PSYCHOLOGICAL WELL-BEING SISWA DENGAN DISABILITAS: STUDI KOMPARASI DI SEKOLAH LUAR BIASA DAN SEKOLAH INKLUSI

PSYCHOLOGICAL WELL-BEING OF STUDENTS WITH DISABILITIES: A COMPARATIVE STUDY AT SPECIAL SCHOOLS AND INCLUSIVE SCHOOLS

Penelitian ini bertujuan untuk menguji apakah terdapat perbedaan psychological well-being (PWB) antara siswa dengan disabilitas di sekolah luar biasa dan sekolah inklusi. Penelitian ini merupakan penelitian kuantitatif komparatif. Subjek penelitian ini adalah siswa dengan disabilitas tingkat SMP dan SMA di sekolah luar biasa dan sekolah inklusi pada Kota Surabaya. Dengan menggunakan teknik sampling purposive sampling akhirnya ditetapkan sampel penelitian yang berjumlah 69 siswa. Tingkat PWB siswa diukur menggunakan skala PWB multidimensional dari Ryff. Berdasarkan hasil analisa data dengan menggunakan uji non-parametrik, uji Mann Whitney U ditemukan jika terdapat perbedaan antara PWB siswa dengan disabilitas di sekolah inklusi dan sekolah luar biasa. Hasil perhitungan juga menunjukkan jika skor PWB siswa dengan disabilitas di sekolah inklusi lebih tinggi daripada siswa dengan disabilitas di sekolah luar biasa

This study aims to test whether there are differences in psychological well-being (PWB) between students with disabilities in special schools and inclusion schools. This research is comparative quantitative research. The subjects of this study were students with disabilities at the junior and senior high school levels in special schools and inclusive schools in the city of Surabaya. By using a sampling technique purposive sampling was finally determined as a research sample of 69 students. Students' PWB levels were measured using Ryff's multidimensional PWB scale. Based on the results of data analysis using non-parametric tests, the Mann Whitney U test was found if there was a difference between PWB of students with disabilities in inclusive schools and special schools. The calculation results also show that the PWB scores of students with disabilities in inclusive schools are higher than students with disabilities in special schools.