Pengembangan Sikap Sosial Siswa Inklusif Di Sekolah Normal(Studi Kasus di SMK Negeri 8 Surakarta Tahun Pelajaran 2015/2016)

• Main Authors: Trisetyaningsih, Anyta Fajar (Author), , Dra. Sundari,S.H,M.Hum (Author)
• Format: Book
• Published: 2016.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Connect to this object online
• Notes: https://eprints.ums.ac.id/44401/16/NASKAH%20PUBLIKASI.pdf; https://eprints.ums.ac.id/44401/1/HALAMAN%20DEPAN%20.pdf; https://eprints.ums.ac.id/44401/2/BAB%20I.pdf; https://eprints.ums.ac.id/44401/3/BAB%20II.pdf; https://eprints.ums.ac.id/44401/4/BAB%20III.pdf; https://eprints.ums.ac.id/44401/5/BAB%20IV.pdf; https://eprints.ums.ac.id/44401/6/BAB%20V.pdf; https://eprints.ums.ac.id/44401/7/DAFTAR%20PUSTAKA.pdf; https://eprints.ums.ac.id/44401/12/LAMPIRAN.pdf; https://eprints.ums.ac.id/44401/13/SURAT%20PERNYATAAN%20NASKAH%20PUBLIKASI.pdf
• Keywords: LB1603 Secondary Education. Middle Schools

The objective of research was to describe the mplementation of social attitude in accepting the presence of inclusive students in normal school, as well as constraints and solution to it. This study was a qualitative research, with interview, observation, and documentation as techniques of collecting data. Data validation was carried out using data source and data collection technique triangulations. The analysis was conducted using an interactive model of analysis from data collection, data reduction, and conclusion drawing. The subject of research consisted of Counseling and Guiding teachers serving as inclusive coordinators all at once, deputy of headmaster for student area, practical teachers, inclusive students and students of SMK Negeri 8 Surakarta in the school year of 2015-2016. The result of research confirmed that the implementation of social attitude in accepting the presence of inclusive students in normal school had been consistent with indicators of honesty, discipline, tolerance, mutual cooperation, decorum, and self-confidence. The constraints with the implementation of social attitude in accepting the presence of inclusive student in normal school included honesty in which inclusive students could rarely express what they actually felt and tolerance in which the students were less willing to be in one group with the students with special needs. The solution to the constraints with the implementation of social attitude in accepting the presence of inclusive students in normal school was that teacher should understand and always provided much time and special attention and teachers should understood the students.