The The Role of Teachers’ Teaching Strategies on Peer Acceptance: Study in Inclusive Madrasas in Indonesia

Authors

    Ade Siti Mariyam , Farida Kurniawati

Published:

2022-11-11

DOI:

https://doi.org/10.52291/ijse.2022.37.37

How to Cite

Mariyam, A. S., & Kurniawati, F. (2022). The The Role of Teachers’ Teaching Strategies on Peer Acceptance: Study in Inclusive Madrasas in Indonesia. International Journal of Special Education (IJSE), 37(2). https://doi.org/10.52291/ijse.2022.37.37

Abstract

Madrasa is an educational institution in Indonesia that has a unique in implementing inclusive education because it combines inclusive values in the Quran and Hadith, inclusive values proclaimed by UNESCO 1994 and inclusive values according to national education policies. One of the goals of inclusive education in madrasas is to foster peer acceptance. This study attempted to examine factors that foster peer acceptance in Inclusive Madrasa Ibtidaiyah. The participants of this study involved 930 students and 42 teachers of Inclusive Madrasa Ibtidaiyah in Indonesia. The study used the Peer Acceptance Scale (PAS) to measure peer acceptance and a social interaction teaching strategy measurement tool to measure teaching strategies. The results of the analysis found that teaching strategies significantly increase regular student peer acceptance of students with special needs. R2 = 0.029, F (1,928) = 28.107, p<0.001.

Keywords:

inclusive education, peer acceptance, teaching strategy, inclusive madrasa ibtidaiyah

Issue

IJSE Vol 37, No: 2, 2022

Volume 37, Number: 2, Year 2022 of International Journal of Special Education