The Analysis of Teachers ’ Competence in Participating the In-Service Training Program of Inclusive Education in Indonesia

Theory, strategy, learning method, technology, and curriculum of inclusive education for both regular children and children with special needs (CWSN) are changing from time to time. Teachers require In-Service Training (IST) which enables them to adapt to these changes. One of the alternative ways for teachers who were already employed to obtain a new development access in education and educational technologies is to get IST. This research aimed to classify the teachers’ competence in inclusive schools based on their participation in the In-Service Training program of inclusive education. The research subjects were the 38 inclusive school teachers, taken by purposive random sampling. The data was collected by using questionnaire and analyzed by using descriptive and parametric statistic. The results reveal that there was a significant difference in pedagogic competence of teachers based on their participation in the In-Service Training (IST) program of inclusive education. The more often the teachers participate in the In-Service Training program, the better their pedagogic competence can be.


Introduction
Inclusive education is an education system which provides a great amount of opportunities for all learners with special needs, however are potentially bestowed with special intelligence and / or talent that enable them to be equalized in enjoying common educational environment along with general students.(Gearheart, 1976;Ministry of Education, 2009;Charema, 2010;Sunardi, 2011;Salim, 2016).In Indonesia, the implementation of inclusive education significantly aimed at overcoming the limited number of the existing special schools for special schools are proven to have been able to educate around 1% of children with special needs (CWSN) which aims to accelerate the achievement of the CWSN compulsory education program (Ministry of Education and Culture, 2016).
Inclusive education in Indonesia was initially programmed since 2003.In 2016, there are 2,100 inclusive schools (Ministry of Education and Culture, 2016).The large number of inclusive schools has not been complemented by the quality of education services since most teachers in inclusive schools have limited competence to educate CWSN.The formal education background of the teachers are non-special education graduates (Yusuf, 2014), consequently their competency of pedagogic, professional, social and personality in inclusive schools have not fulfilled the criteria as professional teachers in inclusive schools to educate regular children and CWSN (Yusuf, 2014a;Salim, 2015).
Teachers in inclusive schools are required to increase their competence in educating the CWSN (Gunarhadi, 2016).In addition, theories, teaching strategies, teaching methods, technology and curriculum also change and develop over time.Teachers need training and refreshment to adapt to changes and advances in science and technology (Demirtaş, 2010;Charema, 2010;Celik, 2011).One way for teachers to obtain access to new developments in education and educational technology is to participate in an in-service training program (IST).According to the results of many research, the quality of schools and the quality of school graduates depends largely on teachers and teacher professional development (Fendler, 2003;Borko, 2004;Balta, 2015).With IST program, it gives impacts for teachers on positive development and student learning success (Castillo, Fernández-Berrocal, & Brackett, 2013).
Since 2013, regular schools in Indonesia have attempted to implement the 2013 curriculum, including regular schools providing services and educational access to children with special needs (CWSN) and they are called inclusive schools.Teachers need socialization of the implementation of curriculum 2013 and also how to implement the curriculum for CWSN (Kuntarto, 2014).The need for the 2013 curriculum socialization program and the strategy of adapting the regular curriculum to CWSN are sophisticated issues that need to be addressed in inclusive schools.This condition has also happened in many of the developing countries such as in Malaysia (Manisah, 2006), Northern Ireland (Lambe, 2007), Serbia (Kalyva, 2007), Dubai (Gaad & Khan, 2007), and some other developing countries such as Russia (Shchipanova, 2016;Zvoleyko, 2013).Many aspects have not been fulfilled so that schools could not implement inclusive education as they should (Munawir, 2014) such as (1) the institutional aspect; (2) curriculum and learning, (3) student, (4) human resources, (5) facilities and infrastructure, (6) community participation, and (7) financing aspect.Due to the existence of the inclusive education movement in Indonesia, many IST programs have been served for teachers in inclusive schools, related to the 2013 curriculum and its implementation as well as strategies for adapting the curriculum and learning and assessment of CWSN in inclusive schools.How is the competence of teachers in inclusive schools viewed from their participation in IST program?The answer will be found by looking at the result of this research.

Participants
The number of sample subjects were 38 teachers of inclusive schools, consisting of 27 people (71%) female teachers and 11 (29%) male teachers.They were selected by purposive random sampling, consisting of 24 people (63.2%) of primary school teachers, 10 people (26.3%) of junior high school teachers and 4 (10.5%) of high school teachers in Central Java province.
Research subjects are required to have (a) at least 5 years of experience as a teacher, (b) have an interest in teaching a children with special education in public schools, (c) having assignment / appointment letter as special teacher / mentor from the Regional Educational Service 'Dinas Pendidikan Daerah'/ City, (d) are willingly to participate in a series of activities in this research.

Measurement
There are two data exposed in this study, namely the data of (1) teachers' pedagogic competency and ( 2  Developing a curriculum related to subjects that are taught.4 Organizing learning that educates.3 Utilizing information and communication technology for the benefit of learning.2 Facilitating potential development to actualize various possessed potentials. 2 Communicating effectively, empathetically, and courteously with learners.1 Organizing assessment and evaluation of learning process and outcomes.4 Utilizing assessment results for learning purposes.1 Performing reflective actions to improve the quality of learning.1 The data was collected by using closed questionnaire as the research instrument with 5 assessment scales (Likert's scale) starting from point 0 to point 4. For favorable statement, point 0 was for highly not mastered and point 4 was for highly mastered.Meanwhile, for unfavorable statement, point 0 was for highly mastered and point 4 was for highly not mastered.Measurement was administered to determine self-assessment of pedagogic competence mastery of teachers.
Field trials of the instrument were conducted before using the questionnaire.It was found from the results of data analysis that there were 23 valid and 2 invalid items with the reliability coefficient of 0.910 and P of 0.000.So it can be concluded that 23 statements developed are reliable.
In term of data on teacher needs for the need of inclusive education training, teachers are given a list of training themes that teachers may need.Teachers choose the available answer options by cross-marking (x) on the selected answer option.

Organization of inclusive class
Note: hi = highly important; i = important; u = unimportant; hu = highly unimportant

Procedure
The research subjects were gathered in one place on socialization activities of inclusive education for teachers, Central Java Province.After the opening ceremony was over, teachers were asked to fill in the questionnaire for 20 minutes and then the questionnaire was collected for analysis.

Data Analysis
The data was analyzed by using descriptive statistics and statistic parametric to describe the competence of teachers about teachers' competency analysis viewed from the participation in inclusive education training.

Result
Teachers Competence Level at Inclusive School

Research Data
The results of data collection of inclusive school teacher competency at primary, junior and senior high schools are as follows: ass.ccsenet.al Analysis

Data Normality Test
To determine whether the teacher pedagogic competence is meaningful or not in terms of differences in frequency of inclusion education training, parametric statistical technique of Anova one-way test was employed.However, before the parametric test was applied, normality and homogeneity test were applied.
The result of data normality test of teacher pedagogic competence of inclusive education was: Based on the table above, it shows that the value of z = 0.897 with p = 0.397 (P = Value 0.397> 0.05).It is concluded that data is normally distributed.

Homogeneity Test
The next step as precondition test of parametric statistic test was employing data homogeneity test as follows.Based on the data above, it shows that the value was 0.799 with p= 0.458.Since P-Value 0.458 > 0.05, it can be said that the data was obtained from homogeny sample.

Parametric Statistic Test
Parametric statistical analysis of pedagogical competence data of inclusive education teacher or CWSN teacher in regular school is as follows: Based on Anova One Way test result above, it can be seen that the value of F = 24.993with P (P-value) = 0.000.It can be concluded that there was a significant difference in teacher pedagogic competence based on the participation of inclusive education training.
Table 8.Th The result of the freq

The need f
The result training fo

Discussion
Teachers who have participated in the inclusion education training have better pedagogic competence than those who have not participated.Similarly, teachers, who have more training frequency, will have better pedagogic competence, whether related to the mastery of the theory, as well as the skills to educate the CWSN.
The result is in line with theory of Kurt Lewin (1961) about "Field Theory".Lewin states that behavior is the result of two sets of forces working constantly against each other either in the individual or in the independent situation.Change forces produce pressure to move toward a desired goal, resisting forces produce pressure to resist the driving forces.When driving force are strong and retraining forces weak, behavior will be toward attaining the goal.
The implementation of this behavior change theory is that teachers who participate in the training can improve their conceptual understanding, skills and have positive attitude towards inclusive education and CWSN.Thus, all teachers who educate CWSN in regular schools should be prepared in such a way, both in pre-service training and in-service training programs so that teachers are ready to educate CWSN and can engage together with other teachers in schools.McKenzie (2009) states that in the USA where the history of inclusion is over three decades old, current special educator's professional standards clearly expect that certified special educators will enter the field with adept collaboration and co-teaching skills in order to optimize services for students with disabilities in inclusive settings.Coursework in collaboration for pre-service or in-service special educators is a common mechanism for providing this training within the United States.
The result of this study is in line with Arthaud's (2007) study of a partnership between general and special education, Friend and Cooks' (2009) on pedagogical competence training through collaboration training between special teachers and regular teachers in teaching CWSN at inclusive school.Balta (2015) on the effect of in-service training courses on teacher achievement: a meta-analysis study.Birman (2000) on designing of teacher's professional development, also in line with Blank's (2010) research on the effects of teacher professional development on gains in student achievement: how meta-analysis provides scientific evidence useful to education leaders.Friend and Cooks (2009) require the cooperation of special education teachers with general school teachers, namely (a) collaboration is based on mutual goals, (b) collaboration partnerships on shared responsibility, (c) collaborative partners share resources, and (d) collaboration includes shared accountability for students with special needs (p.911).The result of this study is also in line with the result of research from Mastropieri (2005) and research from Scruggs (2007).Conclusion can be drawn that with IST for inclusive school, teachers can improve their pedagogical competence.

Conclusion
Based on the results of the study, it can be concluded that (1) there is a significant difference in pedagogical competence of teachers based on their participation in inclusive education In-Service Training programs that have been attended.Teachers, who have more training frequency, will have better pedagogic competence.(2) The teacher's needs in the inclusive education in-service training program showed that 61% teachers state that it is highly important, 37% important, and 3% highly unimportant, (3) In-service training materials considered important by teachers include: (a The concept of CWSN (b) Type of the concept of children with special needs, (c) the characteristics of the concept of children with special needs, (d) Identification of CWSN, (e) adapted curriculum for CWSN, (f) Individual Learning Program, (g) learning strategies for CWSN, (h) CWSN learning evaluation, (i) inclusive education regulation, (j) full inclusion and segregation concepts, and (k) special teachers' duty in inclusive schools.
) needs of inclusive education training according to teachers.Teachers' pedagogic competency is measured by using the indicator of Peraturan Menteri Pendidikan Nasional Republik Indonesia Number 16 Year 2007 About Academic Qualification and Teacher Competency Standards.The indicators include: reviewed deeper, this study identified the need for inclusive education training materials.It was elaborated as follows.1) The concept of children with special needs (CWSN) 2) Types of children with special need, 3) Characteristics of children with special need, of the Minister of National Education No. 70 of 2009, 10) Understanding of full inclusion and segregation, and 11) The assignment of special teachers in inclusive schools.

Table 1 .
Indicators of pedagogic competence mastery

Table 2 .
Training themes offered

Table 3 .
Th .50, the lowest (minimum) score was 40, and the highest (maximum) score was 88.

Table 5 .
Visualization of data normality test result by using Kolmogorov-Smirnov test b. Calculated from data.

Table 6 .
Visualization of data homogeneity test result

Table 7 .
Visualization of Anova one Way test of Teacher Pedagogic Competency