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All Journal INSAN Jurnal Psikologi dan Kesehatan Mental Journal An-Nafs: Kajian Penelitian Psikologi Journal An-Nafs: Kajian Penelitian Psikologi
Sulistami Prihandini
Universitas Indonesia
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Riviu sistematis sikap guru terhadap pendidikan inklusif: Studi pada negara-negara berdasarkan kategori Human Development Index Farida Kurniawati; Sulistami Prihandini
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 4 No. 1 (2019): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Islamic Psychology Department, Dakwah Faculty of Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v4i1.793

Abstract

Teachers’ attitude is an important factor that influences the quality of the implementation of inclusive education. The quality of inclusive education is part of the quality of education in general in a country. The quality of education of countries around the world is measured by the United Nations using the Human Development Index and placing countries in the very high, high, medium, and low categories. Systematic review was carried out to get an idea of ​​the attitudes of teachers towards inclusive education and the factors that influence it in countries based on the HDI category. By using three electronic search engines for academic data, namely EBSCOhost, ProQuest, and Taylor & Francis Online, 18 articles reporting teacher attitudes towards inclusive education in various countries were discussed. The results found that there were no differences in teacher attitudes towards inclusive education between countries with very high and high HDI categories with countries in the moderate HDI category. Knowledge of children with disabilities and teaching experiences of these children is known to influence the attitudes of teachers towards inclusive education in countries with all HDI categories. The support from community, the availability of professional assistance, and the length of the implementation of inclusive education are factors that influence the attitudes of teachers in very high and high HDI categories countries, while the negative perception of disability makes teachers held negative attitudes towards inclusive education. Recommendations for improving the review of this topic are discussed in this study
Efikasi Diri Kesehatan Mental sebagai Mediator antara Dukungan Suami dengan Kelekatan Ibu-Janin Sulistami Prihandini; Linda Primana
INSAN Jurnal Psikologi dan Kesehatan Mental Vol 5 No 2 (2020): INSAN Jurnal Psikologi dan Kesehatan Mental
Publisher : Airlangga University Press, Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/jpkm.V5I22020.112-124

Abstract

Dukungan sosial khususnya dukungan suami berkontribusi positif terhadap kelekatan ibu-janin (maternal fetal attachment (MFA)), namun hubungan tersebut masih inkonsisten. Kehamilan merupakan proses alamiah yang dapat menjadi sumber stres bagi calon ibu. Efikasi diri kesehatan mental (mental health self-efficacy (MHSE)) terbukti menurunkan depresi dan kecemasan, tidak terkecuali pada ibu hamil. Oleh karena itu, penelitian ini hendak melihat hubungan antara dukungan suami dan efikasi diri kesehatan mental terhadap kelekatan ibu-janin sekaligus melihat peran mediasi efikasi diri kesehatan mental atas hubungan dukungan suami dan kelekatan ibu-janin. Penelitian dilakukan dengan menggunakan kuisioner terhadap 281 ibu hamil di wilayah Jakarta, Depok, Bogor, Tangerang, Bekasi (Jadebotabek), khususnya wilayah Depok. Hasil analisis regresi sederhana menunjukkan adanya kontribusi yang signifikan dari dukungan suami dan efikasi diri kesehatan mental terhadap kelekatan ibu-janin. Hal ini berarti meningkatnya dukungan suami dan efikasi diri kesehatan mental dapat meningkatkan kelekatan ibu-janin. Hasil analisis model mediasi menggunakan menunjukkan bahwa efikasi diri kesehatan mental tidak memiliki peran sebagai mediator dalam hubungan antara dukungan suami dan kelekatan ibu-janin. Pada penelitian efikasi diri kesehatan mental hanya berperan sebagai variabel bebas yang berkontribusi terhadap kelekatan ibu-janin.
Riviu sistematis sikap guru terhadap pendidikan inklusif: Studi pada negara-negara berdasarkan kategori Human Development Index Farida Kurniawati; Sulistami Prihandini
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 4 No. 1 (2019): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v4i1.793

Abstract

Teachers’ attitude is an important factor that influences the quality of the implementation of inclusive education. The quality of inclusive education is part of the quality of education in general in a country. The quality of education of countries around the world is measured by the United Nations using the Human Development Index and placing countries in the very high, high, medium, and low categories. Systematic review was carried out to get an idea of ​​the attitudes of teachers towards inclusive education and the factors that influence it in countries based on the HDI category. By using three electronic search engines for academic data, namely EBSCOhost, ProQuest, and Taylor & Francis Online, 18 articles reporting teacher attitudes towards inclusive education in various countries were discussed. The results found that there were no differences in teacher attitudes towards inclusive education between countries with very high and high HDI categories with countries in the moderate HDI category. Knowledge of children with disabilities and teaching experiences of these children is known to influence the attitudes of teachers towards inclusive education in countries with all HDI categories. The support from community, the availability of professional assistance, and the length of the implementation of inclusive education are factors that influence the attitudes of teachers in very high and high HDI categories countries, while the negative perception of disability makes teachers held negative attitudes towards inclusive education. Recommendations for improving the review of this topic are discussed in this study
Co-Authors Kurniawati, Farida Linda Primana