Electronic Theses and Dissertation

Sekolah inklusi menjadi model pendidikan yang mengintegrasikan siswa berkebutuhan khusus dalam sekolah yang sama dengan siswa normal. Anak berkebutuhan khusus seringkali menghadapi tantangan dalam penerimaan sosial oleh teman sebayanya. Sebanyak 25% anak berkebutuhan khusus di Indonesia mengalami penerimaan sosial yang rendah dari teman sebayanya, sehingga menyebabkan perilaku negatif seperti perundungan. Penerimaan sosial dan empati siswa sangat berperan penting dalam meningkatkan kesetaraan pendidikan di sekolah inklusi. Tujuan penelitian ini adalah untuk menganalisis hubungan antara penerimaan sosial dengan empati siswa terhadap teman sebaya berkebutuhan khusus di sekolah inklusi. Sebanyak 125 siswa SMPN inklusi Kota Banda Aceh yang dipilih dengan teknik convinience sampling mengisi instrumen Social Acceptance Scale (SAS) (α=0.864) dan Interpersonal Reactivity Index (IRI) (α=0.501-0.507). Analisis data dilakukan menggunakan Pearson Correlation dan menunjukkan nilai koefisien kolerasi penerimaan sosial dengan dimensi perspective taking sebesar r=0.287 dan korelasi penerimaan sosial dengan dimensi empathic concern sebesar r=0.418, dengan nilai signifikansi p=0.001 pada dimensi perspective taking, p=

Inclusive schools are a model of education that integrates students with special needs in the same school as normal students. Children with special needs often face challenges in social acceptance by their peers. As many as 25% of children with special needs in Indonesia experience low social acceptance from their peers, leading to negative behaviors such as bullying. Social acceptance and student empathy play an important role in improving educational equality in inclusive schools. The purpose of this study was to analyze the relationship between social acceptance and students' empathy towards peers with special needs in inclusive schools. 125 total sampling inclusive junior high school students in Banda Aceh city selected by convinience sampling technique filled out the Social Acceptance Scale (SAS) instrument (α=0.864) and Interpersonal Reactivity Index (IRI) (α=0.501-0.507). Data analysis using Pearson Correlation and get a correlation coefficient value of r=0.287 on the perspective taking dimension and r=0.418 on the empathic concern dimension, as well as a significance value of p=0.001 on the perspective taking dimension, p=