Covid-19 Pandemic: Project-Based Learning as Interprofessional Learning Model to Improve Student With The Special Needs’ Self Efficacy
DOI:
https://doi.org/10.24197/st.2.2022.284-306Keywords:
Personal Skill, Vocational Skill, Social Skill, Academic Skill, Inclusive Elementary SchoolAbstract
There is a particular emphasis on education for special needs children. They have a right to an education that is appropriate to their needs. This study aimed to improve the self-efficacy of students with special needs who studied in inclusive elementary schools by using project-based learning. The research method used explorative qualitative with the interview, observation, and documentation instruments through triangulation. All instruments were analyzed in-depth, descriptive narrative. This research was carried out in the inclusive elementary schools, among others were five Public Elementary Schools (PES). The findings show that the learning approach of project-based learning at inclusive elementary schools in the covid-19 pandemic effectively improved the students with special need to be active, participatory and feel motivated to solve learning problems experienced by learning products produced.
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References
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Dong, J., Chen, P., & Hernandez, A. (2012). Designing effective project-based learning experience using participatory design approach. 122nd ASEE Annual Conference & Exposition, 1–12.
Eskrootchi, R., & Oskrochi, G. R. (2010). A Study of the Efficacy of Project-based Learning Integrated with Computer- based Simulation - STELLA Project-based learning. 13, 236–245.
Griffin, T. (2014). Children with special educational needs: Information booklet for parents (Informatio). National Council for Special Education.
Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(1), 1–14. https://doi.org/10.1186/s40064-016-1725-4
Holttum, S. (2015). School inclusion for children with mental health difficulties. Mental Health and Social Inclusion, 19(4), 161–168. https://doi.org/10.1108/MHSI-08-2015-0030
Huang, C. (2013). Gender differences in academic self-efficacy : a meta-analysis. December 2011, 1–35. https://doi.org/10.1007/s10212-011-0097-y
Hugerat, M. (2016). How teaching science using project-based learning strategies affects the classroom learning environment. Learning Environments Research, 19(3), 383–395. https://doi.org/10.1007/s10984-016-9212-y
Hurwitz, S., Garman-McClaine, B., & Carlock, K. (2021). Special education for students with autism during the COVID-19 pandemic: “Each day brings new challenges.” Autism. https://doi.org/10.1177/13623613211035935
Irmansyah, J., Lumintuarso, R., Sugiyanto, F., & Sukoco, P. (2020). Children’s social skills through traditional sport games in primary schools. Cakrawala Pendidikan, 39(1), 39–53. https://doi.org/10.21831/cp.v39i1.28210
Iswinarti, & Suminar, D. R. (2019). Improving children’s problem-solving skills through javanese traditional games. Cakrawala Pendidikan, 38(3), 578–589. https://doi.org/10.21831/cp.v38i3.25331
Johnson, R. C., & Crawford, S. (2015). Inclusive Education. ATA Magazine, 1–2.
Karim, A. (2016). Managerial inspriation in the traditional pesantren. UMRAN - International Journal of Islamic and Civilizational Studies (EISSN: 2289-8204), 3(3–1), 73–84. https://doi.org/10.11113/umran2016.3n3-1.150
Karim, A., Mardhotillah, N. F., & Samadi, M. I. (2019). Ethical leadership transforms into ethnic: Exploring new leaders’s style of Indonesia. Journal of Leadership in Organizations, 1(2), 146–157. https://doi.org/https://doi.org/10.22146/jlo.44625
Lee, H. (2009). Peer Evaluation in Blended Team Project-Based Learning; What Do Students Find Important? Educational Technology & Society, 15, 214–224. http://www.editlib.org/view/32887/
Lucido, M. A. (2021). Novice Teacher Self-Efficacy in the COVID-19 Pandemic: An Examination of Variance Between First-Career and Career-Switcher Teachers. Dissertation, July, 1–23.
Mills, N. (2009). A Guide du Routard simulation: Increasing self-efficacy in the standards through project-based learning. Foreign Language Annals, 42(4), 607–639. https://doi.org/10.1111/j.1944-9720.2009.01046.x
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of Self-Efficacy Beliefs to Academic Outcomes: A Meta-Analytic Investigation. Journal of Counseling Psychology, 38(1), 30–38. https://doi.org/10.1037/0022-0167.38.1.30
Myers, M. D. (2009). Qualitative Research in Business & Management. SAGE Publication Ltd.
Pereira, H., Gonçalves, V. O., & de Assis, R. M. (2021). Burnout, organizational self-efficacy and self-esteem among brazilian teachers during the covid-19 pandemic. European Journal of Investigation in Health, Psychology and Education, 11(3), 795–803. https://doi.org/10.3390/ejihpe11030057
Pijl, S. J., Frostad, P., & Flem, A. (2008). The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research, 52(4), 387–405. https://doi.org/10.1080/00313830802184558
Pujaningsih, & Ambarwati, U. (2020). Self Efficacy changes in collaborative course for inclusive education preservice teacher. Cakrawala Pendidikan, 39(1), 79–88. https://doi.org/10.21831/cp.v39i1.26669
Roldan, A., & Reina, R. (2021). Are Self-Efficacy Gains of University Students in Adapted Physical Activity Influenced by Online Teaching Derived From the COVID-19 Pandemic? Frontiers in Psychology, 12(April). https://doi.org/10.3389/fpsyg.2021.654157
Santrock, J. W. (2011). Life-Span Development (13th Edition). McGraw Hill.
Schunk, D. H. (1985). Self-efficacy and classroom learning. Psychology in the Schools, 22(2), 208–223.
Shaari, J. S., Hooi, L. B., & Siswantoyo. (2019). The effectiveness of psychological skills training program on netball shooting performance. Cakrawala Pendidikan, 38(1), 174–187. https://doi.org/10.21831/cp.v38i1.23206
Shin, M.-H. (2018). Effects of project-based learning on students’ motivation and self-efficacy. English Teaching, 73(1), 95–115. https://doi.org/10.15858/engtea.73.1.201803.95
Smith, C. (2021). Challenges and Opportunities for Teaching Students with Disabilities During the COVID-19 Pandemic. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 167–173. https://doi.org/10.32674/jimphe.v5i1.2619
Sokal, L., & Sharma, U. (2017). Do I really need a course to learn to teach students with disabilities? I’ve been doing it for years. Canadian Society for the Study of Educatioin, 40(4), 739–760.
Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif dan R&D. CV Alfa Beta.
Sukendar, A., Usman, H., & Jabar, C. S. A. (2019). Teaching-loving-caring (Asah-asih-asuh) and semi-military education on character education management. Cakrawala Pendidikan, 38(2), 293–305. https://doi.org/10.21831/cp.v38i2.24452
Syuaeb Kurdie, Purnomo, H. (2015). Memotivasi dengan Ganjaran.
Tacq, J. (2011). Causality in qualitative and quantitative research. Quality and Quantity, 45(2), 263–291. https://doi.org/10.1007/s11135-009-9293-0
UNESCO. (1997). International Standard Classification of Education. ISCED, UNESCO.
Utomo, H. B., Suminar, D. R., & Hamidah. (2019). Capturing teaching motivation of teacher in the disadvantaged areas. Cakrawala Pendidikan, 38(3), 398–410. https://doi.org/10.21831/cp.v38i3.26411
Veen, I. Van Der, Smeets, E., & Derriks, M. (2010). Children with special educational needs in the Netherlands: Number, characteristics and school career. Educational Research, 52(1), 15–43. https://doi.org/10.1080/00131881003588147
Walker, G. (2021). Forming Special Education Teachers during the Pandemic : New Teachers ’ Sense of Self Efficacy Forming Special Education Teachers during the Pandemic : New Teachers ’ Sense of Self Efficacy. October.
Welsh, J. A. (2006). An exploration of project -based learning in two California charter schools. ProQuest Dissertations and Theses, May, 247. http://sfx.scholarsportal.info/guelph/docview/304967209?accountid=11233%250Ahttp://sfx.scholarsportal.info/guelph?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%2526+theses&sid=ProQ:ProQuest+Dissertations+%2526+Theses+A%252
Williams, D. L. (2017). The impact of project-based learning on fourth-grade students’ understanding in reading. Capella University.
Yazcayir, G., & Gurgur, H. (2021). Students with Special Needs in Digital Classrooms during the COVID-19 Pandemic in Turkey. Pedagogical Research, 6(1), em0088. https://doi.org/10.29333/pr/9356
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
Amri, Z., & Alasmari, N. (2021). Self-efficacy of Saudi English Majors after the Emergent Transition to Online Learning and Online Assessment during the COVID-19 Pandemic. International Journal of Higher Education, 10(3), 127. https://doi.org/10.5430/ijhe.v10n3p127
Bandura, A. (1993). La percepción de la auto - eficacia en el desarrollo cognitivo y el funcionamiento. In Educational psychologist (Vol. 28, Issue 2, pp. 117–148). https://www.tandfonline.com/doi/abs/10.1207/s15326985ep2802_3
Cardullo, V., Wang, C., Burton, M., & Dong, J. (2021). K-12 teachers’ remote teaching self-efficacy during the pandemic. Journal of Research in Innovative Teaching & Learning, 14(1), 32–45. https://doi.org/10.1108/jrit-10-2020-0055
Carpentier, A. L. de. (1991). initiatives for deaf education in the third world. In P. Almasy, I. Forbes, & D. Roger (Eds.), Making it happern: Examples of good practice in special needs education & community-based programmes (pp. 79–85). United Nations Educational, Scientific and Cultural Organization.
Dewi Finita. (2015). Proyek Buku Digital: Upaya Peningkatan Keterampilan Abad 21 Calon Guru Sekolah Dasar Melalui Model Pembelajaran Berbasis Proyek. Metodik Didaktik, 9(2), 1–15.
Dong, J., Chen, P., & Hernandez, A. (2012). Designing effective project-based learning experience using participatory design approach. 122nd ASEE Annual Conference & Exposition, 1–12.
Eskrootchi, R., & Oskrochi, G. R. (2010). A Study of the Efficacy of Project-based Learning Integrated with Computer- based Simulation - STELLA Project-based learning. 13, 236–245.
Griffin, T. (2014). Children with special educational needs: Information booklet for parents (Informatio). National Council for Special Education.
Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(1), 1–14. https://doi.org/10.1186/s40064-016-1725-4
Holttum, S. (2015). School inclusion for children with mental health difficulties. Mental Health and Social Inclusion, 19(4), 161–168. https://doi.org/10.1108/MHSI-08-2015-0030
Huang, C. (2013). Gender differences in academic self-efficacy : a meta-analysis. December 2011, 1–35. https://doi.org/10.1007/s10212-011-0097-y
Hugerat, M. (2016). How teaching science using project-based learning strategies affects the classroom learning environment. Learning Environments Research, 19(3), 383–395. https://doi.org/10.1007/s10984-016-9212-y
Hurwitz, S., Garman-McClaine, B., & Carlock, K. (2021). Special education for students with autism during the COVID-19 pandemic: “Each day brings new challenges.” Autism. https://doi.org/10.1177/13623613211035935
Irmansyah, J., Lumintuarso, R., Sugiyanto, F., & Sukoco, P. (2020). Children’s social skills through traditional sport games in primary schools. Cakrawala Pendidikan, 39(1), 39–53. https://doi.org/10.21831/cp.v39i1.28210
Iswinarti, & Suminar, D. R. (2019). Improving children’s problem-solving skills through javanese traditional games. Cakrawala Pendidikan, 38(3), 578–589. https://doi.org/10.21831/cp.v38i3.25331
Johnson, R. C., & Crawford, S. (2015). Inclusive Education. ATA Magazine, 1–2.
Karim, A. (2016). Managerial inspriation in the traditional pesantren. UMRAN - International Journal of Islamic and Civilizational Studies (EISSN: 2289-8204), 3(3–1), 73–84. https://doi.org/10.11113/umran2016.3n3-1.150
Karim, A., Mardhotillah, N. F., & Samadi, M. I. (2019). Ethical leadership transforms into ethnic: Exploring new leaders’s style of Indonesia. Journal of Leadership in Organizations, 1(2), 146–157. https://doi.org/https://doi.org/10.22146/jlo.44625
Lee, H. (2009). Peer Evaluation in Blended Team Project-Based Learning; What Do Students Find Important? Educational Technology & Society, 15, 214–224. http://www.editlib.org/view/32887/
Lucido, M. A. (2021). Novice Teacher Self-Efficacy in the COVID-19 Pandemic: An Examination of Variance Between First-Career and Career-Switcher Teachers. Dissertation, July, 1–23.
Mills, N. (2009). A Guide du Routard simulation: Increasing self-efficacy in the standards through project-based learning. Foreign Language Annals, 42(4), 607–639. https://doi.org/10.1111/j.1944-9720.2009.01046.x
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of Self-Efficacy Beliefs to Academic Outcomes: A Meta-Analytic Investigation. Journal of Counseling Psychology, 38(1), 30–38. https://doi.org/10.1037/0022-0167.38.1.30
Myers, M. D. (2009). Qualitative Research in Business & Management. SAGE Publication Ltd.
Pereira, H., Gonçalves, V. O., & de Assis, R. M. (2021). Burnout, organizational self-efficacy and self-esteem among brazilian teachers during the covid-19 pandemic. European Journal of Investigation in Health, Psychology and Education, 11(3), 795–803. https://doi.org/10.3390/ejihpe11030057
Pijl, S. J., Frostad, P., & Flem, A. (2008). The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research, 52(4), 387–405. https://doi.org/10.1080/00313830802184558
Pujaningsih, & Ambarwati, U. (2020). Self Efficacy changes in collaborative course for inclusive education preservice teacher. Cakrawala Pendidikan, 39(1), 79–88. https://doi.org/10.21831/cp.v39i1.26669
Roldan, A., & Reina, R. (2021). Are Self-Efficacy Gains of University Students in Adapted Physical Activity Influenced by Online Teaching Derived From the COVID-19 Pandemic? Frontiers in Psychology, 12(April). https://doi.org/10.3389/fpsyg.2021.654157
Santrock, J. W. (2011). Life-Span Development (13th Edition). McGraw Hill.
Schunk, D. H. (1985). Self-efficacy and classroom learning. Psychology in the Schools, 22(2), 208–223.
Shaari, J. S., Hooi, L. B., & Siswantoyo. (2019). The effectiveness of psychological skills training program on netball shooting performance. Cakrawala Pendidikan, 38(1), 174–187. https://doi.org/10.21831/cp.v38i1.23206
Shin, M.-H. (2018). Effects of project-based learning on students’ motivation and self-efficacy. English Teaching, 73(1), 95–115. https://doi.org/10.15858/engtea.73.1.201803.95
Smith, C. (2021). Challenges and Opportunities for Teaching Students with Disabilities During the COVID-19 Pandemic. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 167–173. https://doi.org/10.32674/jimphe.v5i1.2619
Sokal, L., & Sharma, U. (2017). Do I really need a course to learn to teach students with disabilities? I’ve been doing it for years. Canadian Society for the Study of Educatioin, 40(4), 739–760.
Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif dan R&D. CV Alfa Beta.
Sukendar, A., Usman, H., & Jabar, C. S. A. (2019). Teaching-loving-caring (Asah-asih-asuh) and semi-military education on character education management. Cakrawala Pendidikan, 38(2), 293–305. https://doi.org/10.21831/cp.v38i2.24452
Syuaeb Kurdie, Purnomo, H. (2015). Memotivasi dengan Ganjaran.
Tacq, J. (2011). Causality in qualitative and quantitative research. Quality and Quantity, 45(2), 263–291. https://doi.org/10.1007/s11135-009-9293-0
UNESCO. (1997). International Standard Classification of Education. ISCED, UNESCO.
Utomo, H. B., Suminar, D. R., & Hamidah. (2019). Capturing teaching motivation of teacher in the disadvantaged areas. Cakrawala Pendidikan, 38(3), 398–410. https://doi.org/10.21831/cp.v38i3.26411
Veen, I. Van Der, Smeets, E., & Derriks, M. (2010). Children with special educational needs in the Netherlands: Number, characteristics and school career. Educational Research, 52(1), 15–43. https://doi.org/10.1080/00131881003588147
Walker, G. (2021). Forming Special Education Teachers during the Pandemic : New Teachers ’ Sense of Self Efficacy Forming Special Education Teachers during the Pandemic : New Teachers ’ Sense of Self Efficacy. October.
Welsh, J. A. (2006). An exploration of project -based learning in two California charter schools. ProQuest Dissertations and Theses, May, 247. http://sfx.scholarsportal.info/guelph/docview/304967209?accountid=11233%250Ahttp://sfx.scholarsportal.info/guelph?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%2526+theses&sid=ProQ:ProQuest+Dissertations+%2526+Theses+A%252
Williams, D. L. (2017). The impact of project-based learning on fourth-grade students’ understanding in reading. Capella University.
Yazcayir, G., & Gurgur, H. (2021). Students with Special Needs in Digital Classrooms during the COVID-19 Pandemic in Turkey. Pedagogical Research, 6(1), em0088. https://doi.org/10.29333/pr/9356
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
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Published
11/09/2022
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Purnomo, H., Karim, A., Mansir, F., & Valero-Matas, J. A. (2022). Covid-19 Pandemic: Project-Based Learning as Interprofessional Learning Model to Improve Student With The Special Needs’ Self Efficacy. Sociología Y Tecnociencia, 12(2), 284–306. https://doi.org/10.24197/st.2.2022.284-306
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