Design and Impact of Individual Learning Modifications on Self-Efficacy of Students with Mental Disability
DOI:
https://doi.org/10.61667/nf6ame91Keywords:
individual learning modifications, self-efficacy, mental disability, inclusive education, primary schoolAbstract
This study aims to design and evaluate the impact of individual learning modifications on the self-efficacy of students with mental disabilities at SDN Semper Barat 07. The research was conducted using a quasi-experimental pretest–posttest design involving 12 students identified with mild to moderate cognitive disabilities. Learning modifications were developed through needs assessment, teacher consultation, and adaptation of instructional materials, focusing on pacing adjustments, visual supports, and simplified task structures. Self-efficacy was measured using an adapted scale validated for primary-level special education contexts. Data were collected before and after an eight-week intervention and analyzed using paired sample t-tests, supported by qualitative classroom observations. The results showed a statistically significant increase in students' self-efficacy scores (p < 0.05) with notable improvements in confidence, task persistence, and willingness to participate in class activities. Qualitative findings indicated that the modifications enhanced engagement and reduced learning anxiety. These results suggest that individualized learning modifications can be an effective approach to strengthening self-efficacy among students with mental disabilities in inclusive primary school settings. With such strategies, educators can foster more equitable participation and academic growth, supporting inclusive education goals in Indonesia.
References
Alhumaid, M. M., Khoo, S., & Bastos, T. (2020). Self-efficacy of pre-service physical education teachers toward inclusion in Saudi Arabia. Sustainability (Switzerland), 12(9). https://doi.org/10.3390/su12093898
Alhumaid, M. M., Khoo, S., & Bastos, T. (2022). Experiences of an Adapted Physical Activity Intervention Program in Saudi Pre-Service Physical Education Teachers’ Self-Efficacy Towards Inclusion. The Open Sports Sciences Journal, 15(1). https://doi.org/10.2174/1875399x-v15-e2206270
Antala, B., Průžek, M., & Popluhárová, M. (2022). Self-Efficacy and Attitudes of Physical Education Teachers towards Inclusion of Pupils with Disabilities. Sustainability (Switzerland), 14(20). https://doi.org/10.3390/su142013292
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. In Journal of management (Vol. 38, Issue 1, pp. 9–44). Sage Publications Sage CA: Los Angeles, CA.
Bayram, B., & Öztürk, M. (2021). Opinions and Practices of Social Studies Teachers on Inclusive Education. Egitim ve Bilim, 46(206), 355–377. https://doi.org/10.15390/EB.2020.9179
Berti, S., Cigala, A., & Severgnini, L. (2021). Effects of the COVID-19 pandemic in ECEC centers: social and psychological impact on children and teachers. Psychology Hub, 38(3), 47–60. https://doi.org/10.13133/2724-2943/17594
Bresó, E., Schaufeli, W. B., & Salanova, M. (2011). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61(4), 339–355. https://doi.org/10.1007/s10734-010-9334-6
Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study. Educational Psychology Review, 34(4), 2609–2660. https://doi.org/10.1007/s10648-022-09695-0
Enoma, A., & Malone, J. (n.d.). The Self-Efficacy of students with Borderline, Mild and Moderate Intellectual Disabilities and their Achievements in Mathematics.
Greiner, F., Taskinen, P., & Kracke, B. (2020). Attitudes and self-efficacy beliefs of pre-service teachers towards inclusive education: Relationship with inclusive experiences and knowledge about inclusive education. Unterrichtswissenschaft, 48(2), 273–295. https://doi.org/10.1007/s42010-020-00069-5
Han, J., Cho, H., Lee, S., Chang, A., Park, H., & Lim, Y. (2024). Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement. Eurasia Journal of Mathematics, Science and Technology Education, 20(6). https://doi.org/10.29333/EJMSTE/14659
Hanifah, U., Budayasa, I. K., & Sulaiman, R. (2025). Technology, pedagogy, and content knowledge in mathematics education: a systematic literature review. Journal of Education and Learning, 19(1), 579–586. https://doi.org/10.11591/edulearn.v19i1.21816
Hepper, E. G., Gramzow, R. H., & Sedikides, C. (2010). Individual Differences in Self-Enhancement and Self-Protection Strategies: An Integrative Analysis. Journal of Personality, 78(2), 781–814. https://doi.org/10.1111/j.1467-6494.2010.00633.x
Huang, H., & Hwang, G. J. (2019). Facilitating inpatients’ family members to learn: A learning engagement-promoting model to develop interactive e-book systems for patient education. Educational Technology and Society, 22(3), 74–87.
Kamran, M., Siddiqui, S., & Adil, M. S. (2023). Breaking Barriers: The Influence of Teachers’ Attitudes on Inclusive Education for Students with Mild Learning Disabilities (MLDs). Education Sciences, 13(6). https://doi.org/10.3390/educsci13060606
Kazanopoulos, S., Tejada, E., & Basogain, X. (2022). The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education. Education Sciences, 12(6). https://doi.org/10.3390/educsci12060383
Khan, M., MacEntee, K., Kiptui, R., Van Berkum, A., Oudshoorn, A., Ayuku, D. O., Apondi, E., Lee, E. O. J., Abramovich, A., MacDonald, S. A., & Braitstein, P. (2022). Barriers to and facilitators of accessing HIV services for street-involved youth in Canada and Kenya. BMC Public Health, 22(1). https://doi.org/10.1186/s12889-022-14290-7
Kiljunen, J., Sointu, E., Äikäs, A., Valtonen, T., & Hirsto, L. (2024). Higher education and the flipped classroom approach: efficacy for students with a history of learning disabilities. Higher Education, 88(3), 1127–1143. https://doi.org/10.1007/s10734-023-01162-1
Koh, Y. H. (2021). Combining adapted physical education with individualized education programs: Building korean pre-service teachers’ self-efficacy for inclusive physical education. Sustainability (Switzerland), 13(5), 1–14. https://doi.org/10.3390/su13052879
Leifler, E. (2020). Teachers’ capacity to create inclusive learning environments. International Journal for Lesson and Learning Studies, 9(3), 221–244. https://doi.org/10.1108/IJLLS-01-2020-0003
Lübke, L., Pinquart, M., & Schwinger, M. (2021). The role of flexibility in the realization of inclusive education. Sustainability (Switzerland), 13(8). https://doi.org/10.3390/su13084452
Malahlela, M. K., & Johnson, E. (2024). South African Teachers’ Application of Inclusive Education Policies and Their Impact on Learners with Learning Disabilities: Implications for Teacher Education. Education Sciences, 14(7). https://doi.org/10.3390/educsci14070743
Martin, S. C., Calvo, R., Sharma, U., Ramírez, C., & Muñoz, Y. (2024). Attitudes, Self-Efficacy, and Intention to Teach in Inclusive Classrooms of In-Service Teachers in Chile: Validating Scales. Revista Brasileira de Educacao Especial, 30. https://doi.org/10.1590/1980-54702024v30e0101
Martín-Del-pozo, M., & Martín-Sánchez, I. (2022). Self-Assessment and Pre-Service Teachers’ Self-Regulated Learning in a School Organisation Course in Hybrid Learning. Journal of Interactive Media in Education, 2022(1). https://doi.org/10.5334/jime.745
Martins, B. A., & Chacon, M. M. C. (2021). Sources of teacher self-efficacy in teacher education for inclusive practices. Paideia, 31. https://doi.org/10.1590/1982-4327E3109
Passanisi, A., Buzzai, C., & Pace, U. (2022). Special Education Teachers: The Role of Autonomous Motivation in the Relationship between Teachers’ Efficacy for Inclusive Practice and Teaching Styles. International Journal of Environmental Research and Public Health, 19(17). https://doi.org/10.3390/ijerph191710921
Pearlman-Avnion, S., & Aloni, A. (2016). The Impact Of A Post-Secondary Education Program On The Self-Efficacy And Future Orientation Of People With High-Functioning Autism. In European Scientific Journal.
Pivarč, J. (2022). Psychometric Properties of the Teacher Efficacy for Inclusive Practices (Teip) Questionnaire: Adapting the Czech Version of the Scale for Pre-School Teachers. Studia Paedagogica, 27(1), 125–152. https://doi.org/10.5817/SP2022-1-5
Pujaningsih, & Ambarwati, U. (2020). Self efficacy changes in collaborative course for inclusive education preservice teachers. Cakrawala Pendidikan, 39(1), 79–88. https://doi.org/10.21831/cp.v39i1.26669
Russell, A., Scriney, A., & Smyth, S. (2023). Educator Attitudes Towards the Inclusion of Students with Autism Spectrum Disorders in Mainstream Education: a Systematic Review. In Review Journal of Autism and Developmental Disorders (Vol. 10, Issue 3, pp. 477–491). Springer. https://doi.org/10.1007/s40489-022-00303-z
Russell-Bennett, R., Rosenbaum, M. S., Fisk, R. P., & Raciti, M. M. (2024). SDG editorial: improving life on planet earth – a call to action for service research to achieve the sustainable development goals (SDGs). Journal of Services Marketing, 38(2), 145–152. https://doi.org/10.1108/JSM-11-2023-0425
ScholarWorks, U., Graduate Theses, U., & Kristen Bensinger, A. (2019). Observations of a Multi-Component Intervention for Elementary Observations of a Multi-Component Intervention for Elementary Students with Emotional Behavioral Disorder after Self-Efficacy Students with Emotional Behavioral Disorder after Self-Efficacy Coaching Coaching. https://scholarworks.uark.edu/etd
Wang, T., Deng, M., & Tian, G. (2022). More Leadership, More Efficacy for Inclusive Practices? Exploring the Relationships between Distributed Leadership, Teacher Leadership, and Self-Efficacy among Inclusive Education Teachers in China. Sustainability (Switzerland), 14(23). https://doi.org/10.3390/su142316168
Wittwer, J., Hans, S., & Voss, T. (2024). Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany. Autism, 28(8), 2040–2052. https://doi.org/10.1177/13623613231220210
Woodcock, S., Gibbs, K., Hitches, E., & Regan, C. (2023). Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices? Education Sciences, 13(3). https://doi.org/10.3390/educsci13030280
Yong, Y., Hua, W., Jianhang, H., & Dapeng, Z. (2021). An environmentally-friendly process for recovering, solidifying As and preparing bronze material from tin-bearing middling. Journal of Cleaner Production, 323. https://doi.org/10.1016/j.jclepro.2021.129036
Young, D. (2024). Investigating English language teachers’ sentiments, attitudes, and concerns about inclusive education. Environment and Social Psychology, 9(8). https://doi.org/10.59429/esp.v9i8.2761
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Global Synthesis in Education Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
