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"Penelitian ini bertujuan untuk mengetahui apakah program SERASI (Sekolah Ramah Inklusi) sebagai program pencegahan perundungan dapat meningkatkan intensi menolong saksi sebaya (peer bystander) dalam situasi perundungan terhadap siswa berkebutuhan khusus di sekolah dasar inklusif. Program SERASI terdiri dari dua komponen yaitu komponen disability awareness dan bullying awareness. Sembilan belas partisipan mengikuti program selama tiga hari dalam enam sesi. Materi program mencakup topik tentang pendidikan inklusif, disabilitas, simulasi disabilitas, perundungan, peran dalam situasi perundungan, pentingnya peran saksi dan strategi untuk menolong korban perundungan. Penelitian ini merupakan penelitian ekperimental-kuasi dengan desain within-subject. Pengukuran dilakukan sebanyak tiga kali, yaitu sebelum (pre-test), sesudah (post-test), dan tiga bulan setelah (post post-test) pelaksanaan program SERASI. Hasil analisis statistik paired sample t-test menunjukkan bahwa tidak terdapat peningkatan yang signifikan pada intensi menolong saksi sebaya setelah mengikuti program SERASI (M pre-test = 3.495; M post-test = 3.547; t = .845; df = 18; p = 0.409) maupun tiga bulan setelah mengikuti program SERASI (M post-test = 3.547; M post post-test = 3.511; t = -.481; df = 18; p = 0.636). Hasil ini menunjukkan bahwa program SERASI belum dapat meningkatkan intensi menolong saksi sebaya (peer bystander) dalam situasi perundungan terhadap siswa berkebutuhan khusus.

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This study aims to investigate whether the SERASI (Sekolah Ramah Inklusi) programme as a bullying prevention programme can improve peer bystander's helping intention in bullying situation towards special educational needs students in inclusive school. The SERASI programme consists of disability awareness part and bullying awareness part. Nineteen participants participated for three days in six sessions. Training material covered topics about inclusive education, disabilities, simulations, bullying, role in bullying situations, the importance of bystander roles, and strategies to support bullying victims. This research is a quasi-experimental research with a within-subject design. Measurement carried three times, at before (pre-test), immediately after (post-test), and three months after (post post-test) implementation of SERASI programme. Results of statistical analysis using paired sample t-test showed no significant improvement in peer bystander's helping intention after participated in the SERASI programme (M pre-test = 3.495; M post-test = 3.547; t = .845; df = 18; p = 0.409) three months after the programme (M post-test = 3.547; M post post-test = 3.511; t =-.481; df = 18; p = 0.636). These results indicate that the SERASI programme has not been proven effective in improving peer bystander's helping intention in bullying situation towards special educational needs students in inclusive school."

"

Konteks terjadinya perundungan (bullying) ditemukan tidak hanya di sekolah reguler, melainkan juga di sekolah inklusif. Siswa berkebutuhan khusus merupakan kelompok yang rentan mengalami perundungan di sekolah. Bystander dewasa seperti guru, staf sekolah, dan orang tua, diketahui memegang peranan penting dalam mencegah dan mengatasi perundungan yang ditujukan untuk siswa berkebutuhan khusus di sekolah inklusif. Bystander dewasa yang menunjukkan intensi untuk menolong korban perundungan, dapat mencegah dan mengurangi perundungan di sekolah. Tesis ini bertujuan untuk menguji program pencegahan perundungan “SERASI” (Sekolah Ramah Inklusi) untuk meningkatkan intensi menolong bystander dewasa dalam kejadian perundungan terhadap siswa berkebutuhan khusus di sekolah dasar inklusif. Program diberikan dalam tiga sesi yang masing-masing sesinya berdurasi selama dua jam. Berdasarkan hasil uji paired sample t-test, diketahui bahwa program pencegahan perundungan SERASI dapat meningkatkan intensi menolong bystander dewasa dalam kejadian perundungan terhadap siswa berkebutuhan khusus (M pretest = 4,91; M posttest = 5,24; t= 5,071; df= 37; p<0,05).

 

Kata kunci: bystander dewasa; intensi menolong; perundungan; sekolah dasar inklusif; siswa berkebutuhan khusus.

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Bullying happened not only in regular schools, but also in inclusive schools. Students with special need posses high risk to be bullied at school by regular students. Adult bystanders, for instance, teachers, school staff, and parents, held significant role to fight against bullying toward special need students in inclusive school. Adult bystanders who show high degree of helping intention, more likely success in prevent bullying incident. This research aim to evaluate anti bullying program SERASI to improve adult bystander’s helping intention when bullying occur in inclusive school context. Program is delivered through three sections, which last about two hours per each session. Paired sample t-test revealed that anti bullying program SERASI effectively improve adult bystander’s helping intention in a bullying case toward special need students in inclusive school (M pretest = 4,91; M posttest = 5,24; t= 5,071; df= 37; p<0,05).

 

Keywords: adult bystander; bullying; helping intention; inclusive school; special need students.

"

"ABSTRAK

Penelitian ini bertujuan mengukur efektivitas dari pelatihan Sekolah Ramah Inklusi (SERASI) untuk menumbuhkan sikap positif siswa reguler terhadap Siswa Berkebutuhan Khusus (SBK) di sekolah dasar inklusif. Pelatihan SERASI didasarkan pada model sikap Triandis (1971) yang meliputi 3 komponen: kognitif, afektif, dan perilaku. Penelitian kuasi-eksperimental dengan pre- and post-nonequivalent control group dirancang untuk melihat efektivitas pelatihan. Sebanyak 81 siswa berpartisipasi di dalam penelitian ini. Partisipan dibagi ke dalam kelompok kontrol (N = 48) dan kelompok eksperimental (N = 33). Kelompok eksperimen diberikan enam sesi pelatihan mengenai disabilitas. Materi pelatihan mengangkat topik mengenai disabilitas secara umum, disabilitas fisik, gangguan sensorik, disabilitas intelektual, kesulitan belajar dan autisme. Untuk mengukur efek dari pelatihan, Chedoke-McMaster Attitudes Towards Children With Handicaps (CATCH) digunakan untuk mengukur sikap siswa reguler dalam tiga kali pengukuran: sebelum pelatihan, sesaat setelah pelatihan, dan tiga bulan setelah pelatihan. Uji statistik T-test digunakan untuk menganalisa dampak pelatihan SERASI pada sikap siswa reguler terhadap SBK. Hasil menunjukkan bahwa tidak ada perbedaan sikap yang signifikan antara sebelum (M=50.48, SD=3.76) dan setelah (M=49.67, SD=4.54) pelatihan SERASI, t(32)=1.092, p=0.283 dan tiga bulan setelah pelatihan, t(32)=0.910, p=0.37. Selain itu, tidak ada pula perbedaan perubahan sikap baik sebelum dan setelah pelatihan antara kelompok eksperimen dan kelompok kontrol, t(32)=1.092, p=0.283, dan tiga bulan setelah pelatihan t(32)=0.910, p=0.37. Hasil penelitian ini menunjukkan bahwa pelatihan SERASI belum efektif dalam menumbuhkan sikap positif siswa reguler terhadap SBK.

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ABSTRACT

This research aims to investigate the effectiveness of Sekolah Ramah Inklusi (SERASI) training in improving regular students' positive attitude toward students with Special Educational Needs (SEN) in primary inclusive school. SERASI training is based on the Triandis model of attitudes which includes 3 components: cognitive, affective and behavioral. A quasi-experimental with pre- and post-nonequivalent control group was designed to examine the effectiveness of SERASI training. A total of 81 students participated in this study. Participants were divided into a control (n = 48) and an experimental group (n = 33). The experimental group attended six training sessions that spread in three-days. The training material covering topics about disabilities in general, physical disabilities, sensory disabilities, intellectual disabilities, learning difficulties, and autism. To establish the effect of the training program, Chedoke-McMaster Attitudes Towards Children With Handicaps (CATCH) were used to measure regular students' attitude at three moments: prior to the training, immediately after the training and three months after the training. A T-test was conducted to examine the impact of SERASI training to regular students' attitude toward students with SEN. The result shows that there was no significant difference between before (M=50.48, SD=3.76) and after (M=49.67, SD=4.54) the SERASI training t(32)=1.092, p=0.283, and three months after the training t(32)=0.910, p=0.37. Additionally, there was no significant difference between experimental and control group before to after training, t(32)=1.092, p=0.283, and three months after training, t(32)=0.910, p=0.37. Thus, the result did not suggest that SERASI training was an effective practice in promoting students' positive attitude toward students with SEN.

"

"Penelitian ini bertujuan untuk menguji efektivitas Pelatihan Sekolah Ramah Inklusi (SERASI) untuk menumbuhkan sikap positif orang tua terhadap siswa berkebutuhan khusus. Sikap orang tua diukur dengan menggunakan kuesioner PATCH yang telah diadaptasi ke dalam versi Bahasa Indonesia. Penelitian ini merupakan penelitian kuasi eksperimental. Partisipan dalam penelitian ini adalah orang tua siswa reguler di salah satu sekolah dasar inklusif di Kota Jakarta berjumlah 44 orang tua, yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Pelatihan disusun bersama rekan peneliti yang menjalankan versi pelatihan SERASI pada siswa dan guru. Pada penelitian ini, peneliti fokus pada versi pelatihan SERASI pada orang tua. Pelatihan dilakukan selama dua hari dan terdiri dari 7 (tujuh) sesi. Modul pelatihan dirancang berdasarkan tiga komponen sikap (kognitif, afektif dan perilaku). Hasil penelitian menunjukkan bahwa Pelatihan SERASI pada orang tua secara signifikan efektif dalam menumbuhkan sikap positif orang tua terhadap siswa berkebutuhan khusus. Hasil ini terbukti bertahan pada komponen kognitif dan afektif, namun menurun pada komponen perilaku saat pengukuran setelah tiga bulan pelatihan. Kepada pihak sekolah disarankan untuk melakukan follow up terkait perencanaan partisipan dalam mendukung pendidikan inklusif. Penelitian selanjutnya diharapkan dapat mempertimbangkan keragaman demografi partisipan.

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This study aims to examine Sekolah Ramah Inklusi (SERASI) training in improving parents positive attitudes towards students with special needs. The attitude of parents was measured by the PATCH questionnaire that has been adapted into Bahasa version. This is a quasi-experimental study. Participants were 44 parents of regular students in an inclusive elementary school in Jakarta. They were divided into experimental groups and control groups. The training was designed by involving researchers who focus on SERASI training version for students and teachers. In this study, research focused on SERASI training for parents. The training was conducted in two days and consisted of 7 (seven) sessions. The training module was designed based on three components of attitude (cognitive, affective and behavior). The result shows that SERASI training can increase parents positive attitude towards students with special needs. This result proved to be persistent in the cognitive and affective components but decreased in the behavior component at measurement after three months of training. School parties were suggested to follow up on planning participation in supporting inclusive education. Future research is recommended to consider various demographics of participants. "

"Tujuan penelitian ini adalah membuktikan model konseptual yang menjelaskan bagaimana peranan orientasi nilai, kebahagiaan psikologis dan keyakinan efikasi dalam perilaku menolong saksi perundungan. Pertanyaan penelitian ini dijawab melalui perhitungan struktural dari dua model konseptual. Responden penelitian adalah siswa dan orang dewasa misalnya guru, orang tua siswa. Penelitian dilakukan melalui dua studi. Pada studi pertama didapatkan 2.765 kuesioner dan pada studi dua didapatkan 2.387 kuesioner yang dapat diolah. Selain penyebaran kuesioner, juga dilakukan FGD untuk memperkaya hasil penelitian. Hasil perhitungan SEM menunjukkan model konseptual 2 lebih baik daripada model konseptual 1. Terbukti bahwa orientasi nilai, kebahagiaan psikologis, keyakinan efikasi komunitas dan keyakinan efikasi diri berperan bersama-sama dalam perilaku menolong saksi. Keyakinan efikasi diri ditemukan memediasi kebahagiaan psikologis dan keyakinan efikasi komunitas. Dari analisa kualitatif diketahui bahwa saksi bersedia membela korban, namun ragu untuk bertindak. Salah satu kekhawatiran saksi adalah ia tidak didukung komunitas sekolah dan dianggap ingin muncul sebagai pahlawan sendiri. Implikasi untuk intervensi perundungan dibahas.

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The purpose of this research is to prove the conceptual model, that explains the role of value orientation, psychological well being, and efficacy beliefs on bullying bystander rsquo s helping behavior. The research question is being obtained through structural equation modeling SEM of two conceptual models. The research respondents are students and adults such as teachers, parents. Two studies were completed, with 2.765 questionnaires from the first study and 2.387 questionnaires from the second study. Besides using questionnaires, FGD was executed to enrich the results of the research.

The result of SEM rsquo s showed that the second conceptual model is a better fit than the first conceptual model. It is proved that value orientation, psychological well being, collective efficacy and self efficacy beliefs have a role together in determining the bystander rsquo s helping behavior. Self efficacy has been found to mediate psychological well being and collective efficacy. Based on the qualitative analysis, it has been known that the bystanders would defend the victim, but hesitated in taking actions. One of the bystander rsquo s concern was whether he she is supported or not by the school community and was judged as being a 'single hero'. Implications for bulying intervention are discussed."

"Penelitian ini bertujuan untuk mengetahui pengaruh dari strategi pengajaran guru terhadap penerimaan teman sebaya siswa normal pada siswa berkebutuhan khusus di SD negeri inklusif dan SD swasta inklusif dengan n=73 unit analisis kelas. Penelitian ini dilakukan pada 10 SD negeri inklusif dan 8 SD swasta inklusif di Jakarta, Depok dan Bogor. Penelitian ini menggunakan Bender Classroom Structure Questions Versi Indonesia (BCSQ-VI) untuk mengukur strategi pengajaran dan Peer Acceptance Scale (PAS) untuk mengukur penerimaan teman sebaya. Hasil analisis regresi menunjukan bahwa strategi pengajaran mempunyai pengaruh terhadap penerimaan teman sebaya siswa normal pada siswa berkebutuhan khusus di SD negeri inklusif (R=0,342, p<0,05). Hasil yang berbeda ditemukan di SD swasta inklusif, strategi pengajaran di SD swasta inklusif tidak berpengaruh secara signifikan terhadap penerimaan siswa normal pada siswa berkebutuhan khusus (R=0,337, p>005). Hasil perbandingan strategi pengajaran di SD negeri inklusif dan SD swasta inklusif menunjukan hasil yang tidak signifikan. Tidak ada perbedaan strategi pengajaran di SD negeri inklusif dan SD swasta inklusif. Hasil yang sama terlihat pada perbandingan penerimaan teman sebaya siswa normal terhadap siswa berkebutuhan khusus di SD negeri inklusif dan SD swasta inklusif. Tidak ada perbedaan penerimaan teman sebaya siswa normal terhadap siswa berkebutuhan khusus di SD negeri inklusif dan SD swasta inklusif.

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The purpose of this study was to determine effects of teacher’s strategy on students peer acceptance toward disability students in inclusive public and private elementary school with n=73 class unit class analysis. This study was conducted in 10 inclusive public elementary school and 8 inclusive private elementary school in Jakarta, Depok and Bogor. This study uses measuring instruments Bender Classroom Structure Question Version Indonesian (BCSQ) to measure teaching strategy and Peer Acceptance Scale to measure peer acceptance.

Results from regression analysis found that there is significant effect of teaching strategy on students peer acceptance in inclusive public elementary school (R=0,342, p<0,05). Different result found in inclusive private elementary school, there is no significant effect of teaching strategy on students peer acceptance in inclusive private elementary school (R=0,337, p>005).

The comparative of teaching strategy in inclusive public elementary school and inclusive private elementary school found the results no significant different. Further, the comparative of peer acceptance in inclusive public elementary school and inlusive private school found the results that no significant different."

"Penelitian ini bertujuan untuk mengukur sikap guru terhadap pendidikan inklusif dan penggunaan strategi yang efektif dalam mendukung interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Partisipan dalam penelitian ini terdiri dari 40 orang guru yang berasal dari sekolah dasar negeri inklusif di Depok. Partisipan diberikan dua buah kuesioner, masing-masing mengukur sikap guru dan strategi guru dalam interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Observasi melalui video dilakukan untuk melihat strategi apa sajakah yang digunakan oleh guru dalam mendukung interaksi sosial tersebut. Hasil penelitian menunjukkan bahwa guru memiliki sikap positif dan penggunaan strategi yang tinggi dalam mendukung interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Hasil penelitian juga menunjukkan bahwa terdapat hubungan yang signifikan antara sikap dan strategi guru tersebut. Hasil perhitungan analisa multiple regression menunjukkan bahwa setiap komponen sikap kognitif, afektif, dan perilaku , dapat memprediksi secara signifikan varians strategi guru dengan persentase yang cukup besar. Data yang berasal dari analisa rekaman video menunjukkan bahwa terdapat sedikit penggunaan strategi oleh guru. Pelatihan guru mengenai siswa berkebutuhan khusus dan keterampilan penggunaan strategi direkomendasikan untuk mendukung guru dalam menghadapi seting pendidikan inklusif.

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This study is aimed to measure teachers'attitudes towards inclusive education, and their usage of effective strategies in supporting special education needs students and peer's interaction. Participants of this study were forty classroom teachers, drawn from inclusive primary schools in Depok. Teachers responded to two questionnaires, indicating their attitudes towards inclusive education, and the questionnaire focused on the teachers'strategies supporting special education needs students and peer's social interaction. Observation using video recording was carried out in order to capture what strategies teachers used in facilitating interaction amongst student in the classroom.

The results revealed that teachers held positive attitudes towards inclusive education, also have high score on using their strategies. The results also showed the strong correlation between teachers'attitudes and their strategies. The results of multiple regression calculation showed that each component of attitudes cognitive, affective, and behavioral can significantly predict the variance of teachers'strategies with a considerable percentage. The data taken from the video recording analysis, however indicated that teachers used less effective strategies to support interaction. Teachers' training covering knowledge about SEN students and skills on teaching strategies are recommended to support teachers for better practices in an inclusive educational setting."

"Penerimaan teman sebaya di Madrasah Ibtidaiyah Inklusif merupakan hal paling dasar yang perlu untuk dikembangkan karena akan menumbuhkan interaksi sosial yang positif antara siswa reguler terhadap siswa berkebutuhan khusus sehingga tujuan pendidikan inklusif untuk menghilangkan diskriminasi dapat tercapai. Penelitian ini akan menguji faktor-faktor yang dapat menumbuhkan penerimaan teman sebaya di Madrasah Ibtidaiyah Inklusif. Ada 3 faktor yang diuji yaitu strategi pengajaran, teacher self-efficacy dan persepsi guru terhadap dukungan sekolah. Partisipan adalah 41 guru dan 930 siswa Madrasah Ibtidaiyah Inklusif di Indonesia. Penelitian ini menggunakan alat ukur TEIP, strategi interaksi sosial, PSSIE, dan PAS. Hasil analisis regresi menunjukan bahwa teacher self-efficacy dan strategi pengajaran memediasi secara serial pada hubungan persepsi guru terhadap dukungan sekolah dan penerimaan teman sebaya (a1d21b2=0.0079, LLCI=0,004, ULCI=0.0117). Meskipun demikian efek langsung dan efek tidak langsung yang terjadi tidak berbeda jauh (C=0.0782, C’=0.0778).

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Peer acceptance in Madrasah Ibtidaiyah Inclusive is the most basic thing that needs to be developed because it will foster positive social interaction between regular students and students with special needs so that the goal of inclusive education to eliminate discrimination can be achieved. This study will examine the factors that can foster peer acceptance at Madrasah Ibtidaiyah Inclusive. There are 3 factors tested, namely teaching strategies, teacher self-efficacy and teacher perceptions of school support. The participants were 41 teachers and 930 students of Inclusive Madrasah Ibtidaiyah in Indonesia. This study uses the TEIP, social interaction strategy, PSSIE, and PAS measurement tools. The results of the regression analysis showed that teacher self-efficacy and teaching strategies mediated serially the relationship between teachers' perceptions of school support and peer acceptance (a1d21b2=0.0079, LLCI=0.004, ULCI=0.0117). However, the direct and indirect effects were not much different (C=0.0782, C'=0.0778)."

"ABSTRAK

Pada kasus bullying yang terjadi di sekolah, seringkali ditemukan adanya pihak yang menyaksikan kejadian tersebut, namun tidak melakukan tindakan apapun untuk menolong. Orang yang menyaksikan kejadian bullying disebut sebagai bystander. Salah satu hal yang mempengaruhi intensi menolong pada bystander adalah persepsi kedekatan. Penelitian ini dilakukan untuk mengetahui pengaruh persepsi kedekatan dengan korban dan pelaku terhadap intensi menolong bystander pedagang pada kejadian bullying siswa di sekolah. Hal ini disebabkan karena interaksi jual beli yang terjadi antara pedagang dan siswa di sekolah dapat menimbulkan adanya persepsi kedekatan. Partisipan dalam penelitian ini adalah pedagang kaki lima yang berjualan di sekitar SMA yang sering terjadi kasus bullying (N = 56). Dalam penelitian ini, peneliti memanipulasi variabel persepsi kedekatan, yaitu memiliki persepsi kedekatan dengan korban, pelaku, serta korban dan pelaku. Hasil penelitian menunjukkan bahwa terdapat pengaruh dari memiliki persepsi kedekatan terhadap korban (p = 0,012), memiliki persepsi kedekatan terhadap pelaku (p = 0,000), dan memiliki persepsi kedekatan terhadap korban dan pelaku (p = 0,000) memiliki pengaruh yang signifikan terhadap intensi menolong bystander pedagang pada kejadian bullying di sekolah. Pedagang yang memiliki persepsi kedekatan dengan korban dan pelaku bullying memiliki intensi menolong yang lebih tinggi dibandingkan pedagang yang tidak memiliki persepsi kedekatan dengan korban dan pelaku.

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ABSTRACT

In the case of bullying occurring in schools are often to be found witnesses, yet immediate actions to help the victims are null. The person who witnesses bullying is called bystander. One of the factors that influences intention to help among bystander is perceived closeness. This research aims to understand the influence of perceived closeness to the victims and the bullies upon intention to help among street vendors bystanders in bullying cases occurring in schools. This may be because the interaction between street vendors and students during daily transactions can elicit perceived closeness. Participants in this research are street vendors whose kiosks are located near high schools in Jakarta that are previously known to have cases of bullying (N = 56). In this research, manipulation exists in the variable perceived closeness, varying from perceived closeness to the victims, the bullies, and both. The result shows that having perceived closeness to the victims (p = 0,012), the bullies (p = 0,000), and both (p = 0,000) have significant influence upon intention to help among street vendors bystanders in bullying cases in schools. Street vendors who possess perceived closeness to the victims and the bullies are shown to have higher intention to help compared to those who do not have perceived closeness to either of both.

"

"Penelitian ini membahas hubungan antara atribusi bystander terhadap korban dan perilaku menolong saat terjadi peristiwa bullying. Atribusi ini menjelaskan seberapa besar seorang korban dianggap bersalah sehingga dirinya dipilih menjadi target bullying. Perilaku menolong bystander dilihat melalui pemilihan perannya sebagai reinforcer, outsider, atau defender. Hasil analisisnya menunjukkan bahwa terdapat hubungan yang signifikan antara persepsi bahwa korban bersalah dan pemilihan peran bystander sebagai reinforcer maupun outsider. Uji korelasi antara persepsi bahwa korban bersalah dan pemilihan peran sebagai defender menunjukkan hubungan negatif yang tidak signifikan.

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This study examines the correlation between attribution of victim’s fault and bystander’s helping behavior during an incident of bullying. This attribution explain how much a victim is perceived as guilty so he/she was chosen to be the target of bullying. Bystander helping behavior measured by the selection of its role as a reinforcer, outsider, or defender. Results of the analysis showed that there is a significant relationship between attribution toward the victims and the selection of bystander role as a reinforcer or outsider. Correlation between the perception that the innocent victims and electoral role as defender showed a non-significant negative correlation."