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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

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.

Analisis Kompetensi Pedagogik Guru PAUD dalam Mengajar di Kelas Inklusi Athalia, Yolanda Sonya; Purwanti, Margaretha
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i1.6857

Guru Pendidikan Anak Usia Dini (PAUD) memiliki peran penting dalam memberikan stimulasi bagi perkembangan siswa di sekolah. Selama proses pembelajaran, guru memiliki berbagai tanggung jawab, terlebih ketika mengajar di sekolah inklusi, yang mana siswa tipikal dan atipikal belajar di satu kelas. Dengan adanya tanggung jawab yang lebih besar dibandingkan dengan guru kelas reguler, guru PAUD yang mengajar di kelas inklusi perlu memiliki kompetensi pedagogik yang baik. Penelitian ini bertujuan untuk memperoleh gambaran kompetensi pedagogik guru PAUD yang mengajar di kelas inklusi. Partisipan penelitian mixed method ini adalah empat orang guru. Pengambilan data dilakukan dengan mengisi alat ukur, wawancara, dan observasi. Hasil penelitian secara kuantitatif menunjukkan bahwa para guru memiliki kompetensi pedagogik yang tergolong baik. Namun, berdasarkan data kualitatif diketahui bahwa terdapat kebutuhan untuk meningkatkan pengetahuan terkait tipe anak berkebutuhan khusus, desain pembelajaran yang universal dan program pembelajaran individual, serta melatih kemampuan berkomunikasi positif.

Analisis Kompetensi Pedagogik Guru PAUD dalam Mengajar di Kelas Inklusi Athalia, Yolanda Sonya; Purwanti, Margaretha
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i1.6857

Guru Pendidikan Anak Usia Dini (PAUD) memiliki peran penting dalam memberikan stimulasi bagi perkembangan siswa di sekolah. Selama proses pembelajaran, guru memiliki berbagai tanggung jawab, terlebih ketika mengajar di sekolah inklusi, yang mana siswa tipikal dan atipikal belajar di satu kelas. Dengan adanya tanggung jawab yang lebih besar dibandingkan dengan guru kelas reguler, guru PAUD yang mengajar di kelas inklusi perlu memiliki kompetensi pedagogik yang baik. Penelitian ini bertujuan untuk memperoleh gambaran kompetensi pedagogik guru PAUD yang mengajar di kelas inklusi. Partisipan penelitian mixed method ini adalah empat orang guru. Pengambilan data dilakukan dengan mengisi alat ukur, wawancara, dan observasi. Hasil penelitian secara kuantitatif menunjukkan bahwa para guru memiliki kompetensi pedagogik yang tergolong baik. Namun, berdasarkan data kualitatif diketahui bahwa terdapat kebutuhan untuk meningkatkan pengetahuan terkait tipe anak berkebutuhan khusus, desain pembelajaran yang universal dan program pembelajaran individual, serta melatih kemampuan berkomunikasi positif.

Self-esteem and future career orientation among adolescents at the X Orphanage Thifaalya, Diandra; Purwanti, Margaretha
Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 11 NUMBER 1 JUNE 2025
Publisher : Program Studi bimbingan Konseling PPs UNM Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppk.v1i1.71164

This study aims to examine self-esteem and future career orientation among adolescents at the X Orphanage. Preliminary interviews indicated that the majority of adolescents at the X Orphanage lacked self-esteem and suffered confusions about future career. This study employed a descriptive approach and a mixed method, involving 28 adolescents aged 14-21 years living at the X Orphanage. The adolescents’ self-esteem was measured using the Self-Esteem Inventory with the reliability score of 0.88, while future career orientation was assessed using the Future Career Orientation questionnaire with the reliability score of 0.905. Interviews were conducted to collect more in-depth information about factors influencing self-esteem and career planning. Descriptive statistics and content analysis were adopted to analyze quantitative and qualitative data. The results of this study showed that majority of adolescents at the X Orphanage had moderate to high levels of self-esteem and moderate clarity in future career orientation. Support and fulfilled needs contribute to their positive self-esteem and sufficiently clear future career orientation. However, some adolescents were found to have low self-esteem within the context of social relationships and demonstrate vague career planning. These results highlight the importance of environmental support for orphanage adolescents to foster their self-esteem and enhance career planning.

Self-esteem and future career orientation among adolescents at the X Orphanage Thifaalya, Diandra; Purwanti, Margaretha
Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 11 NUMBER 1 JUNE 2025
Publisher : Program Studi bimbingan Konseling PPs UNM Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppk.v1i1.71164

This study aims to examine self-esteem and future career orientation among adolescents at the X Orphanage. Preliminary interviews indicated that the majority of adolescents at the X Orphanage lacked self-esteem and suffered confusions about future career. This study employed a descriptive approach and a mixed method, involving 28 adolescents aged 14-21 years living at the X Orphanage. The adolescents’ self-esteem was measured using the Self-Esteem Inventory with the reliability score of 0.88, while future career orientation was assessed using the Future Career Orientation questionnaire with the reliability score of 0.905. Interviews were conducted to collect more in-depth information about factors influencing self-esteem and career planning. Descriptive statistics and content analysis were adopted to analyze quantitative and qualitative data. The results of this study showed that majority of adolescents at the X Orphanage had moderate to high levels of self-esteem and moderate clarity in future career orientation. Support and fulfilled needs contribute to their positive self-esteem and sufficiently clear future career orientation. However, some adolescents were found to have low self-esteem within the context of social relationships and demonstrate vague career planning. These results highlight the importance of environmental support for orphanage adolescents to foster their self-esteem and enhance career planning.

Construct Validity and Reliability: Perception of Teacher Competency Scale Rakhmania, Raisa; Riyanti, Benedicta Prihatin Dwi; Purwanti, Margaretha
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol. 14 No. 2 (2025): JP3I
Publisher : FAKULTAS PSIKOLOGI UIN SYARIF HIDAYATULLAH JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v14i2.41460

Early childhood teacher competency ensures high-quality programs and fosters student development. This competency comprises four key aspects: pedagogical, personality, social, and professional skills. However, Indonesia still lacks a psychometrically validated, perception-based competency scale that fully aligns with both national policy standards and internationally recognised frameworks. To address this gap, this research aimed to develop a self-inventory model of teacher competency. A 60-item questionnaire was sent to 249 early childhood teachers. Construct validity was examined using Exploratory and Confirmatory Factor Analyses. Convergent validity was confirmed by significant factor loadings, Composite Reliability, and Average Variance Extracted values. Criterion-related validity was supported by positive correlations with established measures of creative adaptability, perceived social support, teacher efficacy, and work engagement scale. The final analysis identified seven teacher competency dimensions. This scale also correlates with the other four measuring instruments. Analysis of Cronbach's Alpha Coefficient, Composit Reliability Value, and Average Variance Extract assessed reliability. The scale was refined to 45 valid items. This was followed by Measurement Invariance with Multigroup Confirmatory Factor Analysis, to evaluate potential differences in perceptions among groups categorised by educational background and teaching experience in their comprehension of the item questionnaire. The results revealed no significant differences in perceptions across either group type regarding the measuring instrument. This new scale is expected to enhance future research, educator training, and the quality of early childhood education.

PELATIHAN MANAJEMEN KELAS PADA GURU MADRASAH ALIYAH CC JAKARTA Thifaalya, Diandra; Vyandri, Sasabela Abdun; Purwanti, Margaretha
Jurnal Bakti Masyarakat Indonesia Vol. 6 No. 3 (2023): Jurnal Bakti Masyarakat Indonesia
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/jbmi.v6i3.26552

The teachers of Madrasah Aliyah (MA) CC have three main functions, among them are pedagogue, educationalist, and school management. The three functions show that the teachers in MA CC do not only teach, but also manage the school as an institution, thus they have their own challenges in their job. These days, the teachers' performance is considered not optimal. This condition is characterized by the difficulty in developing teaching materials and methods that are considered creative, identifying students characteristics, enforcing discipline, and managing time. The difficulties the teachers are facing affect the implementation of classroom management, thus the learning process in the classroom becomes ineffective. Things that cause difficulties for teachers in designing creative learning methods include teachers' limited teaching experience and lack of start in developing professionalism. A training is conducted to help the teachers overcome the difficulties they are facing in implementing effective classroom management. The training aims to increase the teachers knowledge about strategies in managing time and identifying students characteristics. The training was conducted for 13 teachers of MA CC. The training was carried out by presenting material regarding time management strategies, recognizing student characteristics, and several case studies to apply the strategies presented. The result of pre-test and post-test shows that the purpose of the training is achieved and the teachers gain knowledge about the strategies they could use to manage time and identify students characteristics ABSTRAK Guru Madrasah Aliyah (MA) CC memiliki tiga fungsi utama, yaitu sebagai pengajar, pendidik, dan pengelola sekolah. Adanya ketiga fungsi tersebut menunjukkan bahwa guru di MA CC tidak hanya mengampu tugas sebagai seorang pengajar, tetapi juga memiliki tambahan sebagai pengelola institusi, sehingga mereka memiliki tantangan pekerjaan tersendiri. Saat ini, performa kinerja guru MA CC dinilai belum optimal. Kondisi ini ditandai oleh kesulitan dalam menyusun rencana pembelajaran dengan metode yang kreatif, mengenali karakteristik siswa, menegakkan disiplin, dan manajemen waktu. Kesulitan yang dihadapi berdampak pada implementasi manajemen kelas yang belum efektif, sehingga proses belajar mengajar di kelas menjadi belum optimal, baik bagi guru maupun siswa. Hal yang menyebabkan guru kesulitan dalam merancang metode pembelajaran yang kreatif diantaranya adalah pengalaman mengajar bagi guru yang masih terbatas dan kurangnya inisiatif dalam mengembangkan profesionalitas. Untuk mengatasi permasalahan manajemen kelas yang dihadapi, maka dilaksanakan pelatihan dengan tujuan untuk meningkatkan pengetahuan para guru MA CC terkait strategi dalam manajemen waktu dan mengenali karakteristik siswa. Pelatihan dilaksanakan bersama 13 guru MA CC. Pelatihan dilaksanakan dengan memaparkan materi mengenai strategi manajemen waktu, mengenali karakteristik siswa, dan juga beberapa studi kasus untuk menerapkan strategi yang disampaikan. Hasil pre-test dan post-test menunjukkan bahwa tujuan pelatihan tercapai dan para guru di MA CC mengetahui berbagai strategi yang dapat dilakukan untuk membantu dirinya dalam memanajemen waktu dan mengenali karakteristik siswa untuk mengoptimalkan manajemen kelas

Gambaran Kompetensi Pedagogik Guru PAUD dalam Memahami Teori dan Praktik Pendidikan untuk Anak Usia Dini Rakhmania, Raisa; Purwanti, Margaretha; Riyanti, Benedicta Prihatin Dwi
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 6 (2023)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v7i6.5340

Pengetahuan guru mengenai teori dan praktik pendidikan bagi anak usia dini merupakan hal mendasar yang harus dikuasai guru PAUD. Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan kompetensi guru PAUD mengenai teori dan praktik dalam pendidikan anak usia dini. Penelitian ini adalah studi kualitatif dengan melakukan wawancara semi terstruktur kepada enam orang guru PAUD yang mengajar anak usia 5-6 tahun. Wawancara dilakukan untuk menggali informasi dari partisipan. Hasil wawancara dianalisis untuk mencari gambaran kompetensi pedagogik guru PAUD. Hasil penelitian ini menunjukkan bahwa kompetensi pedagogik pada guru PAUD belum maksimal karena pengetahuan mengenai teori pendidikan anak usia dini masih kurang. Temuan lain menunjukkan bahwa latar belakang pendidikan serta pengalaman mengajar guru PAUD memiliki pengaruh terhadap kompetensi guru dalam menerapkan atau mempraktikkan pembelajaran anak usia dini yang sesuai. Implikasi hasil penelitian ini dapat dijadikan bahan pertimbangan untuk meningkatkan kualitas kompetensi guru PAUD.

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

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.

PERAN PERSEPSI ORANGTUA DALAM MENERAPKAN PENDIDIKAN SEKSUALITAS KEPADA ANAK USIA 9-12 TAHUN DI SD X Hadyan Dhiozandi; Margaretha Purwanti
Jurnal Perkotaan Vol. 11 No. 2 (2019): Desember 2019
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/perkotaan.v11i2.948

Pendidikan seksualitas pada dasarnya bermanfaat untuk membekali anak agar lebih siap menjalani perkembangan seksual, serta sigap menghadapi kekerasan seksual. Namun melalui wawancara kepada orangtua di SD X, mayoritas orangtua enggan menyampaikan informasi seksualitas kepada anak. Mereka ragu menjawab pertanyaan anak seputar seksualitas, bahkan beberapa orangtua mempertanyakan manfaat pendidikan seksualitas. Dapat disimpulkan kesadaran orangtua di SD X untuk menerapkan pendidikan seksualitas kepada anak masih kurang. Tujuan penelitian ini adalah mengetahui kontribusi persepsi orangtua terhadap penerapan pendidikan seksualitas kepada anak. Peneliti menggunakan Health-Belief Model yang terdiri dari perceived susceptibility, perceived severity, perceived benefit, perceived barrier, dan cues to action untuk menggali pandangan orangtua mengenai faktor-faktor yang mempengaruhi dirinya untuk menerapkan pendidikan seksualitas. Data diperoleh melalui kuesioner kepada 127 orangtua di SD X yang memiliki anak kelas 4-6 SD. Hasil analisis menunjukkan hanya perceived barrier (persepsi akan adanya hambatan) yang dapat memprediksi perilaku orangtua dalam menerapkan pendidikan seksualitas kepada anaknya (t = -.4.894, p < .05). Berdasarkan hasil penelitian, orangtua perlu difasilitasi untuk menghilangkan hambatan (barrier) dalam menyampaikan informasi seksualitas pada anak.

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