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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Journal of Educational, Health and Community Psychology Jurnal Perkotaan Jurnal Psikologi Pendidikan dan Konseling Psikohumaniora: Jurnal Penelitian Psikologi Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Journal of Psychological Science and Profession Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology ANIMA Indonesian Psychological Journal Provitae: Jurnal Psikologi Pendidikan Jurnal Bakti Masyarakat Indonesia MANASA, Jurnal Ilmiah Psikologi Jurnal Psikologi Pendidikan dan Konseling Suksma: Jurnal Psikologi Universitas Sanata Dharma
Margaretha Purwanti
Fakultas Psikologi Universitas Katolik Indonesia Atma Jaya
Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Environmental Science Health Professions Public Health Social Sciences Other

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Journal : Psikohumaniora: Jurnal Penelitian Psikologi

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Teachers' perceptions of school climate in inclusive schools Pandia, Weny Savitry Sembiring; Purwanti, Margaretha
Psikohumaniora: Jurnal Penelitian Psikologi Vol. 4 No. 1 (2019)
Publisher : Faculty of Psychology and Health - Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (227.174 KB) | DOI: 10.21580/pjpp.v4i1.3357

Abstract

Teachers are important figures in forming the school climate, including in inclusive schools. Their perception will influence the learning process and indirectly affect students’ achievements. This study aimed to identify teachers’ perceptions of school climate in inclusive schools. Mixed method was used in this study. Quantitatively, questionnaires were given to 127 teachers from 2 inclusive vocational schools and 4 inclusive high schools in Jakarta, Bandung, and Surakarta, using accidental sampling technique. In each class, there were 2 – 3 students with special needs, which encompassed different types of disability such as physically disabled, low vision, slow learner, Attention Deficit Hyperactivity Disorder (ADHD) and autism. Qualitatively, school observations and interviews were conducted with 10 teachers. The results showed that their perceptions of the school climate in high schools and vocational schools tended to be positive although the knowledge and application of inclusive education still needed to be improved. There were differences in several perceptual aspects due to the duration of teaching and the type of school.
Teachers' perceptions of school climate in inclusive schools Pandia, Weny Savitry Sembiring; Purwanti, Margaretha
Psikohumaniora: Jurnal Penelitian Psikologi Vol. 4 No. 1 (2019)
Publisher : Faculty of Psychology and Health - Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/pjpp.v4i1.3357

Abstract

Teachers are important figures in forming the school climate, including in inclusive schools. Their perception will influence the learning process and indirectly affect students’ achievements. This study aimed to identify teachers’ perceptions of school climate in inclusive schools. Mixed method was used in this study. Quantitatively, questionnaires were given to 127 teachers from 2 inclusive vocational schools and 4 inclusive high schools in Jakarta, Bandung, and Surakarta, using accidental sampling technique. In each class, there were 2 – 3 students with special needs, which encompassed different types of disability such as physically disabled, low vision, slow learner, Attention Deficit Hyperactivity Disorder (ADHD) and autism. Qualitatively, school observations and interviews were conducted with 10 teachers. The results showed that their perceptions of the school climate in high schools and vocational schools tended to be positive although the knowledge and application of inclusive education still needed to be improved. There were differences in several perceptual aspects due to the duration of teaching and the type of school.
Co-Authors Aisyah, Aireen Rhammy Kinara Athalia, Yolanda Sonya Benecdita Prihatin Dwi Riyanti Carolina Dindy Dwi Miranti Chandana Devi, Audrey Chrysantha, Charlotte Debri Pristinella Erika Kamaria Yamin Ginting, Monalysa Hadyan Dhiozandi Hernilen, Hernilen Janice Juanita Putrianawati Juliana Murniati Kawi, Teddy Kurniawan Novita W. Sutantoputri Partasari, Wieka Dyah Pertasari, Wieka Dyah Rakhmania, Raisa Rindorindo, Adely Sheila Putri Fajrianti Sutantoputri, Novita W. Sylvia Febrianti Thifaalya, Diandra Vyandri, Sasabela Abdun Weny Savitri S. Pandia Weny Savitry S. Pandia Yovi Anggi Lestari Yunita, Intan