, F. A., & Rohimawan, M. A. (2023). Peran Guru Penggerak dalam Implementasi Kurikulum Merdeka di Sekolah Dasar. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(1), 330-343. https://doi.org/10.35931/am.v7i1.1714

Juliya, M., & Herlambang, Y. T. (2021). Analisis Problematika Pembelajaran Daring dan Pengaruhnya terhadap Motivasi Belajar Siswa. Genta Mulia, XII(1), 281–294.

Junaedi, A., & Suhartini, T. (2022). Increasing Students’ Learning Motivation With Spiritual Guidance Program. Edureligia: Jurnal Pendidikan Agama Islam, 6(1), 1–9. https://doi.org/10.33650/edureligia.v6i1.3601

Karlen, Y., Hertel, S., & Hirt, C. N. (2020). Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner. Frontiers in Education, 5(September), 1–20. https://doi.org/10.3389/feduc.2020.00159

Kemdiknas. (2021). Pendidikan Inklusi. Jakarta.

Leifler, E. (2020). Teachers’ Capacity to Create Inclusive Learning Environments. International Journal for Lesson and Learning Studies, 9(3), 221–244. https://doi.org/10.1108/IJLLS-01-2020-0003

Liani, S., & Barsinahor. (2021). Peran Guru Pendamping Khusus pada Program Layanan Pendidikan Inklusi di TK Idaman Banjarbaru. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 3(1), 7--15. https://doi.org/10.35473/ijec.v3i1.828

Litasari, N., Latief, M., & Syarifuddin. (2021). Hubungan Manajemen Kelas Dengan Motivasi Belajar Anak Kelompok B Tk Bina Anaprasa Nuris Jember (The Relationship Class Management with Learning Motivation of Children Group B Kindergarten Bina Anaprasa Nuris Jember). Journal Of Early Childhood Education And Research, 2(1), 1–7.

Magdalena, I., Ardelia, E., Anggestin, T., Ristiana, & Agustin, J. T. (2020). Pengaruh Manajemen Kelas terhadap Motivasi Belajar Siswa. Nusantara : Jurnal Pendidikan dan Ilmu Sosial, 2(2), 238-246.

Mokoagow, S. (2021). Peran Guru Pendamping dalam Meningkatkan Motivasi Belajar Siswa. Journal of Elementary Educational Research, 1(1), 20–26. https://doi.org/10.30984/jeer.v1i1.39

Muñoz-Martínez, Y., Monge-López, C., & Torrego Seijo, J. C. (2020). Teacher Education in Cooperative Learning and Its Influence on Inclusive Education. Improving Schools, 23(3), 277–290. https://doi.org/10.1177/1365480220929440

Musa, M., & Aidah, N. (2018). Interventionist Classroom Management and Learning of Children with Disabilities in Primary Schools: An Inclusive and Reframing Approach. International Journal of Research Studies in Education, 8(2), 15–27. https://doi.org/10.5861/ijrse.2018.3018

Nugraha, E. (2020). Implementasi Program Tahfizh Qur’an di PAUD Inklusif dengan Model HOTS. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 5(2), 95–106. http://jurnal.uinbanten.ac.id/index.php/assibyan/article/view/3569

Paschal, M. J., Nyoni, T. T., & Mkulu, D. G. (2020). The role of Cooperative Learning in Attaining Inclusive Education in the Classroom, Creativity and Innovation in Secondary schools in Mwanza Region-Tanzania. International Journal of English Literature and Social Sciences, 5(2), 364–373. https://doi.org/10.22161/ijels.52.5

Patel-Campillo, A., & García, V. B. S. (2022). Breaking the Poverty Cycle? Conditional Cash Transfers and Higher Education Attainment. International Journal of Educational Development, 92(January 2021), 102-112. https://doi.org/10.1016/j.ijedudev.2022.102612

Pekkolay, S. (2021). Effective School Management. Journal of Advances in Education and Philosophy, 5(8), 231–235. https://doi.org/10.36348/jaep.2021.v05i08.001

Pujiman, Rukayah, & Matsuri. (2021). Penerapan Prinsip Manajemen Kelas dan Pengaruhnya terhadap Motivasi Belajar Siswa di Sekolah Dasar. JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan, 7(2), 124–128. https://jurnal.uns.ac.id/jpi/article/view/47616

Putri, R., & Nurhastuti. (2021). Analisis tentang Kesiapan Guru Mengelola Kelas pada Mata Pelajaran Penjas bagi ABK di SMKN Penyelenggara Pendidikan Inklusi. JPAI, 4(1), 3803–3812.

Putri, Y., & Hamdan, S. R. (2021). Sikap dan Kompetensi Guru Pada Pendidikan Inklusi di Sekolah Dasar. JPI (Jurnal Pendidikan Inklusi), 4(2), 138-150. https://doi.org/10.26740/inklusi.v4n2.p138-152

Rasmitadia, Prasetyo, T., & Widyasari. (2020). The Impact of Using Instructional Strategy Based on The Brain’s Natural Learning Systems for Special Needs Students in the Inclusive Classroom. Proceeding on Management, Education and Social Science (MESS), 2(2), 1–7. https://doi.org/10.31098/mess.v1i1.8

Sartinah, E. P., & Murtadlo. (2022). The Management of Inclusive Schools’ Curriculum in Indonesia. Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021), 618(Ijcah), 919–924. https://doi.org/10.2991/assehr.k.211223.159

Schuelka, M. J., & Lapham, K. (2019). Comparative and International Inclusive Education: Trends, Dilemmas, and Future Directions. International Perspectives on Education and Society, 37, 35–42. https://doi.org/10.1108/S1479-367920190000037003

Sheehy, K., Budiyanto, Kaye, H., & Rofiah, K. (2019). Indonesian teachers’ epistemological beliefs and inclusive education. Journal of Intellectual Disabilities, 23(1), 39–56. https://doi.org/10.1177/1744629517717613

Shepard, L. A. (2019). Classroom Assessment to Support Teaching and Learning. Annals of the American Academy of Political and Social Science, 683(1), 183–200. https://doi.org/10.1177/0002716219843818

Sugiyono. (2018). Statistik untuk Penelitian. Bandung.

Sukirdi, S., Sujanto, B., Hanafi, I., & Suwarni, S. (2020). Manajemen Guru Perspektif Sekolah Islam Terpadu (Konsep dan Implementasi). Widina Bhakti Persada Bandung.

Taylor, L. A., Oostdam, R., & Fukkink, R. G. (2022). Standardising Coaching of Preservice Teachers in the Classroom: Development and Trial of the Synchronous Online Feedback Tool (SOFT). Teaching and Teacher Education, 117(1), 103-112. https://doi.org/10.1016/j.tate.2022.103780

Wahyuno, E., Sunandar, A., Ediyanto, E., Ramadhani, R. S., & Fitrasari, B. D. (2021). Management of Inclusive Education Services in School Through Self Awareness, Motivation, and Self Efficiency. Journal of Disruptive Learning Innovation (JODLI), 3(1), 55-67. https://doi.org/10.17977/um072v3i12021p55-64

Wilson, C., Woolfson, L. M., & Durkin, K. (2019). The Impact of Explicit and Implicit Teacher Beliefs on Reports of Inclusive Teaching Practices in Scotland. International Journal of Inclusive Education, 26(4), 378–396. https://doi.org/10.1080/13603116.2019.1658813

Article View

Abstract views : 79 times | PDF files viewed : 56 times

Dimensions, PlumX, and Google Scholar Metrics

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Edureligia : Jurnal Pendidikan Agama Islam

Published by Fakultas Agama Islam, Universitas Nurul Jadid, Probolinggo, East Java, Indonesia.

Username
Password
Remember me