Page 168 - Jurnal Kurikulum BPK 2020

Table 2
Rotated Component Matrix

Component
Items 1 2 3 4
C3.1 .757
C3.2 .757
C3.5 .721
C3.4 .707
C3.3 .574
C2.3 .778
C2.4 .708
C2.5 .685
C2.2 .684
C2.1 .428 .584
C1.2 .780
C1.1 .736
C1.4 .617
C1.3 .594
C1.5 .464
C4.2 .873
C4.1 .830
C4.3 .746

Table 3
Internal Consistencies of the Constructs

Construct No. of Items Cronbach Alpha
Understanding of DSKP 5 0.78
Implementation On Teaching And Learning 5 0.85
Based On DSKP
Implementation of Classroom Assessment 5 0.85
based on DSKP
Students’ Learning 4 0.88

Limitations

The sampling used in this study was the targetted population, and hence no
generalisation of the findings can be applied. Furthermore, teachers from the Special Education
schools were excluded in this study. Although the inclusivity of Special Education into the
main stream has been echoed by policy makers and practitioners, the DSKP produced for
Special Education were to some extent different, and hence a different instrumentation would
be required.

ANALYSIS

The data gathered was analysed using the SPSS version 23. Data screening was carried
out to ensure responses were correctly input followed by count blank and straight lining (Hair,
158