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"Jumlah siswa berkebutuhan khusus yang belajar di kelas reguler semakin meningkat setiap tahunnya. Hal tersebut membawa konsekuensi bagi guru dalam mananjemen kelas agar dapat memenuhi kebutuhan dan karakter siswa yang semakin beragam. Pada konteks pendidikan, fungsi kelas tidak hanya sebagai tempat belajar, tetapi juga tempat siswa melatih kemampuan untuk menjadi anggota masyarakat yang baik. Faktor yang turut berpengaruh terhadap keberhasilan pendidikan inklusif adalah self efficacy yang guru miliki untuk mempraktikkan inklusif. Di sisi lain, manajemen kelas yang dilakukan guru dapat ditinjau sebagai suatu performa yang dipengaruhi oleh sejauh mana guru terlibat dalam pekerjaannya atau teacher engagement. Menggunakan replikasi model job demand resource, penelitian kuantitatif korelasional ini bertujuan untuk mengetahui apakah teacher engagement menjadi mediator dalam hubungan self efficacy dalam praktik inklusif dan manajemen kelas guru. Sebanyak 250 guru sekolah dasar inklusif se-DKI Jakarta mengisi mengisi kuesioner self report. Hasil menunjukkan bahwa self efficacy yang guru miliki untuk menerapkan pendidikan inklusif berperan sebagai personal resource. Analisis regresi Hayes menunjukkan bahwa teacher engagement secara signifikan berperan sebagai mediator. Hasil penelitian juga menunjukkan guru memiliki keyakinan yang rendah dalam hal kolaborasi, khususnya kolaborasi dengan pihak-pihak terkait yang mendukung pembelajaran, seperti psikolog, guru pendamping khusus, dan terutama orangtua.

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The number of students with special needs who study in regular classes is increasing every year. It brings consequences for teachers in classroom management in order to meet the diverse needs and characteristics of students. The contributing factor to the successful of inclusive education is the self efficacy that teachers have for practicing inclusive education. On the other hand, classroom management by teachers can be viewed as a performance which is influenced by the extent to which teachers are involved in their work or teacher engagement. Using replication model of job demand resource, this quantitave correlational study aims to determine whether teacher engagement acts as mediator in the relationship of self efficacy in inclusive practice and classroom management. A total of 250 teachers of inclusive primary schools in DKI Jakarta fill out a self report questionnaire. The results show that self efficacy that teachers have for implementing inclusive education plays as a personal resource. Hayes regression analysis showed that teacher engagement significantly acts as mediator. The results also show teachers have low confidence in collaboration, especially collaboration with related parties, such as psychologists, special teachers, and especially parents."

"Pendidikan inklusif menuntut guru untuk berinteraksi tidak hanya dengan siswa reguler namun juga siswa berkebutuhan khusus. Penelitian ini bertujuan untuk mengetahui apakah terdapat hubungan antara sikap guru terhadap pendidikan inklusif dan manajemen kelas, serta mendapatkan gambaran manajemen kelas seperti apa yang dilakukan guru di kelas inklusif. Sejumlah 40 guru kelas dari delapan Sekolah Dasar Negeri Inklusif di Depok terlibat dalam penelitian ini. Sikap guru terhadap pendidikan inklusif diukur menggunakan MATIES-VI dan manajemen kelas diukur melalui alat ukur manajemen kelas. Untuk melihat perilaku manajemen kelas guru, dilakukan observasi melalui video rekaman. Hasil penelitian menunjukkan bahwa terdapat hubungan signifikan antara sikap guru terhadap pendidikan inklusif dan manajemen kelas dengan nilai korelasi r sebesar 0,475 ? < 0,01 . Sementara hasil observasi memperlihatkan bahwa perilaku manajemen kelas guru lebih sering muncul pada dimensi format pembelajaran.

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Inclusive education requires teachers to interact not only with regular students but also special educational need SEN student. This study aims to determine whether there is a relationship between the teachers rsquo attitudes towards inclusive education and classroom management, and also get an overview about classroom management that teachers actually do in inclusive classroom. 40 teachers from eight Inclusive Public Primary School in Depok has been willing to engage in this research. The attitude of teachers towards inclusive education is measured using the MATIES VI and classroom management is measured by classroom management instrument. To view the teachers rsquo classroom management, observations was done through the video footage.

The results showed that there is a significant relationship between the teachers rsquo attitude towards inclusive education and classroom management with a value of correlation r of 0,475 at 0,002 significance 0,01 . While the results of observations show that teachers rsquo classroom management behavior occurred more frequently in learning format dimension."

"ABSTRAKPendekatan belajar adalah kecenderungan strategi yang digunakan siswa dalamkegiatan belajarnya untuk mencapai hasil belajar. Kepribadian tipe D adalahkecenderungan individu untuk secara terus menerus mengalami emosi negatif danmenghindari ekspresi diri ketika berada dalam interaksi sosial.Penelitian ini dilakukan untuk melihat hubungan antara tipe pendekatan belajardengan kepribadian tipe D. Sebanyak 50 orang pelajar di Banten menjadi sampelpenelitian ini. Hasil analisis menunjukkan bahwa tipe pendekatan belajar (surfaceapproach, deep approach, dan strategic approach) tidak memiliki hubungan yangsignifikan dengan kepribadian tipe D.

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AbstractLearning approach is the intention of strategy that used by student to reachlearning outcomes. Type D personality is the intention to simultaneouslyexperience negative emotion and inhibit self expression in social interaction.This research examine the relationship between types of learning approach withtype D personality. The sample comprised 50 students in Banten for this research.Result indicated that there is no significant relationship between types of learningapproach (surface approach, deep approach, and strategic approach) with type Dpersonality."

"ABSTRAKSekolah dasar merupakan pendidikan formal yang pertama kalinya mengajarkan anak mengenai pengetahuan akademik dan ketrampilan sosial. Pengalaman yang didapatkan anak selama belajar di SD memiliki pengaruh yang besar terhadap bagaimana anak memandang dan bersikap terhadap diri mereka sendiri maupun sekolah di tahun-tahun berikutnya. Oleh karena itu, penting bagi sekolah dasar untuk memberikan pendidikan yang baik bagi anak. Sekolah tidak dapat memberikan pendidikan secara efektif apabila tidak didukung guru yang efektif. Salah satu ketrampilan yang harus dikuasai guru adalah manajemen kelas. Selama satu dekade manajemen kelas merupakan salah satu komponen yang mendapatkan perhatian yang baik dari sekolah, guru dan orangtua. Berdasarkan hasil wawancara yang dilakukan terhadap 7 orang guru kelas 4-6 SD Tarakanita 3 ditemukan bahwa pemahaman guru mengenai manajemen kelas terlihat kurang, dimana mereka belum menyadari pentingnya manajemen kelas dalam pembelajaran. Atas dasar pemikiran diatas, maka peneliti menyusun modul pelatihan manajemen kelas pada guru kelas 4-6 SD Tarakanita 3. Dengan pelatihan ini, diharapkan guru mampu menyadari pentingnya manajemen kelas dalam proses belajar mengajar, dan siap melakukan manajemen kelas yang efektif."

"Parameter fisik seperti kenyamanan termal (temperatur, kelembaban, dan laju alir udara), intensitas pencahayaan, dan tingkat kebisingan menjadi hal penting dalam aktivitas dalam ruangan (indoor) salah satunya di dalam ruang kelas sekolah. Sekolah merupakan salah satu fasilitas publik yang berpotensi memiliki kualitas udara yang buruk karena sekolah memiliki karateristik yang unik, penghuni sekolah memiliki usia yang rentan terhadap polutan, dan waktu yang dihabiskan di sekolah cukup lama. Penelitian ini bertujuan untuk mengidentifikasi literatur terkait parameter fisik di dalam ruang kelas SD berdasarkan literatur yang dipublikasikan antara tahun 2016 sampai dengan tahun 2020. Penelitian ini menggunakan metodologi tinjauan literatur sistematis dan memperoleh 16 literatur yang sesuai dengan kriteria inklusi. Hasil penelitian menunjukkan bahwa parameter fisik yang diteliti adalah temperatur (16/16), kelembaban (16/16), laju alir udara (7/16), intensitas pencahayaan (7/16), dan tingkat kebisingan (3/16). Hasil pengukuran temperatur, kelembaban, dan laju alir udara mayoritas lebih tinggi di negara beriklim tropis sedangkan hasil pengukuran intensitas pencahayaan dan tingkat kebisingan mayoritas lebih tinggi di negara beriklim subtropis. Pada negara tropis, hasil pengukuran temperatur dengan rentang 26.5 oC – 33.7 oC, kelembaban 17.5 % - 73.17 %, laju alir udara 0.25 m/s – 0.56 m/s, intensitas pencahayaan 106 lux – 866 lux, dan tingkat kebisingan 62.3 dB. Pada negara subtropis, hasil pengukuran temperatur dengan rentang 15 oC – 29.7 oC, kelembaban 31.9 % - 72.4 %, laju alir udara < 0.1 m/s – 0.13 m/s, intensitas pencahayaan 145 lux – 1500 lux, dan tingkat kebisingan 52 dB – 74.8 dB. Faktor yang memengaruhi parameter fisik paling signifikan yaitu sistem ventilasi (16/16), iklim, musim dan cuaca pada saat pengukuran (12/16), dan kepadatan hunian (6/16).

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Physical parameters such as thermal comfort (temperature, relative humidity, and air flow), illumination, and noise level are important aspects of indoor air quality for any building, including school. There is a significant health risk associated with poor air quality at schools due to its unique characteristics such as the age of occupants which are considered vulnerable to pollutants, a prolongued time spent at school and the limited budget for school maintenance. This study aims to evaluate the profile of physical parameters in primary schools’ indoor air quality by systematic literature review that was extracted from literatures published between 2016 and 2020. 16 literatures were identified and extracted in this study. It showed that the physical parameters commonly studied were temperature (16/16), relative humidity (16/16), air flow rate (7/16), illumination (7/16), and noise level (3/16). The exposure level of temperature, humidity, and air flow rate are mostly higher in tropical countries than subtropical countries, while the exposure of illumination and noise levels are mostly higher in subtropical countries. In tropical countries, the indoor temperature ranged between 26.5 oC - 33.7 oC, relative humidity ranged between 17.5% - 73.17%, air flow rate ranged between 0.25 m / s - 0.56 m / s, illumination ranged between 106 lux - 866 lux, and noise level was 62.3 dB. In subtropical countries, indoor temperature ranged between 18 oC - 29.7 oC, relative humidity ranged between 31.9% - 72.4%, air flow rate ranged between <0.1 m / s - 0.13 m / s, illumination ranged between 145 lux - 1500 lux, and noise level ranged between 52 dB - 74.8 dB. The most significant factors which affected physical parameters in indoor areas were the ventilation system (16/16), climate, season, and weather at the time of measurement (12/16), and occupancy density (6/16)."

"Keterampilan manajemen kelas guru PAUD merupakan hal yang menunjang proses belajar anak di sekolah. Penelitian ini bertujuan mengukur peningkatan strategi manajemen kelas guru PAUD melalui pelatihan keterampilan manajemen kelas. Partisipan penelitian terdiri dari empat orang Guru salah satu PAUD di Jakarta (n=4). Desain penelitian adalah one group pretest-posttest design. Pelatihan dengan pembelajaran experiential learning daur Kolb dilakukan dalam satu hari pada bulan November 2019. Kuesioner strategi manajemen kelas (Webster & Stratton, 2011) dan observasi perilaku digunakan untuk mengukur peningkatan frekuensi penerapan manajemen kelas. Ditemukan adanya perubahan skor frekuensi dan penerapan keterampilan manajemen kelas. Hasil uji statistik diketahui bahwa tidak ada perbedaan hasil signifikan skor partisipan antara sebelum dan sesudah pelatihan (p>0.05). Hasil uji perbedaan keterampilan manajemen kelas dihitung menggunakan analisis statistik non-parametrik Wilcoxon signed rank test. Faktor yang diduga menjadi penyebab dari tidak efektifnya pelatihan manajemen kelas dikarenakan jumlah peserta yang terlalu sedikit, keterbatasan waktu pelaksanaan pelatihan. Efek ketahanan pelatihan diukur 12 minggu setelah pelatihan dilaksanakan. Hasilnya terjadi peningkatan skor namun perhitungan statistik menunjukkan hasil tidak signifikan (p>0.05). Penemuan ini menunjukkan bahwa partisipan masih memiliki pengetahuan mengenai materi pelatihan namun kesulitan menerapkannya. Temuan pada penelitian ini memberikan saran untuk penelitian selanjutnya agar melakukan coaching pada para Guru.

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This study aims to measure the effectiveness of PAUD teacher classroom management skills through classroom management skills training. The participants are four teachers from one of the PAUD in Jakarta (n = 4). The research design was one group pretest-posttest design. Training with Kolb's cycle of experiential learning was carried out in a day on November 2019. Classroom management strategy questionnaires (Webster & Stratton, 2011) and behavioral observation were used to measure the increase in the frequency of classroom management implementation. There were changes in the score on the frequency and implementation of classroom management skills. There is no significant difference in participant scores between before and after training (p> 0.05). The results of the classroom management skills difference test were calculated using the non-parametric statistical analysis Wilcoxon signed rank test. Factors that are suspected to be the cause of the ineffective classroom management training are due to the low number of participants and the limited time for implementing the training. The results obtained after 12 weeks there were an increase in score but the results of statistical calculations showed insignificant results (p> 0.05). The results of these findings indicate the participants still have knowledge but have difficulty applying it.

"

"[Penelitian ini bertujuan untuk mengetahui apakah pemenuhan kebutuhan dasar psikologis berperan sebagai mediator dalam hubungan antara persepsi siswa mengenai iklim emosional kelas dan keterlibatan siswa. Data penelitian dikumpulkan melalui kuesioner lapor diri yang diisi oleh 391 siswa Sekolah Menengah Pertama (SMP) kelas 7 dan kelas 8 dari tiga SMP Negeri di Depok. Hasil analisa mediasi menunjukkan bahwa hubungan antara persepsi siswa mengenai iklim emosional kelas dan keterlibatan siswa dimediasi secara parsial oleh pemenuhan kebutuhan dasar psikologis. Hasil penelitian tersebut mengindikasikan bahwa pemenuhan kebutuhan dasar psikologis siswa di kelas berperan dalam menjelaskan hubungan antara persepsi siswa mengenai iklim emosional kelas dan keterlibatan siswa.

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The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement.;The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement.;The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement., The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement.]"