AKTIF Teacher Training Program to Increase Teachers' self Efficacy in Teaching chirdren with Special Needs
AKTIF Teacher Training Program to Increase
Teachers' self Efficacy in Teaching chirdren with
Special Needs
Oleh:
Amitya Kumara
Dian Mufitasari
Krysna Yudy Nusantari
lga Serpianing Aroma
Fakultas Psikologi
Universitas Gadjah Mada
Yogyakarta
Disampaikan pada:
seminar Nasional "Menelisik Perkembangan psikorogi Indonesia"
Yogyakarta, 1 9 November 201 6.
AKTIF T'eacher Training Program to Increase Teachers' Self Efficacy in Teaching
Children with Special Needs
Antitya Rumara, Dian A[ulitasari, I{rysna Yudy lYusantari, & Iga Serpianing Aroma
Iiaculty of Psychology, Universitas Gadjah Nfada, Yogl'2[2112, Indonesia
' arnikumara(ajLrurn. ac. i cl
'' dianrrufit@gmail.com
' k-r'ysna.yudy@gmaii.com
" rga.arcma@grnail.com
Abstract
Survey on Tlhe Need of Assistance for Children with Special Needs in Currr,rngkidul showed
that its implrementations of inclusive education were not yet at its best. Teachers' lack of
knowledge on inclusive eclucation arrd childrerr with special needs was one of the main
reasons why the implementation had not worked out optimally. Aside from that, the lack of
teachers' knowledge in dealing with children with special needs led to low teacher eflicacy.
Th,e purpose of this research is to examine the etTectiveness of "Guru AKTIF:
Aslh Kreatif Terampil Inspitatif'(Caring, Creative, Skillful, Irrspirative) to increase the selt-efficacy of inclusive schooI teachers in teachirrg children with special needs, This research
used Untreated Control Group Design with Dependent pre-test and post-test sample. The
sulrjects werre l7 teachers selected through purposive sarnpling method as experiment group
and 5 teachers as control group. One-Way ANOVA test showed that the tlrree methods (case
discussion, role play, and simulatiorr) indicated no fundamental difference in improving selt-'fest
efTicacy (F =,2.852, p:0.091;0.091> 0.05). Data analysis Lrsing the Mann Whitney [.J
showed that the case discr-rs;sion method significantly increased self'-efflcacy (ZcasedrseLrssrtrr = 2.410, p:0.016i Zsi'rulation ='-0.754, p:0.45l,z,'teptav= -1.916, p:0.055). Wilcoxon-signed
ranrk test showed that case discussion method (p = 0.043) and role play (p:0.035) were
significant to improve self-efficacy, as opposed to sirnulation method which was not (p :
o.cr63).
Kerywords: inclu.give .school, children with sltecial
neecl.s, tectcher'.s e-fficacy
Survey Results fionn a research about Children with Special Needs in Gunungkidul
DIY perfonned by Kurnara (2015) showed that during the four years of implementation of
inclusive edr:cation (2011-,2015), corrtirruous training fbr teachers was still underdeveloped.
OnLly
I to 2 persons from
each school were ever trained about the basic of inclusive educatiorr
and how to attend to chilclren with special needs. Teachers with seminars and workshops
experiences
still encountered problems in understanding the trairring materials. and therefbre
irnpeding the implementation
of said system. Teachers were not
conf rder,t enough of' their
ability, for tlhe training wasi not continual and was limited. In addition to that, seminars and
workshops they ever attended only covered the pedagogical side of their.iob, but overlooked
the psycholcgical one. This speaks aboLrt how the seminars and workshops were lacking both
in quantity and quality.
The lack of knowledge and skills of the staff and its inclusion makes teachers
tbel less
able to teach children with special needs. Teachers are considered to have low
self-efficacy.
Regular schoolteachers feel they have difficulty in meeting the needs of students wirh
special
circumstances although they have been supported with a special
education program. Gallis
&
Ta:nner (1995) stated that regular teachers usually have
to
low confidence in their ability
implernent inclusive educal.ion system in regular classroonrs. Research conducted
by Hofiran
& Kilimo (t!.014) later also discovered that teachers faced rnany problenrs in implernenting
inclusive education, especially in dealing with students of various disabilities,
shoftage of
teelching ancl learning materrials, inadequate training, and unfavorable worl 0.05). Likewise, participants who
received training with roleplay method also shared similar outcome
(z:
-l.gl6, p -
0.055,
wit,h 0,055> 0.05). This e,yidence confirms the rninor hypothesis which states tnar
case
disoussion rnethod significantly increases teachers' self:efficacy irr teaching
children with
special needs, Two other hypotheses were adverse and therefore to be denied.
Furtlrer tests with Wilcoxorr Signed Ranl< were conducted to examine tlre difl-ererrces
in tlne level o1'self-efficacy of teachers before and afiertraining irr each groLrp. l-lre
sinrulatiorr
method was reported
to be less significant in improving self--efficacy compared to case
disctrssion and roleplay method. Tlre value of case discussion rlethod added
up to z
p:0.043
(0.043 0.05)), and there was no increase in self--etllcacy when cornpared with
the control group
(z:
-0.'754,
p = 0.451 to 0.451> 0.05). Based on these results, we
can
conclude that case discussion is the rnost effective rnethod to increase self-efficacy.
The finding about the effectiveness of case discussion rnethod was in line with that of
Lengyel & 'Vernon-Dotson (2010), which revealed that the use of methods based on case
provided an opportunity fcrr learners to engage in discussion and receive fbedbacl
Teachers' self Efficacy in Teaching chirdren with
Special Needs
Oleh:
Amitya Kumara
Dian Mufitasari
Krysna Yudy Nusantari
lga Serpianing Aroma
Fakultas Psikologi
Universitas Gadjah Mada
Yogyakarta
Disampaikan pada:
seminar Nasional "Menelisik Perkembangan psikorogi Indonesia"
Yogyakarta, 1 9 November 201 6.
AKTIF T'eacher Training Program to Increase Teachers' Self Efficacy in Teaching
Children with Special Needs
Antitya Rumara, Dian A[ulitasari, I{rysna Yudy lYusantari, & Iga Serpianing Aroma
Iiaculty of Psychology, Universitas Gadjah Nfada, Yogl'2[2112, Indonesia
' arnikumara(ajLrurn. ac. i cl
'' dianrrufit@gmail.com
' k-r'ysna.yudy@gmaii.com
" rga.arcma@grnail.com
Abstract
Survey on Tlhe Need of Assistance for Children with Special Needs in Currr,rngkidul showed
that its implrementations of inclusive education were not yet at its best. Teachers' lack of
knowledge on inclusive eclucation arrd childrerr with special needs was one of the main
reasons why the implementation had not worked out optimally. Aside from that, the lack of
teachers' knowledge in dealing with children with special needs led to low teacher eflicacy.
Th,e purpose of this research is to examine the etTectiveness of "Guru AKTIF:
Aslh Kreatif Terampil Inspitatif'(Caring, Creative, Skillful, Irrspirative) to increase the selt-efficacy of inclusive schooI teachers in teachirrg children with special needs, This research
used Untreated Control Group Design with Dependent pre-test and post-test sample. The
sulrjects werre l7 teachers selected through purposive sarnpling method as experiment group
and 5 teachers as control group. One-Way ANOVA test showed that the tlrree methods (case
discussion, role play, and simulatiorr) indicated no fundamental difference in improving selt-'fest
efTicacy (F =,2.852, p:0.091;0.091> 0.05). Data analysis Lrsing the Mann Whitney [.J
showed that the case discr-rs;sion method significantly increased self'-efflcacy (ZcasedrseLrssrtrr = 2.410, p:0.016i Zsi'rulation ='-0.754, p:0.45l,z,'teptav= -1.916, p:0.055). Wilcoxon-signed
ranrk test showed that case discussion method (p = 0.043) and role play (p:0.035) were
significant to improve self-efficacy, as opposed to sirnulation method which was not (p :
o.cr63).
Kerywords: inclu.give .school, children with sltecial
neecl.s, tectcher'.s e-fficacy
Survey Results fionn a research about Children with Special Needs in Gunungkidul
DIY perfonned by Kurnara (2015) showed that during the four years of implementation of
inclusive edr:cation (2011-,2015), corrtirruous training fbr teachers was still underdeveloped.
OnLly
I to 2 persons from
each school were ever trained about the basic of inclusive educatiorr
and how to attend to chilclren with special needs. Teachers with seminars and workshops
experiences
still encountered problems in understanding the trairring materials. and therefbre
irnpeding the implementation
of said system. Teachers were not
conf rder,t enough of' their
ability, for tlhe training wasi not continual and was limited. In addition to that, seminars and
workshops they ever attended only covered the pedagogical side of their.iob, but overlooked
the psycholcgical one. This speaks aboLrt how the seminars and workshops were lacking both
in quantity and quality.
The lack of knowledge and skills of the staff and its inclusion makes teachers
tbel less
able to teach children with special needs. Teachers are considered to have low
self-efficacy.
Regular schoolteachers feel they have difficulty in meeting the needs of students wirh
special
circumstances although they have been supported with a special
education program. Gallis
&
Ta:nner (1995) stated that regular teachers usually have
to
low confidence in their ability
implernent inclusive educal.ion system in regular classroonrs. Research conducted
by Hofiran
& Kilimo (t!.014) later also discovered that teachers faced rnany problenrs in implernenting
inclusive education, especially in dealing with students of various disabilities,
shoftage of
teelching ancl learning materrials, inadequate training, and unfavorable worl 0.05). Likewise, participants who
received training with roleplay method also shared similar outcome
(z:
-l.gl6, p -
0.055,
wit,h 0,055> 0.05). This e,yidence confirms the rninor hypothesis which states tnar
case
disoussion rnethod significantly increases teachers' self:efficacy irr teaching
children with
special needs, Two other hypotheses were adverse and therefore to be denied.
Furtlrer tests with Wilcoxorr Signed Ranl< were conducted to examine tlre difl-ererrces
in tlne level o1'self-efficacy of teachers before and afiertraining irr each groLrp. l-lre
sinrulatiorr
method was reported
to be less significant in improving self--efficacy compared to case
disctrssion and roleplay method. Tlre value of case discussion rlethod added
up to z
p:0.043
(0.043 0.05)), and there was no increase in self--etllcacy when cornpared with
the control group
(z:
-0.'754,
p = 0.451 to 0.451> 0.05). Based on these results, we
can
conclude that case discussion is the rnost effective rnethod to increase self-efficacy.
The finding about the effectiveness of case discussion rnethod was in line with that of
Lengyel & 'Vernon-Dotson (2010), which revealed that the use of methods based on case
provided an opportunity fcrr learners to engage in discussion and receive fbedbacl