Perception of Physical Educators and Physical Education Students about Inclusion Instruments for Physical Education Majors Mesa Rahmi Stephani(a*), Wildan Alfia Nugroho(a), Isti Kumalasari (a), Gano Sumarno (a), Hilda Ilmawati(b), Slamet Sukriadi(c)
a) Faculty of Sports and Health Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154, Indonesia.
b) Postgraduate School, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154, Indonesia.
c) Faculty of Sports Science, Universitas Negeri Jakarta
JL Pemuda, No. 10, Rawamangun, RT.8/RW.5, Rawamangun, Kec. Pulo Gadung, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta 13220
Abstract
Inclusive Education is one of the priority issues that is currently a hot topic of discussion, including inclusive education in physical education subjects. The implementation of inclusive education in physical education certainly brings multiple perceptions and also its own challenges for prospective physical education teachers and physical education teachers. This study aims to determine the perceptions of physical education teachers towards inclusive physical education. The population of this study consisted of prospective physical education teacher students and physical education teachers who voluntarily filled out an online survey using snowball sampling. The questionnaire used in this study was PEJI-Japan. The data were analyzed using questionnaire item distribution techniques. The results showed that physical education teachers ^agreed^ that inclusive and exclusive physical education could be implemented. Furthermore, physical education teachers ^Agreed^ to accept students with disabilities in physical education learning. Finally, physical education teachers ^Strongly agreed^ about the need for training for physical education teachers in preparing adaptive physical education learning. This study implies that there is a need for special assistance and training for physical education teachers in implementing inclusive physical education.
