SUBSTANSI KOMPONEN KOMPETENSI GURU SEKOLAH INKLUSIF BAGI ANAK BERKELAINAN/BERKEBUTUHAN PENDIDIKAN KHUSUS - Rudiyati, Sari (Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta, 2012)
Penelitian ini bertujuan untuk menghasilkan: (1) substansi komponen kompetensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendidikan khusus; dan (2) buku panduan dan instrumen asesmen kom-petensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendi-dikan khusus. Penelitian ini merupakan penelitian pengembangan de-ngan menggunakan prosedur research and development yang dikem-bangkan oleh Borg dan Gall (1983: 771-787).Teknik pengumpulan data penelitian ini adalah: (a) Teknik Delphi, (b) Focus Group Discussion, (c) angket/kuesio-ner, (d) wawancara, (e) portofolio guru, (f) observasi, dan (g) Studi doku-mentasi. Analisis instrumen menggunakan Explanatory Factors Analysis dan Cronbach Alpha serta analisis data mengggunakan teknik deskriptif. Temu-an hasil penelitian menunjukkan bahwa substansi komponen kompetensi guru sekolah inklusif bagi anak berkelainan meliputi kompetensi guru, kompetensi pedagogik, kompetensi sosial dan profesional. Produk peneliti-an yang berupa buku panduan dan instrumen dinilai mudah digunakan untuk melakukan asesmen kompetensi guru sekolah inklusif. Secara umum opini yang diberikan Kepala Sekolah Dasar Inklusif menunjukkan bahwa keberadaan model yang dikembangkan ini, dapat membantu pihak sekolah dalam hal penyediaan instrumen asesmen kompetensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendidikan khusus.Kata kunci: Substansi komponen kompetensi guru, sekolah inklusif, anak berkelainan/berkebutuhan pendidikan khusus______________________________________________________________SUBSTANTIAL COMPONENTS OF TEACHER'S COMPETENCE OF INCLUSIVE SCHOOL FOR EXEPTIONAL CHILDREN/CHILDREN WITH SPECIAL EDUCATIONAL NEEDSAbstract The purposes of this research were to: (1) formulate substantial com-petence components of teachers of inclusive schools for exceptional child-ren/children with special educational needs; and (2) develop a guide book and some competence assessment instruments of teachers of inclusive schools for exceptional children/children with special educational needs. The research was a developmental research study which used research and development procedures developed by Borg and Gall (1983: 771-787).The data gathering technique in this research included: (a) the Delphi techni-que, (b) focus group discussion, (c) questionnaire, (d) interview, (e) teach-ers' portfolios (f) observation, and (g) document study. The instrument analyses applied The Exploratory Factor Analyses and Cronbach Alpha, while the data analyses used a descriptive technique. The result of the re-search showed that the substantial components of teachers competence for inclusive schools for exceptional children/children with special educational needs included: teachers' competence, pedagogic competence, social com-petence, and professional competence. The research product in a form of a guiding book and instruments was seen as easy to use for assessing the competence of inclusive school teachers. Generally, the principals of the inclusive schools stated that the existence of the developed model would be able to assist the school in providing assess-ment instrument for assessing the competence of teachers of inclusive schools for exceptional children/children with special educational needs.Keywords: Substantial competence components, inclusive schools, exceptional children/children with educational needs