The Role of Teachers’ Teaching Strategies on Peer Acceptance: Study in Inclusive Madrasas in Indonesia

Abstract

Madrasa is an educational institution in Indonesia that has unique in im-plementing inclusive education because it combines inclusive values in the Quran and Hadith, inclusive values proclaimed by UNESCO 1994 and inclusive values according to national education policies. One of the goals of inclusive education in madrasas is to foster peer acceptance. This study attempted to examine factors that foster peer acceptance in Inclusive Ma-drasa Ibtidaiyah. The participants of this study involved 930 students and 42 teachers of Inclusive Madrasa Ibtidaiyah in Indonesia. The study used the Peer Acceptance Scale (PAS) to measure peer acceptance and a social interaction teaching strategy measurement tool to measure teaching strategies. The results of the analysis found that teaching strategies significantly increase regular student peer acceptance of students with special needs. R2 = 0.029, F (1,928) = 28.107, p<0.001.