PELATIHAN PENYUSUNAN RANCANGAN PEMBELAJARAN PADA GURU SEKOLAH INKLUSI

Ignatius Darma Juwono,

2011 | Tesis |

Frankel states that key factor determining the success of inclusive educational practice lies in the teachers ability to develop course design for diverse students in the class (in Widyawati, 2008). Teachers should be able to acknowledge each students characteristics and construct meaningful course design that meets the needs of the students (Morrison, Ross, and Kemp, 2004). The Indonesian Ministry of Education has conducted a number of trainings on inclusive education to increase teachers capacity to design courses in inclusive class, but these trainings are far from adequate (Sunanto, 2008; Widyarso, 2010). Research shows that teachers still find it difficult to construct differentiated course design that meet the diverse needs of pupils in their class despite their participation on teachers trainings and workshops. (Giovanni, Purwanti, and Widyawati, 2008; Widyawati, 2008). This research aims to investigate the impact of a teacher training program in enhancing the capacity of teachers in constructing course design that meets the needs of gifted/talented pupils. This training is adapted from Conklin and Frei's concept (2007). 26 teachers participated in this one group pretest-posttest design research. Repeated measure t-test indicates there is significant difference in teachers' capacity to construct course design (t = -2,574, df = 15, p ≥ 0,05). This result suggest that the training given failed to improve teachers' capacity in constructing course design that meets the needs of gifted/talented pupils. Discussion and suggestion for future utilization of the training are discussed. Keywords : teacher training, course design, inclusive teacher Do

Kata Kunci :