Teachers’ Attitude towards the Learning Achievement of Students with Learning Disabilities in Inclusive Schools

Marlina Marlina; Tika Hendrawati; Grahita Kusumastuti

doi:10.17977/um005v3i12019p032

Teachers’ Attitude towards the Learning Achievement of Students with Learning Disabilities in Inclusive Schools

Marlina Marlina, Tika Hendrawati, Grahita Kusumastuti

Abstract

Students who have learning disabilities are more often to get poor learning outcomes. One of several factors that affect the learning outcome is the teacher’s attitude. The research aims at finding the students’ opinions on teacher’s attitude towards the learning outcomes of students with learning disabilities in inclusive primary schools. This research applies quantitative approach. Data were collected using questionnaire and analyzed descriptively. The results showed that teachers accept the learning achievements of students with learning disabilities in cognitive aspect (77.93%), affective aspect (80.50%), and conative aspect (77.92%).

Keywords

teachers attitude; learning achievement; children with learning disabilities

Full Text:

PDF

References

Abudu, K. A., & Gbadamosi, M. R. (2014). Relationship between teacher’s attitude and student’s academic achievemnt in senior secondary school chemistry. A case study of Ijebu-Ode and Odogbolu Local Government Area of Ogun state. Wudpecker Journal of Educational Research, 3(3), 35-43.

Ataunal, A. (2003). Nicin ve nasil bir ogretmen? (Why and what kind of a teacher?). Ankara: Milli Egitim Vakfi Yayinlari.

Azwar, S. (2015). Sikap Manusia Teori Dan Penerapannya. Yogyakarta: Pustaka Pelajar.

Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational evaluation and policy analysis, 39(1), 146-170.

Dimyati., & Mudjiono. (2006). Belajar dan Pembelajaran. Jakarta: PT Rineka Cipta.

Ekperi, P., Onwuka, U., Nyejirime, W. 2019. Teachers’ Attitude as a Correlate of Students’ Academic Performance. International Journal of Research and Innovation in Social Science (IJRISS), 3(1), 205-209.

Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267-71.

Kemp, G., Smith, M., & Segal, J. (2017). Learning Disabilities and Disorders. Retrieved from https://www.helpguide.org/

Kusumastuti, G., & Choiri, A. S. (2016). Knowledge and Behavior of Regular Students Toward Students With Disabilities in Inclusive School. European Journal of Special Education Research, 1(3), 20–28.

Marlina. (2015). Asesmen Anak Berkebutuhan Khusus Pendekatan Psikoedukasional. Padang: UNP Press.

Marlina. (2017). Teacher’s Attitude and Peer Acceptance to Children with Special Needs in Inclusive Primary Schools. In Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET), 245–252.

Muellerleile, J. (2005). Attitude vs aptitude. Retrieved from http://www.4vqp.com/images/062305_Attitude_vs_Aptitude.pdf.

Novembli, M. S., Marlina, M., & Martias, M. (2015). Layanan Proses Pembelajaran pada Anak Berkesulitan Belajar. Jurnal Penelitian Pendidikan Khusus, 4(1), 1–14.

Sherman, J., Rasmussen, C., & Baydala, L. (2008). The impact of teacher factors on achievement and behavioural outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD): A review of the literature. Educational research, 50(4), 347-360.

Sugihartono. (2007). Psikologi Pendidikan. Yogyakarta: UNY Press.

Susandi, N. K. A., & Khaerudin, T. (2015). Toward Teachers, Motivation and Learning Achievement: the Case of Indonesian Efl Students. Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana, 22, 76–93.

Todd, P. E., & Wolpin, K. I. (2003). On the specification and estimation of the production function for cognitive achievement. The Economic Journal, 113(485), 3-33.

Ulug, M., Ozden, M. S., & Eryilmaz, A. (2011). The effects of teachers’ attitudes on students’ personality and performance. Procedia-Social and Behavioral Sciences, 30, 738-742.

Yara, P. O. (2009). Students attitude towards mathematics and academic achievement in some selected secondary schools in Southwestern Nigeria. European Journal of Scientific Research, 36(3), 336-341.

Yavuzer, H. (2000). Okul cagi cocugu (School age child). Istanbul: Remzi.

DOI: http://dx.doi.org/10.17977/um005v3i12019p032