Beliefs of fun in learning and attitudes to inclusive education

Rofiah, Khofidotor; Sheehy, Kieron and Kossewska, Joanna (2023). Beliefs of fun in learning and attitudes to inclusive education. In: Saroinsong, Wulan Patria; Ashar, Muhamad Nurul; Maureen, Irena; Hartant, Lina Purwaning; Anggaryani,, Mita and Titaley, Audrey Gabriella eds. Reimagining Innovation in Education and Social Sciences: Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2022), September 10-11, 2022, Surabaya, Indonesia. Oxon, UK and New York, USA: Routledge, pp. 32–39.



A significant proportion of teachers are concerned about their capacity to satisfy the educational requirements of students with disabilities in general education classrooms. Fun in learning also has a good effect on the implementation of inclusion, as does the attitude of the teachers. There needs to be more data to support the differing perspectives on inclusive education held by general and special education teachers. This study's objective is to examine the outlook on inclusive education held by general and special education instructors in Indonesia and the link between their belief in fun teaching and learning. The Multidimensional Attitudes toward Inclusive Education Scales (MATIES) will be used to investigate attitudes about inclusive education. It comprises of 18 questions that are aimed at assessing the emotional, cognitive, and behavioral aspects of attitudes toward inclusion in an efficient way. The ten-item questionnaire has been devised to assess the fun of teaching and learning. Validity and dependability were used in the development of the instruments, whereas the Bivariate Correlate test was utilized to analyze the data. The highest subscale mean of teachers’ attitudes towards inclusion on the 1 to 6 scale is a behavioral scale which has a mean of approximately 4,82 (SD=0,79), and the mean for teachers belief about fun in learning is 3,27 from range 1 to 4 and SD=0,29 which is a high level of belief of fun in teaching.

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