'Virtual Teacher' Determinant on Special Needs Children Accomplishment in Learning Batik

摘要

The aim of this research is to specify the most dominant competence of a virtual teacher among pedagogic competence, personality competence, professional competence, and social competence on the accomplishment of special needs children at Tumbuh primary school Yogyakarta. This is a quantitative research. The population of the research is the virtual teachers teaching batik at Tumbuh I and II primary schools. Batik is taught in third grade at Tumbuh I primary school and in a multiclass of third and fourth graders and in fourth grade at Tumbuh II primary school, in total there are five appointed virtual teachers. The data is collected by distributing questionnaires. The questionnaire is used to obtain variable data namely pedagogic competence, personality competence, professional competence, and social competence. The questionnaire is validated by professional judgment method. The reliability test uses nonparametric statistic formula because the population only consists of 5 virtual teachers. Based on the result of this research, it shows that pedagogic competence, personality competence, professional competence, and social competence of the virtual teachers partially affect the special needs children accomplishment in learning batik positively. It means that the higher the competences of a virtual teacher are, the more the special needs children accomplish and vice versa. Personality competence and social competence significantly affect the special needs children accomplishment in learning batik whereas pedagogic competence and professional competence do not affect as significant. The most dominant competences are the personality competence and the social competence whose value is equally 0.890 measured with Spearman's rank correlation coefficient. The pedagogic competence ranked 0.250. and the one which has the least influence is the professional competence ranked 0.230.