Self-determination Siswa Sekolah Dasar Inklusif yang Menerapkan Pembelajaran Universal Design for Learning (UDL)

YUFITA CIPTASARI, Elga Andriana, S.Psi., M.Ed., Ph.D.

2024 | Skripsi | PSIKOLOGI

Abstrak. Penelitian terkait self-determination dan Universal Design for Learning (UDL) belum banyak ditemukan dalam konteks pendidikan inklusif di Indonesia. Urgensi self-determination berkaitan dengan kemampuan siswa menentukan metode pembelajaran sesuai dengan kondisi diri. Di sisi lain, UDL merupakan kerangka pedagogis kontemporer yang bersifat inklusif dan linear dengan dukungan terhadap self-determination. Causal Agency Theory merupakan acuan kontemporer dan inklusif dalam menilik self-determination. Penelitian ini bertujuan untuk mengeksplorasi dan menginterpretasi self-determination siswa tipikal maupun disabilitas ditinjau dari pengalaman melakukan pembelajaran UDL. Peneliti menggunakan pendekatan kualitatif fenomenologi dengan metode wawancara semi terstruktur dan observasi nonpartisipatif yang dianalisis menggunakan Interpretative Phenomenological Analysis (IPA). Partisipan adalah siswa SD dari Sekolah Rumah Citta yang telah mengikuti pembelajaran UDL lebih dari 1 tahun. Hasil penelitian menunjukkan bahwa self-determination dimaknai peneliti sebagai pengalaman partisipan dalam menentukan keputusan, pengalaman terkait tindakan nyata, serta pemahaman terhadap diri dan lingkungan. Penelitian ini dapat memberikan dukungan terhadap penelitian terkait self-determination dan peningkatan eskalasi penerapan UDL di Indonesia. 

Abstract. Research related to self-determination and Universal Design for Learning (UDL) is not extensively documented in the context of inclusive education in Indonesia. The significance of self-determination is linked to students' ability to determine learning methods according to their own conditions. On the other hand, UDL is a contemporary pedagogical framework that is inclusive and aligned with support for self-determination. Causal Agency Theory is the contemporary and inclusive reference for examining self-determination. This study aims to explore and interpret self-determination in typical and disabled students in the context of UDL learning experiences. The researcher utilized a qualitative phenomenological approach with semi-structured interviews and non-participatory observations analyzed through Interpretative Phenomenological Analysis (IPA). Participants were primary school students from Sekolah Rumah Citta who had undergone UDL learning for more than 1 year. The research findings indicate that self-determination is interpreted by the researcher as the participant’s experience in making decisions, their involvement in tangible actions, and their understanding of themselves and their environment. This research can contribute to studies on self-determination and the increased implementation of UDL in Indonesia.

Kata Kunci : Self-determination, Causal Agency Theory, Universal Design for Learning (UDL), siswa, sekolah dasar