Pengaruh Penandaan (Signifikasi), Penguasaan Sumber Daya (Dominasi), Dan Legitimasi Pendidikan Inklusi Terhadap Inklusivitas Pendidikan Sekolah Dasar Di Kota Surakarta Dalam Perspektif Guru

WULANSARI, ANGGORO (2016) Pengaruh Penandaan (Signifikasi), Penguasaan Sumber Daya (Dominasi), Dan Legitimasi Pendidikan Inklusi Terhadap Inklusivitas Pendidikan Sekolah Dasar Di Kota Surakarta Dalam Perspektif Guru. Masters thesis, Universitas Sebelas Maret.

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    Abstract

    The Effect of Signification Resource Domination and Legitimacy on Inclusivity of Elementary School Education in Surakarta City in Teachers Perspective. Thesis. Promoter: Prof. Dr. H. Ravik Karsidi, M.S. Co-Promoter: Dr. Drajat Tri Kartono, M.Si. Sociological Study Program of Postgraduate Program of Surakarta Sebelas Maret University. Inclusive education is still new and faces many problems in education service in Indonesia. This research aimed to find out the effect of signification, resource domination and legitimacy on inclusivity of education and to find out the forms of signification, resource domination and legitimacy in inclusive education in fiteen Elementary Schools organizing inclusive education in Surakarta. This research employed a combined quantitative and qualitative method with embedded concurrent strategy. It means that the less prioritized secondary method was embedded into more dominant method. The data collection was carried out using questionnaire, interview and observation conducted in one stage and the combination of them occurred in research discussion section. The subject of research was teacher with confidence interval of 95% in which 246 respondents were selected as quantitative sample, 17 of which were selected as informant using purposive sampling technique for qualitative data. The informants were selected using maximum variation sampling technique based on variation of public and private schools. The analysis were carried out using simple and mulptiple linear regression analyses with description of qualitative data. The author employed Athony Giddens’s Structuring Theory. The result of research show that education inclusivity belonged to low category due to signification, resource domination and legitimacy of inclusive education belonged to low category. The result of linear regression calculation showed that there was a sufficiently strong positif relationship between signification and education inclusivity with contribution size of 59,2%. There was a sufficiently strong positif relationship between domination and education inclusivity with contribution size of 77,3%. There was a sufficiently strong positif relationship between legitimacy and education inclusivity with contribution size of 66,6%. The result of multiple regression calculation showed that there was a simultaneous strong positive relationship between signification, domination and legitimacy on education inclusivity with contribution size of 81%. The forms of signification, domination and legitimacy of incusive education were include immaterials, such as work culture and religious belief values affecting the diversity of education inclusivity.

    Item Type: Thesis (Masters)
    Subjects: H Social Sciences > HM Sociology
    Divisions: Pasca Sarjana > Magister > Sosiologi - S2
    Depositing User: fifit puspitasar
    Date Deposited: 10 Apr 2016 21:01
    Last Modified: 10 Apr 2016 21:01
    URI: https://eprints.uns.ac.id/id/eprint/24455

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