Abstract
Inclusive education in Bengkala village cannot currently be running well and conducive. Students still show low social attitudes because students are still learning and playing with other normal themes and experiencing students with special needs lack of confidence. Therefore, teachers play an important role in the learning process and developing children's social skills. This study aimed to analyze the effect of pop up book media on the fourth-grade students' social science competency knowledge in inclusive schools. This research was a type of pre-experimental research (pre-experimental research). The design used in this study was one group pre-test post-test design. This study's population were 14 students in the fourth-grade who were simultaneously used as samples. The data collection method used in this research was the learning outcome test method. The data collection instrument used in this study was an objective test consisting of 30 items. The data analysis used in this study was the t-test for correlated samples. All tests were carried out using SPSS 21.0 for Windows. The results showed that tcount was 18.56 thus it can be concluded that the pop-up book learning media positively affects the fourth-grade students' social science competency knowledge in inclusive schools.
Highlights
Inclusive schools are educational units that provide education for all students at the same school without discrimination, are friendly, and humanist to optimize the development of the potential of all students to become empowered and dignified human beings (D'alessio et al, 2010; Sabando et al, 2019; Spörer et al, 2020; Triyanto & Permatasari, 2016)
This study aims to analyze the effect of pop up book media on the fourth-grade students' social science competency knowledge in inclusive schools
The Pop Up Book learning media developed is suitable for supporting the learning process in social studies subjects for the fourth grade of the 2018/2019 academic year at SD Negeri 2 Bengkala
Summary
Inclusive schools are educational units that provide education for all students at the same school without discrimination, are friendly, and humanist to optimize the development of the potential of all students to become empowered and dignified human beings (D'alessio et al, 2010; Sabando et al, 2019; Spörer et al, 2020; Triyanto & Permatasari, 2016). Education carried out in inclusive schools aims to (a) provide the widest possible opportunity for all students who have physical, emotional, mental, and social disabilities or have the potential for intelligence and special talents to obtain quality education according to their needs and abilities, (b) realizing education that respects diversity and is not discriminatory for all students (Triyanto & Permatasari, 2016). To realize these educational goals, a collaboration of three components is needed, policy, culture, and the learning process (Oswald, 2014). Teachers always hesitate and think negatively about inclusive education (De Boer et al, 2011)
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