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SearchPeran Empati dan Religiusitas terhadap Perilaku Prososial Siswa Sekolah Menengah Pertama (SMP) Inklusi
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Nengah Selandin Tyas Pangesti Latra Wijayanti
Ni Made Ari Wilani
Abstract
The integration of regular students and students with special needs (ABK) in inclusive schools poses challenges, particularly at the junior high school level. These challenges including social isolation and limited acceptance of ABK by their regular peers, indicating suboptimal prosocial behavior. Empathy and religiosity are two internal factors hypothesized to influence prosocial behavior. This study examines the role of empathy and religiosity in prosocial behavior among 127 junior high school students in inclusive schools in Badung. Data were collected using the Prosocial Behavior Scale, Interpersonal Reactivity Index (Indonesian version), and Religiosity Scale. Multiple regression analysis showed R = 0.746, R² = 0.556, and p < 0.000, indicating that empathy and religiosity together account for 55.6% of the variance in prosocial behavior. These findings suggest that enhancing empathy and religiosity may be the key to improving prosocial behavior in inclusive education.
Penggabungan antara siswa reguler dengan siswa ABK dalam sekolah inklusi dapat menimbulkan beberapa permasalahan, khususnya pada jenjang SMP, yaitu pengisolasian serta kurangnya penerimaan dari siswa reguler terhadap siswa ABK yang menunjukkan bahwa perilaku prososial pada siswa reguler belum maksimal. Dua faktor internal yang diduga dapat berperan terhadap perilaku prososial siswa adalah empati dan religiusitas. Penelitian ini bertujuan untuk mengetahui peran empati dan religiusitas terhadap perilaku prososial pada siswa SMP inklusi di Badung. Pengumpulan data dilakukan menggunakan tiga skala yaitu, skala Prososial, Skala Interpersonal Reactivity Index (Versi Indonesia), serta Skala Religiusitas dengan jumlah subjek sebanyak 127 siswa. Analisis data menggunakan Teknik regresi berganda mendapatkan hasil R= 0.746 R² = 0.556, dan p < 0.000. Hal ini berarti variabel empati dan religiusitas secara bersama-sama berperan sebesar 55.6% terhadap perilaku prososial siswa. Berdasarkan hasil tersebut, penting untuk meningkatkan empati dan religiusitas agar dapat meningkatkan perilaku prososial siswa SMP inklusi.
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