<![CDATA[Sekolah yang belum menerima siswa berkebutuhan khusus, berpotensi mempengaruhi perkembangan proses belajar mereka di sekolah inklusi. Bentuk hubungan dengan teman sebaya adalah penerimaan individu di dalam kelompok teman sebayanya (peer accepatance). Maka, perlunya metode psikoedukasi untuk memberikan pengetahuan keistimewaan siswa berkebutuhan khusus sehingga meningkatkan peer acceptance siswa terhadap siswa berkebutuhan khusus. Populasi dalam penelitian ini adalah siswa-siswi yang bersekolah di SD Negeri 05 Kembangan Jakarta Barat. Teknik pengambilan sampel yang digunakan adalah nonprobability sampling dengan teknik convenience sampling. Sampel yang digunakan dalam penelitian sebanyak 78 siswa, yang terdiri dari kelas 2, 3, 4, 5, dan 6, namun yang mengikuti hingga tuntas (mengikuti kegiatan penelitian sampai post test) sebanyak 69 orang. Penelitian bertujuan mengetahui pengaruh dari psikoedukasi dengan tema Temanku Istimewa terhadap peer acceptance siswa reguler di sekolah Inklusi. Penelitian ini membandingkan rata-rata peer acceptance sebelum dan sesudah perlakukan. Hasil penelitian memperlihatkan bahwa psikoedukasi temanku istimewa secara signifikan efektif meningkatkan peer acceptance siswa regular terhadap siswa berkebutuhan khusus dengan down syndrome, autis, dan tuna rungu. Namun, siswa yang mengalami lambat belajar psikoedukasi temanku istimewa menunjukkan peningkatan peer acceptance siswa regular, tetapi perubahannya tidak signifikan. Hasil analisis menggunakan MANOVA terlihat bahwa tingkat kelas dan jenis kelamin tidak mempengaruhi peer acceptance. Tingkat kelas hanya berpengaruh pada post-test peer acceptance terhadap tunarungu (p=0.04 kurang dari 0.05). Abstract. Schools that have not accepted students with special needs have the potential to affect the development of their learning process in inclusive schools. The form of relationship with peers is the acceptance of the individual in the peer group (peer acceleration). So, the need for psychoeducation methods to provide knowledge of the privileges of students with special needs so as to increase student peer acceptance of students with special needs. The population in this study were students who attended SD Negeri 05 Kembangan, West Jakarta. The sampling technique used was nonprobability sampling with a convenience sampling technique. The sample used in the study was 78 students, consisting of levels 2, 3, 4, 5, and 6, but those who followed it to completion (following research activities to post-test) were 69 people. This study aims to determine the effect of psychoeducation with the theme “Temanku Istimewa” on peer acceptance of regular students in inclusive schools. This study compares the average peer acceptance before and after treatment. The results showed that the Psychoeducation theme “Temanku Istimewa” was significantly effective in increasing peer acceptance of regular students towards students with special needs with Down syndrome, autism, and hearing impairment. However, students who experienced slow learning about “Temanku Istimewa” psychoeducation showed an increase in peer acceptance of regular students, but the change was not significant. The analysis using MANOVA shows that class level and gender do not affect peer acceptance. The class level only affects post-test peer acceptance for deaf people (p = 0.04 less than 0.05).]]>
