Penerimaan Rakan Sebaya dan Interaksi Sosial Murid Berkeperluan Pendidikan Khas Di Dalam Kelas Inklusif Semasa Endemik Covid-19
Abstract
Penyertaan sosial murid berkeperluan khas merupakan fokus utama program pendidikan inklusif (PPI). Tujuan penyelidikan ini dilaksanakan adalah untuk mengenalpasti penyertaan sosial antara murid arus perdana dan murid berkeperluan pendidikan khas pembelajaran (MBPK) di dalam kelas inklusif. Objektif penyelidikan mengenalpasti tahap (ⅰ) penerimaan rakan sebaya, dan (ⅱ) interaksi sosial MBPK di dalam kelas inklusif. Metodologi: Penyelidikan kuantitatif tinjauan dijalankan. Borang soal-selidik diadaptasi daripada Social Participation Quitionaire (SPQ) yang mempunyai ketekalan dalaman (α=.79) untuk mengumpul data daripada 165 peserta kajian yang berada di kelas inklusif, Sekolah Jenis Kebangsaan Cina, daerah Melaka Tengah. Data dianalisis dengan menggunakan statistik deskriptif dan dipersembahkan dalam bentuk kekerapan, peratusan, min, sisihan piawai, dan intepretasi. Dapatan penyelidikan menunjukkan, penyertaan sosial MBPK dari segi penerimaan rakan sebaya, dan interaksi sosial berada pada tahap sederhana. Implikasi penyelidikan ini adalah memberi gambaran jelas kepada guru yang terlibat dalam kelas inklusif perlulah berusaha memupuk penyertaan sosial yang positf dalam kalangan murid. Kesimpulannya, pihak berkepentingan perlu berusaha meningkatkan penyertaan sosial MBPK di dalam kelas inklusif untuk membantu mereka menyesuaikan diri dalam konteks dunia sebenar.
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Weyns, T., Colpin, H., Engels, M. C., Doumen, S., & Verschueren, K. (2019). The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development. Early Childhood Research Quarterly, 47, 259-270.
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Ahmed Elhassan Haimd Hassan, Essa Ali Adhabi, & Jones. L.W. (2017). The Impact of Inclusion Setting on Social Interaction and Psychological Adjustment of Students with Disabilities. IJSRST, 3(4), 121-128.
Andrejko, K.L., Head, J.R., Lewnard, J.A., & Remais, J.V. (2022). Longitudinal social contacts among school-aged children during the COVID-19 pandemic: the Bay Area Contacts among Kids (BACK) study. BMC Infectious Diseases, 22(1), 242.
Ansar, S., Arshad, F., Iftikhar, N., Khalid, R., Khan, S., & Yaqoob, S. (2022). Patterns of social interaction in families of children with Expressive Language Delay. Pakistan BioMedica lJournal, 5(1), 236–239.
Arslan, G. (2021). School belongingness, well-being, and mental health among adolescents: exploring the role of loneliness. Australian Journal of Psychology. 73(1), 70–80.
Avcıoğlu, H. (2017). Classroom Teachers’ Behaviors and Peers’ Acceptance of Students in Inclusive Classroom. KURAM VE UYGULAMADA EĞİTİM BİLİMLERİ EDUCATIONAL SCIENCES: THEORY & PRACTICE, 463-492.
Avramidis,E., Aroni, K., & Strogilos, V. (2022). Social Participation and Quality of Best Friendship of Students With Moderate Learning Difficulties in Early Adolescence: A Longitudinal Study. Australasian Journal of Special and Inclusive Education, 46, 74–87.
Chua, Y. (2014). Kaedah dan Statistik Penyelidikan Buku 2, Asas Statistik Penyelidikan, Edisi Ketiga. Malaysia: McGraw-Hill Education (Malaysia) Sdn. Bhd.
de Leeuw, R.R., de Boer, A.A., & Minnaert, A.E.M.G. (2018). Student voices on social exclusion in general primary schools. European Journal of Special Needs Education, 33(2),166-186.
Eisenman, L. T., Freedman, B., & Kofke, M. (2017). Focus on Friendship: Relationships, Inclusion, and Social Well-Being. . Handbook of Positive Psychology in Intellectual and Developmental Disabilities, 127–144.
Garrote, A. (2017). The relationship between social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms. Frontline Learning Research, 5(1), 1-15.
Herna´ndez, M.M., Eisenberg, N., Valiente, C., Diaz, A., VanSchyndel, S.K., Berger, R.H., Terrell, N., Silva, K.M., Spinrad, T.L., Southworth, J. (2015). Concurrent and longitudinal associations of peers’ acceptance with emotion and effortful control in kindergarten. International Journal of Behavioral Development, 1-11.
Hong, S.-Y., Eum, J., Long, Y., Wu, C., & Welch, G. (2019). Typically Developing Preschoolers’ Behavior Toward Peers With Disabilities in Inclusive Classroom Contexts. . Journal of Early Intervention.
Kementerian Pendidikan Malaysia. (n.d.). Garis Panduan Program Transisi Ke Kerjaya Murid Berkeperluan Khas (MBK). Putrajaya: Kementerian Pendidikan Malaysia.
Killen M, & Rutland A. ( 2022). Promoting Fair and Just School Environments: Developing Inclusive Youth. . Policy Insights from the Behavioral and Brain Sciences, 9(1),81-89.
Killen, M., & Rutland, A. (2011). Children and social exclusion: Morality, prejudice and group identity. Oxford, England: Wiley-Blackwell.
Klang, N., Olsson, I., Wilder, J., Lindqvist, G., Fohlin, N., & Nilholm, C. (2020). A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms. Frontiers in Psychology, 11.
Koster, M., Nakken, H., Pijl, S. J., & van Houten, E. (2009). Being part of the peer group: a literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 13(2), 117–140.
Krull, J., Wilbert, J., & Hennemann, T. . (2018). Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis. European Journal of Special Needs Education, 33(2), 235-253.
Kurniawan, K., Sutanti, N., & Nuryana, Z. (2022). Symptoms of post-traumatic stress among victims of school bullying. International Journal of Public Health Science (IJPHS), 11, 263-273.
Laguna, M. M. (2020). Interventions stimulating prosocial helping behavior: A systematic review. . Journal of Applied Social Psychology.
Lee, K. H., Yoo, J. H., Lee, J., Kim, S. H., Han, J. Y., Hong, S.-B., … Brent, D. A. (2020). The indirect effect of peer problems on adolescent depression through nucleus accumbens volume alteration. Scientific Reports, 10(1).
Little, C., deLeeuw, R.R., Andriana, E., Zanuttini, J. & David, E. (2020). Social Inclusion through the Eyes of the Student: Perspectives from Students with Disabilities on Friendship and Acceptance. . International Journal of Disability, Development and Education.
Maggio, I.D., Ginevra, M.C., Santilli, S. & Nota, L. . (2022). Elementary school students’ attitudes towards peers with disabilities: The role of personal and contextual factors . Journal of Intellectual & Developmental Disability, 47(1), 3-11.
Mallanhanse, A.K., Nur Fadzmin Alias, & Siti Salma Najwa Ahmad Bidin. (2020). Peer Acceptance among Learning Disabilities (LD) and Mainstream Students in Inclusive Classroom in a Primary School,. South Asian Journal of Sosial Sains and Humanities, 1(2),16-25.
Mamas, C., Schaelli, G.H., Daly, A.J., Navarro, H.R. & Trisokka, T. (2019). Employing Social Network Analysis to Examine the Social Participation of Students Identified as Having Special Educational Needs and Disabilities. International Journal of Disability, Development and Education.
Mellor, D., & Moore, K.A. (2013). The Use of Likert Scales With Children,. Journal of Pediatric Psychology, 39(3).
Moffat, A.K., Redmond, G., & Parimala Raghavendra. (2019). The Impact of Social Network Characteristics and Gender on Covert Bullying in Australian Students with Disability in the Middle Years. Journal of School Violence.
Nur Adillah Md Abdul Hamid, & Suziyani Mohamed. (2020). Sikap Pelajar Aliran Perdana terhadap Pelajar Berkeperluan Khas. Jurnal Wacana Sarjana, 4 (2), 1-12.
Nurul Aina Zakaria. (2017). The Effects Of Inclusive Education On The Self-Concept Of Students With Special Educational Needs, . Juarnal of ICSAR. 1(1).
Petry, K. (2018). The relationship between class attitudes towards peers with a disability and peer acceptance, friendships and peer interactions of students with a disability in regular secondary schools. European Journal of Special Needs Education.
Pimentel, J. (2019). Some Biases in Likert Scaling Usage and its Correction. International Journal of Sciences: Basic and Applied Research (IJSBAR).
Smith, C., Tani, M., Yates, S. & Dickinson, H. (2022). Successful School Interventions for Students with Disability During Covid-19: Empirical Evidence from Australia. . Asia-Pacific Edu Res.
Thorsten, H., Katja, B., Lambrecht,J., Bosse, S., Koch, H., Maaz, K., & Spörer, N. (2017). Will you be my friend? A multilevel network analysis of friendships of students with and without special educational needs backgrounds in inclusive classrooms.
Trach, J., & Hymel, S. (2019). Bystanders’ affect toward bully and victim as predictors of helping and non-helping behaviour. Scandinavian Journal of Psychology.
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Spain: Paris: UNESCO.
Vetoniemi, J., & Kärnä, E. (2019). Being included – experiences of social participation of pupils with special education needs in mainstream schools. International Journal of Inclusive Education.
Weyns, T., Colpin, H., Engels, M. C., Doumen, S., & Verschueren, K. (2019). The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development. Early Childhood Research Quarterly, 47, 259-270.
Whitney, D. G., Shapiro, D. N., Peterson, M. D., & Warschausky, S. A. (2018). Factors associated with depression and anxiety in children with intellectual disabilities. Journal of Intellectual Disability Research.
Woltran, F., Lindner, K.-T., Dzojic, T. & Schwab, S. (2022 ). Will–Skill–Tool Components as Key Factors for Digital Media Implementation in Education: Austrian Teachers’ Experiences with Digital Forms of Instruction during the COVID-19 Pandemic. Electronics , 11.
Published
2023-03-01
How to Cite
SEAK, Yi Chek; KHAIRUDDIN, Khairul Farhah.
Penerimaan Rakan Sebaya dan Interaksi Sosial Murid Berkeperluan Pendidikan Khas Di Dalam Kelas Inklusif Semasa Endemik Covid-19.
Jurnal Dunia Pendidikan, [S.l.], v. 5, n. 1, p. 217-230, mar. 2023.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/21430>. Date accessed: 16 sep. 2024.
Section
Articles
