SOCIAL FRIENDSHIP OF STUDENTS WITH AND WITHOUT INTELLECTUAL DISABILITIES TOWARDS LEARNING PERFORMANCE (SEATING ARRANGEMENT AND CIRCULATION OF INCLUSIVE CLASSROOMS)

• Main Author: Asri Maulidya, Maghfira
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/79127
• Institution: Institut Teknologi Bandung

Inclusive schools aimed at providing equality toaccommodate students with diverse physical and mental characteristics, including those with and without intellectual disabilities (ID), fostering collaborative learning in the same time and space, and positive social relationships. Social friendships are particularly crucial for students with ID, who face challenges in social skills, as they increase their motivation and confidence, resulting in improved learning performance. Seating arrangements and spatial circulation influence social friendship and student engagement through concentration, comfort, and perceptions of the classroom, such as flexibility and inclusiveness in interaction and communication. This study examined the impact of social friendships among students with intellectual disabilities (ID) and non-disabled students (ND) on learning performance based on seating arrangements and spatial circulation in inclusive classrooms. Employing a grounded theory approach, field observations were made of 3 ID and 11 ND students. Data coding, heatmap graphics by Graphpad Prism 10.0.2 software, and behavioral analysis were validated with a matrix table. Key findings were: (1) two-way utterances positively impacting interest, (2) repetitive movement gestures indicated a decrease in concentration, and (3) physical movement indicated positive interest, enjoyment, and active participation. Proximal seating of ID and ND students improved interest, concentration, and communication. Seating arrangements and spatial circulation support the development of self-confidence and nurturing attitudes among ID and ND students.