KOLABORASI GURU PEMBIMBING KHUSUS DAN GURU REGULER DI SEKOLAH INKLUSI KOTA MAKASSAR

Hardiani, Wahyu (2022) KOLABORASI GURU PEMBIMBING KHUSUS DAN GURU REGULER DI SEKOLAH INKLUSI KOTA MAKASSAR. S2 thesis, Fakultas Ilmu Pendidikan.

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Abstract

ollaboration Special Education Teachers and Regular Teachers at Inclusive Schools in Makassar City. Thesis. Yogyakarta: Postgraduate, Yogyakarta State University, 2021 Inclusive education in Indonesia is currently at the stage of developing the system and its components, including collaboration. This study aims to describe collaborative practices by special educators and regular teachers in inclusive schools from the views of the two teachers, the school condition as well as the supports and obstacles faced by teachers in its implementation. This research is a descriptive qualitative research. The research subjects were 20 special education teachers and 18 regular teachers from 18 inclusive schools at the elementary school level in Makassar City. In-depth interviews through digital platforms (zoom and cell phone) were used as a data collection method. The validity of the data was tested using source triangulation. Data analysis uses an interactive model from Miles, Hubermen & Saldana with steps: condensing data, data display and drawing conclusions or verification. The results show that first, the collaboration model practiced by the two teachers in the classroom is one teach one assist but has not fully implemented the components of collaboration such as equality, sharing responsibilities, planning, learning and evaluation. Special Education teachers views collaboration as a strategy that can increase equality in front of students and teachers. Second, regular teachers view collaboration as a method of sharing ideas about children with special needs and their interventions and support collaborative practices. Regular teachers have a positive attitude towards collaboration but overwhelmed by the many task from the school so they cannot maximize time and practiced collaborations. Third, the condition of inclusive schools affects the practice of collaboration in inclusive schools. Collaborative activities are a challenge for special education teacher and regular teachers because they unprepared terms of knowledge, readiness, confidence and self-efficacy. Forth, inhibiting factors for collaboration from both teacher at inclusive schools in Makassar were time, lack of interpersonal relationships, trust and commitment, not getting used to changes and school culture approaches. Fifth, the support to collaborate was limited in the teacher preparation program, from school principals, school consultants and other related parties.

Item Type: Thesis (S2)
Uncontrolled Keywords: Praktik kolaborasi, Guru pembimbing khusus, guru reguler, sekolah inkluSI
Subjects: Pendidikan > Pendidikan Luar Biasa
Divisions: Fakultas Ilmu Pendidikan dan Psikologi (FIPP) > Pendidikan Luar Biasa
Depositing User: Perpustakaan FIP
Date Deposited: 22 Aug 2022 07:45
Last Modified: 22 Aug 2022 07:45
URI: http://eprints.uny.ac.id/id/eprint/74082

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