ANALISIS INTERAKSI SOSIAL ANTAR PESERTA DIDIK NON-BERKEBUTUHAN KHUSUS DAN BERKEBUTUHAN KHUSUS PADA SMA INKLUSI DALAM KONTEKS PENDIDIKAN MULTIKULTURAL
Sekolah inklusi memungkinkan terjadinya interaksi sosial antara peserta didik non-berkebutuhan khusus dengan peserta didik berkebutuhan khusus. Keberadaan peserta didik berkebutuhan khusus di sekolah inklusi dapat mengubah persepsi peserta didik tentang konsep keberagaman, keadilan, dan kesetaraan....
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| Format: | Academic Paper |
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2018-01-31.
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| Online Access: | http://repository.upi.edu/3369/ |
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| LEADER | 05125 am a22003013u 4500 | ||
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| 001 | repoupi_33690 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Seli Septiana Pratiwi, - |e author |
| 245 | 0 | 0 | |a ANALISIS INTERAKSI SOSIAL ANTAR PESERTA DIDIK NON-BERKEBUTUHAN KHUSUS DAN BERKEBUTUHAN KHUSUS PADA SMA INKLUSI DALAM KONTEKS PENDIDIKAN MULTIKULTURAL |
| 260 | |c 2018-01-31. | ||
| 500 | |a http://repository.upi.edu/33690/1/T_PESOS_1502379_Title.pdf | ||
| 500 | |a http://repository.upi.edu/33690/2/T_PESOS_1502379_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/33690/3/T_PESOS_1502379_Table_of_content.pdf | ||
| 500 | |a http://repository.upi.edu/33690/4/T_PESOS_1502379_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/33690/5/T_PESOS_1502379_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/33690/6/T_PESOS_1502379_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/33690/7/T_PESOS_1502379_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/33690/8/T_PESOS_1502379_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/33690/9/T_PESOS_1502379_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/33690/10/T_PESOS_1502379_Appendix.pdf | ||
| 520 | |a Sekolah inklusi memungkinkan terjadinya interaksi sosial antara peserta didik non-berkebutuhan khusus dengan peserta didik berkebutuhan khusus. Keberadaan peserta didik berkebutuhan khusus di sekolah inklusi dapat mengubah persepsi peserta didik tentang konsep keberagaman, keadilan, dan kesetaraan. Namun, interaksi sosial tidak selalu mendukung peserta didik memiliki hubungan yang harmonis. Adapun tujuan dari penelitian ini untuk mengetahui interaksi sosial yang terjalin diantara peserta didik non-berkebutuhan khusus dengan yang berkebutuhan khusus, serta pemahaman peserta didik non-berkebutuhan khusus mengenai konsep pendidikan multikultural. Pendekatan penelitian yang digunakan yaitu pendekatan kualitatif dengan metode studi kasus. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, studi dokumentasi, kajian literatur, dan triangulasi. Penggunaan pendekatan penelitian dan metode penelitian untuk mempermudah dalam proses ekplorasi data dan melihat kekhasan partisipan. Temuan dari penelitian menunjukkan bahwa pertama, terdapat faktor yang berasal dari dalam (komunikasi, kontak sosial, serta rasa ingintahu) dan faktor yang berasal dari luar (simpati dan empati) peserta didik non-berkebutuhan khusus dalam melakukan interaksi sosial dengan peserta didik berkebutuhan khusus; kedua, sikap yang ditunjukkan peserta didik non-berkebutuhan khusus yaitu sikap positif (kerjasama, toleransi, kepedulian, dan kekompakkan) dan sikap negatif (ketidakpedulian dan penghindaran); ketiga, permasalahan antara peserta didik non-berkebutuhan khusus dengan peserta didik berkebutuhan khusus dipicu oleh kekerasan fisik yang diterima peserta didik berkebutuhan khusus, pemberian julukan, dan gestur tubuh yang ditunjukkan peserta didik non-berkebutuhan khusus; keempat, pemahaman peserta didik non-berkebutuhan khusus mengenai konsep pendidikan multikultural dilihat berdasarkan pemahaman akan keberagaman, keadilan, dan kesetaraan. ----School inclusion enables social interaction between normal students and students with special needed. The existence of students with special needed in inclusive schools will change the perception the students about the concept of diversity, fairness, and equality. However, social interaction is not always supporting students have harmonic relationship. The purpose of the study is to examine the social interaction that exists between normal students and students with special needed, and the normal students perception on multicultural education. The research used qualitative approach with case study method. The application of research approach and research method simplified the process to data and understaned the typical participants. Data collection techniques used observation, interview, documentation study, literature review, and triangulation. The findings from the research showed that first, there were inside factors (communication, social contacts, and curiosity) and outside factors (sympathy and empathy) of normal students in conducting social interaction with special needed students; second, the normal students showed positive attitudes (teamwork, tolerance, caring, and solidarity) and negative attitudes (intolerance and avoidance); third, the problems between normal students and students with special needed were triggered by physical violence received by students with special needed, giving of nicknames, and body gestures indicated by the normal students; fourth, the normal students understood the concepts of multicultural education based on understanding of diversity, fairness, and equality. On the concept of equality, normal students already perceived that students with special needed have the same rights but they rejected to be equal. | ||
| 546 | |a en | ||
| 690 | |a L Education (General) | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/33690/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/3369/ |