The Relationship Between Intelligence and Learning Motivation on Childrens With Special Need in Inclusive Elementary School

Komarudin Komarudin

doi:10.24127/gdn.v7i1.806

Abstract

The research aimed to find out the corelation between intelligence and learning motivation in children with special need in inclusion elementary school. The data collecting technique used the learning motivation scale and Slosson Full Range Intelligence Test (S-FRIT). The data were analysed by used product moment correlation technique with SPSS 16. The data analysis result was correlation coefficient was 0.581 with a significance level of 0.000 (p <0.05). It meant there was positive correlation between intelligence and learning motivation. The higher level of intelligence, the learning motivation is also higher; conversely the lower level of intelligence, the learning motivation is also lower. The coefficient determination was 0.337 contributing intelligence to improvement learning motivation was 33.70%. This suggests that 66.30% learning motivation subjects influenced by other factors which not included in this research.

Highlights

Salamanca Declaration formally at the World Conference on Education disability in June 1994, explaining that the fundamental principle of inclusive education is all children should learn together - the same regardless of any difficulties or differences that may exist between the child - the child
Of the 41 crew members on the SD 3 Sedayu, 30 of them had the motivation to learn is low, such as lack of attention to the lesson, have the morale is low, when asked to do something to feel like carrying a heavy load, it is difficult to be independent when given the task, have dependencies to other people, willing to learn or do something when it is forced, The thirty students who indicated having a low learning motivation falls into the category of slow learner students, ie students who have an IQ between 70 - 89
Results categorization score Motivation Study indicates that the study subjects who have high motivation to learn as much as 5 people (16.67%) had a score of Motivation was as many as 22 people (73.33%), and has a low learning motivation as much as 3 people (10% )

Summary

INTRODUCTION

Salamanca Declaration formally at the World Conference on Education disability in June 1994, explaining that the fundamental principle of inclusive education is (for possible) all children should learn together - the same regardless of any difficulties or differences that may exist between the child - the child. Of the 41 crew members on the SD 3 Sedayu, 30 of them had the motivation to learn is low, such as lack of attention to the lesson, have the morale is low, when asked to do something to feel like carrying a heavy load, it is difficult to be independent when given the task , have dependencies to other people, willing to learn or do something when it is forced, The thirty students who indicated having a low learning motivation falls into the category of slow learner students, ie students who have an IQ between 70 - 89 This means that the child has a score of intelligence under the child - the child of his age.

METHOD

AND DISCUSSION

CONCLUSION