Analysis of Humanistic Attitudes and Self Concept Towards Prosocial Student of Regular School Based on Inclusive
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Sep 27, 2023
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Abstract
The basic principle of inclusive schools is that all children should learn together, wherever possible, regardless of the difficulties or differences they may face. Many factors influence the success and sustainability of inclusive education, one of which is the prosocial behavior of regular students towards children with special needs. Prosocial behavior carried out by regular students towards students with special needs can be influenced by things related to the students' humanistic attitudes and self-concept. This research aims to determine: The simultaneous influence of humanistic attitudes and self-concept on prosocial students in inclusive schools. This study uses a quantitative approach. The number of samples in this study was 90 regular students at the Inpres Maccini Baru state elementary school, from grades IV, V and VI. Research data was obtained through three data collection tools, namely the prosocial behavior scale, humanistic attitude scale, and self-concept scale. The method used to test the hypothesis is the multiple linear regression method. The calculation to detect partial influence is by carrying out the t test, while calculating the simultaneous influence is by using the F test. The results of the research show that partially the results obtained show that there is a significant influence of humanistic attitudes on prosocial behavior (sig. 0.000 < 0.05). Meanwhile, self-concept does not have a significant influence on prosocial behavior (sig. 0.054 > 0.05). Simultaneously, there is an influence between humanistic attitudes and self-concept on students' prosocial behavior in the inclusion class at SD Negeri Inpres Maccini Baru (p= 0.000 < 0.05) and F count > F table (65.763 > 3.10). The coefficient of determination (R²) value shows 0.602, so that in this study the humanistic attitude and students' self-concept together have an effective contribution to prosocial behavior of 60.2%.
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Rusli, M. (2023). Analysis of Humanistic Attitudes and Self Concept Towards Prosocial Student of Regular School Based on Inclusive. Journal on Education, 6(1), 8660-8669. https://doi.org/10.31004/joe.v6i1.4333
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References
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Chen, P., & Schmidtke, C. (2017). Humanistic Elements in the Educational Practice. International Journal for Research in Vocational Education and Training, 4(2), 117-145.
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Jones, P., Forlin, C., & Gillies, A. (2013). The Contribution of Facilitated Leadership to Systems Development for Greater Inclusive Practices. International Journal of Whole Schooling, 9(1). https://www.wholeschooling.net.
Lancaster, J., & Bain, A. (2010). The Design of Pre-Service Inclusive Education Courses and Their Effects on Self-Efficacy: A Comparative Study. Asia-Pacific Journal of Teacher Education, 38(2), 117-128. https://doi:10.1080/13598661003678950.
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Mugambi, M. M. (2017). Approaches to Inclusive Education and Implications for Curriculum Theory and Practice. International Journal of Humanities Social Sciences and Education, 4(10), 92-106. https://dx.doi.org/10.20431/2349-0381.0410013.
Mumpuniarti., Handoyo, R. R., Pinrupitanza, D. T., & Barotuttaqiyah, D. (2020). Teacher’s Pedagogy Competence and Challenges in Implementing Inclusive Learning in Slow Learner. Cakrawala Pendidikan, 39(1), 217-229. https://doi:10.21831/cp.v39i1.28807.
Pavlovic, D., Petrovic, Z. S., & Milikovica, M. (2017). Humanistic Approach to Early Childhood Education in the Educational Philosophy of Rudolf Steiner. Future Human Image, 8(1), 103-111.
Pijl, S. (2010). Preparing Teachers for Inclusive Education: Some Reflections from The Netherlands. Journal of Research in Special Educational Needs, 10(1), 197-201. https://doi:10.1111/j.1471-3802.2010.01165.x.
Rouse, M. (2008). Developing Inclusive Practice: A Role for Teachers and Teacher Education?. Education in the North, 16, 6–11.
Ruhela, R. (2017). Inclusive Education: New Paradigm of Teaching in Regard of Children With Special Needs. International Journal of Applied Research, 3(1), 647-652. https://www.allresearchjournal.com.
Santrock, J.W. (2002). Life-Span Development. Jakarta: Erlangga.
Schneider, Rebecca, Sparfeldt., & Jorn, R. (2020). Academic Competence and Affect Self-Concepts in Elementary School Students: Social and Dimensional Comparisons. Social Psychology of Education: An International Journal, 23(1).
Smith, D. D., & Tyler, N. C. (2011). Effective Inclusive Education: Equipping Education Professionals with Necessary Skills and Knowledge. Prospects, 41(3), 323-339. https://doi:10.1007/s11125-011-9207-5.
Stehle, S. M., & Erin E. P. B. (2019). Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools. International Journal of STEM Education, 6(39), 2-15. https://doi.org/10.1186/s40594-019-0192-1.
Suleymanov, F. (2015). Issues of Education: Some Aspects to be Considered. Electronic Journal for Inclusive Education, 3(4), pp. 1-23.
Waitoller, F. R., & Artiles, A. J. (2013). A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program. Review of Educational Research, 83(3), 319-356. https://doi:10.3102/0034654313483905. AERA. http://rer.aera.net.
Wanei, Geraldine K., (2006). Sekolah, Membentuk Konsep Diri Positif, Diri Positif, Menentukan Prestasi Anak. Yogyakarta: Penerbit Kanisius.
Wanjiru, J. (2018). Inclusive Education for Internally Displaced Children in Kenya: Children Perceptions of Their Learning and Development Needs in Post Conflict Schooling. International Journal of Child Care and Education Policy, 12(7), 2-18. https://doi.org/10.1186/s40723 018 0046 1.
Werf, W. M., Slot, P. L., Kenis, P. N., & Leseman. P. P. M. (2021). Inclusive Practice and Quality of Education and Care in The Dutch Hybrid Early Childhood Education and Care System. International Journal of Child Care and Education Policy, 15(2), 2-29. https://doi.org/10.1186/s40723-020-00079-x.
Veugelers, W. (2011). Education and Humanism: Linking Autonomy and Humanity. Dordrecht: Sense Publishers.
Vieweg, J. C. (2018). Prosocial Behaviors: Their Motivations and Impacts on Organizational Culture. The Journal of Values-Based Leadership, 11(2). https://dx.doi.org/10.22543/0633.62.1224.
Aknin, L. B., Christopher, P. B-L., Elizabeth, W. D., John, F. H., Justine, B., Robert, B. D., Imelda, K., Paul, N., Claire, A. J., & Michael, I. N. (2013). Prosocial Spending and Well-Being: Cross-Cultural Evidence for a Psychological Universal. Journal of Persinality and Social Psychology, 104(4).
Barton, L. (2003). Inclusive Education and Tacher Education. London: University of London.
Black-Hawkins, K., Florian, L., & Rouse, M (2007). Achievement and Inclusion in Schools. London: Routledge.
Carter, Erik W., Asmus, Jennifer., Moss, & Collen K (2015). Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities (Abstract). SAGE Journals Abstracts, Vol. 82(2) ISSN:0014-402.
Cauley, K., & Tyler, B. (2006).The Relationship of Self-Concept to Prosocial Behavior in Children. Early Childhood Research Quarterly, 4(1). https://doi.org/10.1016/S0885-2006(98)90064-1.
Chen, P., & Schmidtke, C. (2017). Humanistic Elements in the Educational Practice. International Journal for Research in Vocational Education and Training, 4(2), 117-145.
De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular Primary School Teachers’ Attitudes towards Inclusive Education: A Review of The Literature. International Journal of Inclusive Education, 15(3), 331-353. https://doi:10.1080/13603110903030089.
Dreyer, L. (2017). Inclusive Education. Education Studies for Initial Teacher Development. https://www.researchgate.net/publication/316352226.
Firdaus, F. A., & Mariyat, A. (2017). Humanistic Approach In Education According to Paulo Freire. Jurnal At-Ta’dib, 12(2), 26-48. https://dx.doi.org/10.21111/at-tadib.v12i2.1264.
Ferguson, D. L. (2008). International Trends in Inclusive Education: The Continuing Challenge to Teach Each One and Everyone. European Journal of Special Needs Education, 23(2), 109-120. https://doi:10.1080/08856250801946236.
Florian, L. (2008). Special or Inclusive Education. British Journal of Special Education, 35(4), 201-210. https://www.blackwellpublishing.com.
Forlin, C. (2001). Inclusion: Identifying Potential Stressors for Regular Class Teachers’, Educational Research, 43(3), 235–245.
Harvey, M. W., Yssel, N., Bauserman, A. D., & Merbler, J. B. (2010). Preservice Teacher Preparation for Inclusion: An Exploration of Higher Education Teacher-Training Institutions. Remedial and Special Education, 31(1), 24-33. https://doi:10.1177/0741932508324397.
Holmberg, J. B., & Jeyaprathaban, S. (2016). Effective Practice in Inclusive and Special Needs Education. International Journal of Special Education, 31(1), 119-134.
Hurlock, Elisabeth B. (2004). Psikologi Perkembangan, Suatu Pendekatan Sepanjang Rentang Kehidupan. Jakarta: Penerbit Erlangga.
Hynes, M. (2013). The Humanistic Side of Engineering: Considering Social Science and Humanities Dimensions of Engineering in Education and Research. Journal of Pre-College Engineering Education Research, 3(2). https://dx.doi.org/10.7771/2157-9288.1070.
Jingna, DU. (2012). Application of Humanism Theory in the Teaching Approach. Higher Education of Social Science, 3(1), 32-38. https://10.3968/j.hess.1927024020120301.1593.
Jones, P., Forlin, C., & Gillies, A. (2013). The Contribution of Facilitated Leadership to Systems Development for Greater Inclusive Practices. International Journal of Whole Schooling, 9(1). https://www.wholeschooling.net.
Lancaster, J., & Bain, A. (2010). The Design of Pre-Service Inclusive Education Courses and Their Effects on Self-Efficacy: A Comparative Study. Asia-Pacific Journal of Teacher Education, 38(2), 117-128. https://doi:10.1080/13598661003678950.
Lewis, A., & Norwich, B. (2005). Special Teaching for Special Children? Pedagogies for Inclusion. Maidenhead, UK: Open University Press.
Loreman, T. (2017). Pedagogy for Inclusive Education. Oxford Research Encyclopedias, Education. https://doi.org/10.1093/acrefore/9780190264093.013.148.
Miles, A., Andiappan, M., Upenieks, L., & Orfanidis, C. (2021). Using Prosocial Behavior to Safeguard Mental Health and Foster Emotional Well-Being During The COVID-19 Pandemic: A Registered Report Protocol a Randomized Trial. PLoS One, 16(1). https://doi.org/10.1271/journal.
Mugambi, M. M. (2017). Approaches to Inclusive Education and Implications for Curriculum Theory and Practice. International Journal of Humanities Social Sciences and Education, 4(10), 92-106. https://dx.doi.org/10.20431/2349-0381.0410013.
Mumpuniarti., Handoyo, R. R., Pinrupitanza, D. T., & Barotuttaqiyah, D. (2020). Teacher’s Pedagogy Competence and Challenges in Implementing Inclusive Learning in Slow Learner. Cakrawala Pendidikan, 39(1), 217-229. https://doi:10.21831/cp.v39i1.28807.
Pavlovic, D., Petrovic, Z. S., & Milikovica, M. (2017). Humanistic Approach to Early Childhood Education in the Educational Philosophy of Rudolf Steiner. Future Human Image, 8(1), 103-111.
Pijl, S. (2010). Preparing Teachers for Inclusive Education: Some Reflections from The Netherlands. Journal of Research in Special Educational Needs, 10(1), 197-201. https://doi:10.1111/j.1471-3802.2010.01165.x.
Rouse, M. (2008). Developing Inclusive Practice: A Role for Teachers and Teacher Education?. Education in the North, 16, 6–11.
Ruhela, R. (2017). Inclusive Education: New Paradigm of Teaching in Regard of Children With Special Needs. International Journal of Applied Research, 3(1), 647-652. https://www.allresearchjournal.com.
Santrock, J.W. (2002). Life-Span Development. Jakarta: Erlangga.
Schneider, Rebecca, Sparfeldt., & Jorn, R. (2020). Academic Competence and Affect Self-Concepts in Elementary School Students: Social and Dimensional Comparisons. Social Psychology of Education: An International Journal, 23(1).
Smith, D. D., & Tyler, N. C. (2011). Effective Inclusive Education: Equipping Education Professionals with Necessary Skills and Knowledge. Prospects, 41(3), 323-339. https://doi:10.1007/s11125-011-9207-5.
Stehle, S. M., & Erin E. P. B. (2019). Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools. International Journal of STEM Education, 6(39), 2-15. https://doi.org/10.1186/s40594-019-0192-1.
Suleymanov, F. (2015). Issues of Education: Some Aspects to be Considered. Electronic Journal for Inclusive Education, 3(4), pp. 1-23.
Waitoller, F. R., & Artiles, A. J. (2013). A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program. Review of Educational Research, 83(3), 319-356. https://doi:10.3102/0034654313483905. AERA. http://rer.aera.net.
Wanei, Geraldine K., (2006). Sekolah, Membentuk Konsep Diri Positif, Diri Positif, Menentukan Prestasi Anak. Yogyakarta: Penerbit Kanisius.
Wanjiru, J. (2018). Inclusive Education for Internally Displaced Children in Kenya: Children Perceptions of Their Learning and Development Needs in Post Conflict Schooling. International Journal of Child Care and Education Policy, 12(7), 2-18. https://doi.org/10.1186/s40723 018 0046 1.
Werf, W. M., Slot, P. L., Kenis, P. N., & Leseman. P. P. M. (2021). Inclusive Practice and Quality of Education and Care in The Dutch Hybrid Early Childhood Education and Care System. International Journal of Child Care and Education Policy, 15(2), 2-29. https://doi.org/10.1186/s40723-020-00079-x.
Veugelers, W. (2011). Education and Humanism: Linking Autonomy and Humanity. Dordrecht: Sense Publishers.
Vieweg, J. C. (2018). Prosocial Behaviors: Their Motivations and Impacts on Organizational Culture. The Journal of Values-Based Leadership, 11(2). https://dx.doi.org/10.22543/0633.62.1224.