This research aims to compare the differences in attitude towards students with disabilities between boys and girls in primary inclusive school in Jakarta. This study employed a quantitative approach study and cross-sectional design. A total of 266 regular students (147 boys and 149 girls), aged 9-13 years old, from five different inclusive public schools across Jakarta and Depok have participated in this study. Students' attitude toward students with disabilities was measured with Chedoke-McMaster Attitudes toward Children with Handicaps (CATCH) and adapted in the Bahasa version. It consists of 18 items and it has good internal reliability Cronbach's alpha .77. The data were analyzed by using Independence Samples t-test. The result showed that there was no significant difference in attitude toward the students with disabilities between boys and girls (t(264)=-1.921, p=0.056). It means that there is no difference of attitude towards students with disabilities among girls and boys in primary students in Jakarta. In general, most students are indicated with neutral attitudes toward students with disabilities. Hence, the findings of this study help to change the faulty perception that boys have a more negative attitude toward students with disabilities compared to girls.
This research aims at investigating the effectiveness of the Sekolah Ramah Inklusi (SERASI) intervention program to promote regular students' positive attitude toward students with Special Educational Needs (SEN) in primary inclusive school. SERASI is based on the Triandis model of attitudes, which includes three components: knowledge, affective response, and behavioral intention. To examine the effectiveness of SERASI, a quasi-experimental with pre-and post-control groups was designed. A total of 96 students participated in this study. They were divided into a control group (n = 54, M = 10.48 years old, SD = .81) and an experimental group (n = 42, M = 10.48 years old, SD = .66). The experimental group attended six training sessions over three days. The training material covered topics about disabilities in general, physical disabilities, sensory disabilities, intellectual disabilities, learning difficulties, and autism. To establish the effect of the intervention program, Chedoke-McMaster Attitudes Toward Children with Handicaps (CATCH) was used to measure the students' attitudes at two time points: before and immediately after the intervention. A mixed design ANOVA was conducted to investigate the impact of SERASI and participants' attitudes toward students with SEN. The results showed there was a significant difference between before and after SERASI, F (1.94) = 5.92, p < .05, η2 = .059. The attitude score was higher before the intervention (M = 48.47) compared to afterward (M = 47.46). The results also showed that there was a significant difference in attitude scores between the experimental and control groups, F (1.94) = 17.76, p < .05, η2 = .159. The attitude score was lower in the control group (M = 45.95) compared to the experimental group (M = 49.97). Additionally, there was no significant interaction between attitude toward students with SEN and SERASI, F (1.94) = 0.117, p > .05. Thus, the results did not suggest that SERASI was an effective practice for promoting a positive attitude toward students with SEN.
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