WORKING PAPER INTERNATIONAL CONTRIBUTION PROCEEDINGS International Coference in Education and Training (ICET) Faculty of Education, State University of MalangNovember 6th – 8th 2015, Malang

Reviewer Saida Ulfa (Universitas Negeri Malang, Indonesia) Burhanuddin (Universitas Negeri Malang, Indonesia) Kazuhiro Sumi (Saga university, Japan) Makiko Kishi (Meiji University, Japan) Sebastiao Pereira (Instituto Superior Cristal DIli, Timor Leste) Qi Xiao He (Guangxi Normal University, China) Mirjam Anugerahwati (State University of Malang, Indonesia)

Steering Committee Sopingi (Universitas Negeri Malang, Indonesia) Juharyanto (Universitas Negeri Malang, Indonesia) Agustinho dos Santos Goncalves (Instituto Superior Cristal Dili, Timor Leste) Viengdavong Luangsithideth (Ministry of Education and Sports, Laos PDR) Wang Hui (Guangxi Normal University, China)

Secretariat ICET FIP UMUNIVERSITAS NEGERI MALANG, FAKULTAS ILMU PENDIDIKANGedung D2 Lantai 1,Jl Semarang 5 Malang, 65145 IndonesiaPhone. +62341551213, fax +62341566962CP: Sopingi 082231606363

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PREFACE

The International Conference on Education and Training (ICET), Faculty of Education, State University of Malang, 2015 took place in Malang, Indonesia, between 6 and 8 November, 2015. ICET is an international conference covering research and development in the field of education and training. The conference aims at creating a forum for further discussion for an education and training field incorporating a series of issues and/or related to quality improvement in education and training. Therefore, the call for papers was addressed to scholars and/or professionals of the field of eduaction and training. Driven by the fast-paced advances in the education field, this change is characterized in term of its impact on the education implementation.

During the conference, 4 keynotes speakers were held in order to advance and contribute to specific research areas in the filed of education. More than 130 pre-registered authors submitted their work in the conference. The ICET 2015 finally accepted and hosted 94 original research papers. All papers submitted to the conference were reviewed using a double-blind peer review process. The conference commite decided about the acceptance or not of the submitted papers, with the contribution of competence and expertised reviewers. Collaborate with International Journal in Innovation in Edition (IJIIE), the selected papers will be published at IJIIE as the Special Issues Edition under theme “Quality Improvement in Education and Training”.

We would like to thank all members that participated in any way in the ICET 2015, especially: (a) the Inderscience Publisher for supporting and receiving the selected papers to be published as the Special Issues Edition of the International Journal of Innovation in Education; (b) the Co-organizing Universities and Institutes for their support and development of a high-quality conference; (c) the members of the scientific committee that honored the conference with their presence and provided a significant contribution to the reviewer of papers as well as for their indications for the improvement of the conference; and (d) all members of the organizing committee for their willing to organize the conferenece as good as possible.

Dean,

Prof. Dr. Bambang Budi Wiyono, M.Pd

TABLE OF CONTENT

PREFACE .................................................................................................................................. iTABLE OF CONTENTS ........................................................................................................... ii1 The Development of Portuguese Language Teaching Materials to Improve Learning

Quality In Timor Leste

2

Agostinho dos Santos Gonçalves .......................................................................................

The Effectiveness of Papua Peace Education (PAPEDA) in the Primary Schools1

Agustinus Hermino ............................................................................................................ 93 Strengthening the Role of Family for Reduction Students Problem through School -

Based Family TherapyArbin Janu Setiyowati ....................................................................................................... 17

4 Quality Culture in Higher Education Toward a Leading UniversityArifin .................................................................................................................................. 23

5 Exploring of School AssetAsep Sunandar; Djum-djum Noor Benti; R Bambang Sumarsono ................................... 29

6 Review of Centralization and Decentralization Approaches to CurriculumDevelopment in IndonesiaDesi Eri Kusumaningrum; Teguh Triwiyanto.................................................................... 35

7 Optimalizing Teacher’s “God-Spot” in Promoting the Learning Effectiveness inElementary SchoolDiah Saptorini ................................................................................................................... 45

8 Digital Image-Based Analysis of Cognitive Function and Visual Perception in LearningPhotographyDody Dorjanto........................................................................................................... ........ 53

9 The Development of Thematic Learning Based on Lesson Study with Orientation onRegion Diversity for Teachers of Elementary Grade in the City of Malang, Province ofEast Java, IndonesiaEndang Setyo Winanrni; Sehkabuden; Sri Harmini ..........................................................

65

10 Conservation Values of Local Wisdom Traditional Ceremony Rambu Solo Toraja’sTribe South Sulawesi as Efforts the Establishment of Character EducationErman Syarif; Hasriyanti .................................................................................................. 71

11 Dream and Fact of Education in the “3T” KupangGalang Surya Gemilang ................................................................................................... 75

12 Training on Peer Review: an Effort to Develop EFL Students’ Writing Skills,Cooperation, and Autonomous LearningJumariati ........................................................................................................................... 83

13 The Assessment and Recommendation for the Principal Preparation ProgramMuhammad Ardiansyah..................................................................................................... 91

14 Junior High School Students in Remote Area: Learn and Help Parent DilemmaNurul Ulfatin ..................................................................................................................... 97

15 Women's Reproductive Health Improvement through Understanding Problem SolvingApproach in Aisyiah SugioRatna Nurdiana; Yayuk Chayatun Machsunah ................................................................ 101

16 The Development of Roro Jonggrang Literature Story Books for the Alternative Basic Foundation to Integrate Thematic Instructional for the First Grade of Elemantary Students

17

Ratna Trieka Agustina .......................................................................................................

The Development of Tutorial Methode Based on Web Facilitated in the Lecturing of105

Dance Art Study of Primary School LevelRetno Tri Wulandari .......................................................................................................... 111

18 Improving the Quality of Learning Sociology in Timor Leste by Using TeachingMaterials Based on the Context of Social EnvironmentSebastiao Periera............................................................................................................... 119

19 Implementation of the Supervision of the Principal in Improving CompetencePaedagogik Teacher Catholic High School (SMAK) St. Albertus in MalangSri Wening Rahayu ............................................................................................................ 133

20 Increasing Capacity Market Analysis and Government Intervention Failure EconomicApproach through Learning Portfolio PublicSukisno; Hadi Suryanto ..................................................................................................... 139

21 The Model of Quality Assurance Implementation as a Form of Control forOrganizationsSunarni .............................................................................................................................. 145

22 A Knowledge Management Model for Primary School ManagementSunaryo............................................................................................................................... 157

23 English Adjective Clause Construction: Using Corpus in Structure Analysis ClassTantri Refa Indhiarti; Iis Nur Rodliyah ............................................................................ 167

24 The Implementation of Educational Management Audit to Measure the Principals’Managerial Performance in IndonesiaTeguh Triwiyanto; Ahmad Nurabadi ................................................................................ 181

25 The Development of an Integrated Thematic Model through Scientific Approach BasedValue of Inquiry in Blitar East Java IndonesiaWidayati ............................................................................................................................. 193

26 Orientation Communication Style Students in ClassWildan Zulkarnain ............................................................................................................. 203

27 Relationship of Self Efficacy and Cognitive Learning Outcomes Improving RadioReceiver Subject for Students of SMK Negeri 2 KupangYetursance Y. Manafe ........................................................................................................ 209

28 Reducing Negative Effects of Biases, Stereotypes and Prejudices in the Context ofMulticultural Society of Indonesia by Experiential LearningYohanes Yupilustanaji Apgrianto....................................................................................... 215

29 Uniqueness of Pesantren to Solve the Problem of SantriYuliati Hotifah................................................................................................................... 221

30 Higher Education and High School in Promoting Super Science High School ProjectMurni Ramli; Danar Praseptiangga; Teguh E. Saraswati; Kusumandari; Yudi Rinanto 227

31 Implementation of Principal’s Transformational Leadership to Build Students’Character in SMKN 1 MojokertoDiah Puji Nali Brata ......................................................................................................... 235

32 The Impact of Differences Student’s Independent Base on Learning Approach andIntrapersonal IntelligenceEny Nur Aisyah .................................................................................................................. 243

33 Supply Side Mapping and Analysis Based Dimensional Quantity, Quality, Location,and Time in DenpasarHarti Kartini; Sri Estu Winahyu; Lilik Bintartik ............................................................... 255

34 Meaning of Yoga Learning Through TravelI Wayan Suyanta ................................................................................................................ 261

35 Quality Management for Open Distance LearningArafah Husna..................................................................................................................... 269

36 Curriculum Based Blended Learning Model to Improve Student Softskill in HigherEducationNisaul Barokati Selirowangi .............................................................................................

275

37 Study Implementation of Nonformal Education Based Economic Community in RuralAreasZulkarnain ......................................................................................................................... 270

38 Learning Social Network: An Inovative System Provides New Learning Experiencesfor Students in Higher EducationDeka Dyah Utami .............................................................................................................. 281

39 Strategic Planning for the Developement of Integrated Early Childhood EducationInstitutionSri Wahyuni ....................................................................................................................... 291

40 The Implementation of Humanist LeadershipIfit Novita Sari ................................................................................................................... 301

41 The Effectiveness of Creativity Teaching Training for Elementary School Teachers inEast JavaMoh. Irtadji; Tutu Chusniyah; Rumidjan .......................................................................... 307

42 Enhancing Learning Quality Via Innovative TechnologyPunaji Setyosari ................................................................................................................ 313

43 The Innovation of Complete Class Sustainable System in Improving the Quality ofEducation in Gowa RegencyAbdul Kadir ....................................................................................................................... 321

44 Informal Education: What is Taught? What is Problem? What is Solution?Hajjah Rafiah; Nur Aida Endah Pratama; Yudha Adrian ................................................ 327

45 Students’ Awareness of Gender Differences in Language Use as Depicted in the MediaMirjam Anugerahwati ....................................................................................................... 331

46 Teacher-Students Positive RelationshipDurrotunnisa ..................................................................................................................... 339

47 Insight from Analytical Chemistry in Building Scientific Method in EducationSuryani Wonorahardjo ...................................................................................................... 345

48 The Effects of Multiple Intelligences Learning Strategies towards IntrapersonalIntelligence of Underachiever Students

351Weni Sri Utami ..................................................................................................................

49 An Understanding of Teachers of Early Childhood Education on EmotionImanuel Hitipeuw .............................................................................................................. 357

50 The Cultivation of the Religious Values as Forming Character StudentsNur Aisyah; Suratno .......................................................................................................... 361

51 Designing Saintific Learning Models Application of Primary School Based on 2013CurriculumM. Zainuddin ..................................................................................................................... 367

52 Development and Implementation of Temathic Teaching Instrument to ImproveQuality of Process and Result of Learning in Elementary SchoolSa’dun Akbar ..................................................................................................................... 375

53 The Historical Significance Instructional Strategy: A Way to facilitate SMA Students’Historical ThinkingSusanto Yunus Alfian ......................................................................................................... 385

54 Education Quality Improvement Efforts in Primary and Madrasah through ParentStudent ParticipationR Bambang Sumarsono...................................................................................................... 391

55 Improving the Students’ Learning Mastery on Social Subject through Group Investigation Method for the Students’ Creative Character Building of Kardina Massa Islamic Elementary School BlitarHadi Mustofa .................................................................................................................... 399

56 On-Line Editing Application for Writing Colaboration in Educator Community withDifferent CharacteristicsEko Pramono Adi; Henry Praherdiono ............................................................................. 405

57 The Effectiveness of Simulation Game-Based Counseling to Improve Students’Emotional IntelligenceM Ramli ............................................................................................................................. 411

58 Instructional Management Strategy in Thematic Approach in Order to Improve theQuality Instruction in Elementary SchoolAgus Wedi .......................................................................................................................... 417

59 Strengthening Empathy of Educational Counselor Candidates with Presentation of theVideo Fact on Demand in Learning Partnership ModelHenny Indreswari; Henry Praherdhiono .......................................................................... 425

60 Developing an Integrated Model of Physical Activities and Mental Character Building as an Alternative Intervention towards Students with Juvenile DelinquencyMardianto; Kurniati Rahayuni; Febrita Heynoek ............................................................ 431

61 Education and Training Evaluation, CIPP ApproachAch Rasyad ........................................................................................................... ............ 437

62 Facilitative Learning Model Based on Alih BelajarHardika .............................................................................................................................. 443

63

64

65

Psychosocial Factors Affecting Self Regulated Learning for Gifted StudentsNur Eva .............................................................................................................................. Development of Integrated Moral Education Model in Primary SchoolSulthoni ..............................................................................................................................Role of Informal, Formal, Non-Formal Education in Forming Adaptive Behavior and

451

459

Development of Curriculum for Slow Learner Children in SD InklusifRuminiati ........................................................................................................... ............... 463

66 Protreptics Stategy: A Learning Model to Encourage the Students’ CreativitiesSopingi ........................................................................................................... ................... 471

67 Analysis Model of the Indonesian Content as a Haul of Integrated Thematic BasedLearning in Elementary SchoolAlif Mudiono....................................................................................................................... 477

68 Innovative Teaching Models for Gifted Children at Inclusive Primary SchoolMoh Effendi; Rina Rifqie Mariana .................................................................................... 483

69 Build Staff Commitment through the Empowerment Using the ParticipativeManagement SystemBurhanuddin ...................................................................................................................... 489

70 Indonesian Traditional Game “Gobak Sodor” as a Teaching Model for a HolisticLearning in Primary EducationNur Amalia ........................................................................................................... ............ 503

71 Effectiveness of Stress Self- Learning Management Module Due to Work on SpecialEducation TeacherAbdul Huda; Agung Kurniawan; Moh. Efendi ................................................................. 509

72 Principal Leadership on Improving Learning QualityAhmad Yusuf Sobri ............................................................................................................ 515

73 The Development of Honest Behavior through Kantin Kejujuran for Elementary SchoolStudents at SD Sawojajar I MalangImam Nawawi............................................................................................................

525

74 The Roles of Principals in the Implementations of Collegial SupervisionMaisyaroh .......................................................................................................................... 531

75 Parents’ Participation towards the Implementation of Education at SchoolBambang Budi Wiyono ...................................................................................................... 537

EFFECTIVENESS OF STRESS SELF- LEARNING MANAGEMENT MODULE DUE TO WORK ON SPECIAL EDUCATION TEACHER

Abdul Huda; Agung Kurniawan; Mohammad EfendiState University of Malang

Email: efendi.plb@gmail.com

Abstract: The study is a follow-up after an exploratory study on the stress of working on Special Education Teachers in inclusive education. Results of the study was most of them suffering from mild stress caused by work category, to minimize the stress resulting from the conditions of work, we need a good module for independent learning. In conclusion, the book of self-learning module about the stress of working in Special Education teachers are excellent qualifications. Evaluation of it comes from experts and users.

Keywords: increase quality, of learning sociology in timor-leste, with instructional teaching material that base on context of social environment

Human being who needs to perform work activities in daily life is an attempt to maintain dignity as a human being productive. Human interaction with the job and work environment can provide positive and negative effects. Employment and healthy working environment can have a positive effect, the opposite of work and healthy working environment that is not conducive could cause psycho- physiological disorders ranging from mild to severe (Suma'mur, 1976; Efendi, 2003). Similarly, in the profession of special education teachers in special schools and inclusive schools, it will give a negative or positive impact on the work he does.

Considering the workload borne of special education teachers in special schools and inclusive schools, while performing his professional duties equally prone to stress. Results of identification in the field indicate that the causes of stress (stressor) on teachers, including special education teachers, among others: a salary cut, the difficulty of credit rate to rise in rank or position, promotion or position pending, teaching subjects that are irrelevant to the expertise, limited opportunity to participate in further education, limited opportunities for training or upgrading (Arismunandar, 1997).

Results of exploration collected from 98 special education teachers who teach in Inclusive Schools in East Java showed that the majority of special education teachers in inclusive schools experiencing stress due to work in the medium category, and some other small stress caused by work in the category of heavy and light, The contribution of each variable both internal and external to the stress caused by work experienced special education teachers in inclusive schools in East Java, obtained the following conclusions: gender, age respondent, employment status, income or salary, the suitability of the pre- position educational background, achievement motivation and interest in the position significantly contribute toward occupational stress experienced by special education teachers in inclusive schools.

Whatever gradation stress conditions experienced special education teachers need immediate solution, and management control in order to avoid a greater impact accompaniment. Many ways can be done to manage stress caused by work, namely through direct coaching via face to face or indirectly (through the medium of a particular media). The use of these two ways has different effects and consequences in terms of effectiveness and efficiency.

Results from focus groups and consider the efficiency and effectiveness, especially in terms of flexibility, the preparation of occupational stress management module of special education teachers is expected to be a smart solution and urged immediately realized. On this basis, the substance serving module management of stress due to work a special education teacher is structured hierarch ally as follows: module I discussion about understanding stress due to work, with 2 units of learning (learning activity 1: basic concepts of stress due to work, and learning activities 2: the negative impact of stress caused by work). In the second module the discussions on understanding the characteristics of self, with 2 units of learning (learning activity 1: people with all its advantages, and learning activities 2: evaluationof personal capacity). In the third module: behavior modification to control stress caused by work, with 3

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units of learning (learning activity 1: self-control skills, learning activities 2: cope with stress of occupational therapy 1, and learning activities 3: therapy against stress caused by work 2).

RESEARCH METHODSIn the procedural step of this development study consisted of 10 steps (Borg & Gall, 1983). As a

whole these steps to further a simplified into two phases. Firstly, exploration of the quality of occupational stress faced by special education teachers, including the determinant factors that influence the quality of stress on the special education teacher. Secondly, based on the first phase of exploration is continued preparation of the module and the validation by experts (the field of technology education / learning, psychology, guidance counseling and special education), and special education teachers in inclusive schools and special schools.

The data collected research on the second phase, the next step began to separate, organized and classified it into units that can be managed. For quantitative data, analysis done by using statistic descriptive, whereas for qualitative data analysis is conducted through the following steps as follows: (1) data reduction, (2) data presentation, (3) conclusion and verification (Miles & Huberman, 1984 ).

RESEARCH RESULTResults of an exploratory study on special education teachers in inclusive schools from elementary,

middle until high school / vocational inclusive, a picture that is significantly under stress due to work a special education teacher correlated with the sex of the respondents (r = 0.351), age of the respondents (r= 0.204 ), employment status of the respondents (r = 0.231), interest or income respondents (r = 0.189), the same pre-position educational background (r = 0.260), achievement motivation (r = 0.477), and interest in the position (r = 0.350). In other words, there is the contribution of each variable to occupational stress experienced special education teachers in inclusive schools.

According to the recommendations of the study results, the need of behavioral coaching device that can be carried out independently by special education teachers in inclusive schools is simple and feasible urged to hasten. Listening to the assessment of experts (technology education, special education, psychology, counseling) on the quality of the book module on the management of stress caused by work special education teachers who work in schools organizing inclusive education in East Java substantially (88.64%) was categorized as very feasible.

Results of the assessment of the learning modules (Special Education Teacher) comprehensively, it can be concluded that this module (84.89%) was categorized as very feasible. Partially assessment user ratings quantity can be interpreted that the level of conformity with the purpose of the book of this module and its benefits to users considered was very feasible. Comments regarding the purpose and benefits of this module, users rate it was very good, because the aspects contained in the module would be helpful for special education teachers in order to control the occurrence of stress conditions. However, advisable if possible, to consider the choice of words more familiar to the target group.

The clarity of the material presented in each unit module and its Learning Activity in the judgment of the users was considered very worthy. Most states that the material presented is clear and easy to be understood. A summary of the material and exercises related to the material presented makes it easy for users to understand. However, advisable if possible, to add a list of words that are considered difficult or foreign.

The quality of the style language used in the book module associated with the convenience of the reader to understand the contents according to the users ratings are considered very worthy. Due to the style of language used in writing this module is universal so it is easy to be understood, especially for special education teachers with varied backgrounds (not graduate PLB). Sentence written on the back, there is always the descriptors of the previous sentence. To consider simplification few sentences to improve readability of the user.

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The substance of the material presented in the book of this module to ease digested by the special education teacher in the judgment of the users considered very worthy. Because of the substantial material presented in the book of this module is to be practiced in everyday life. However, some users suggest, some parts of the module can be simplified language use.

Organizational layout presentation of the material in the book as a whole module facilitates special education teachers, because the systematics in the judgment of the users considered very worthy. Readers are gradually given an understanding of stress conditions, so that the next material session, readers already have a frame for understanding the material presented. Being suggested by the users, when a possible, this module needs to add questions related or exercises to improve comprehension.

Coherence or integrity of the material presented between unit modules and learning activities presented in this module book in the judgment of the users considered very worthy. This is because, each unit module is presented is always given an introduction towards an understanding of the material to be presented. In addition, inter-unit learning activities on the unit module, and the module is no continuity between the units of the material, so it is quite striking in the direction that will be achieved.

This module contributes book as one of the references or special education teachers the option to do self-therapy towards symptoms of stress due to work, in the judgment of the users considered very worthy. Because these modules can be used assess the capacity themselves. Hopefully, this module book can be copied and distributed to the special education teachers in inclusive schools and special schools.

The quality of the theoretical and practical information on the material presented in the book module (from beginning to end) in the judgment of the users considered very worthy. Because this module book offers straightforward and practical, so that whoever the reader easily understand.

Prediction special education teachers to gain new knowledge about the stress of the job and how to avoid or eliminate through self-therapy, assessed by the very decent. Because this module book can indirectly provide practical knowledge related to conditions of stress and its causes. Hopefully, all special education teachers should have this book as a means to conduct a self-evaluation.

Overall how expediency book this module is associated with special education teachers need to understand the stress of the job and how to avoid or eliminate through self-therapy is considered very feasible. This is because, in addition supported by materials how self-knowledge, there are also practical exercises that can be done by the reader, thus directly or indirectly, would be very useful to help smooth work of special education teachers.

DISCUSSIONProfessionalism as an attitude of the members or a group of individuals who actually serve in

earnest to his profession. Professionalism of Special Education teacher is characterized by the mastery of competencies as defined in Regulation No. 19 Year 2005 on National Education Standards and Law Number 14 Year 2005 on Teachers and Lecturers. At least 4 components of competence that must be possessed by the teacher in performing his professional duties, among others: pedagogical competence, professional competence, social competence and personal competence.

As well as other professions, a job as a special education teacher has the potential stress agents, symptoms are characterized by self-denial so that irregularities are functionally. Indicators of stress refers to the internal condition of the individual to adapt well to the feelings that threaten the physical condition and or psychologically (Miner, 1992), or the label for psychological symptoms that precede the disease, reaction to anxiety, discomfort or anything else similar (Niven, 2000).

Stress due to the special education teacher working as a condition caused by transactions between individual teachers with the work environment, giving rise to a perception gap between the demands coming from the situation with system resources biological, psychological and social (Smet, 1994). On that basis, stress special education teachers can conceptualized in a variety of viewpoints, including: (1)

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stress is seen as a stimulus or independent variables that affect the existence of the individual, (2) stress is seen as a response or dependent variable, and (3) stress is result of interaction with the environment (Sarafino, 1990).

Studies medically about the psychological response to the reaction of the resistance in the body, is the non-specific response of the body to any demand med on it (Miner 1992; Porth 1998) which became known to the general adaption syndrome (GAS) or a syndrome common adaptation (Helman, 1990; Niven, 2000). There are several reactions that occur in this mechanism. The first reaction occurs is a response to a run situation or opponent. In this phase the body prepared to face danger with one or two ways are offered, namely to fight or flee. The second reaction is fading and eliminate the worry that the body's reactions seem normal again. At the moment we have overcome the perceived stress satisfactorily.

Elaborating all root problems that cause the emergence of occupational stress can help the development potential of the capacity of special education teachers in inclusive schools to do self-therapy. One of the strategic steps by considering various things, there needs to be a reference related to the option of special education teacher education activities. Based on that idea, developed "learning modules" that can be learned by the students themselves individually or taught by the student himself (self-instructional) (Winkel, 2009), as well as study materials arranged in a systematic and interesting that includes content, methods and evaluation that can be used independently to achieve the expected competencies (Anwar,2010).

To get a reliable product, as the book of this module, the tests gradually and continuously. The assessment was done by experts of education and psychology. The conclusion of the assessment that book learning modules on stress management as a result of a special education teacher working in an inclusive school is considered highly feasible, especially in terms of legibility (ability of a text book or manuscript interaction with readers or users).

Readability of a text is theoretically depends on three things, namely related text readability, readability relevant background behind the reader, and the legibility of the text associated with the interaction between the reader (Rusyana, 1984). Readability it relates to the reader's understanding because reading it has a special attraction which allows readers to continue immersed in reading (Mc Laughlin, 1980 in Suherli, 2008). Likewise, Klare (1984) stated that the reading has good readability level will affect its readers in enhancing learning and memory, increase speed and efficiency of reading and nurture reading habits (Suherli, 2008).

CONCLUSIONS AND SUGGESTIONS Conclusion

Based on the results of expert assessment and user modules, it can be concluded that substantiallybook of stress learning management module due to work for special education teachers in inclusive schools is considered to be very feasible. Because readers can understand easily stressed due to work and how to avoid or eliminate through self-therapy.Suggestion

How to use stress learning management module caused by work special education teachers in inclusive schools is by readers, among others: (1) to be able to absorb the material presented in this module should be read slowly and record the parts that are considered necessary discussed (especially new readers who do not have the prerequisite knowledge), (2) to further the reader category, can be read as usual and try to do the tasks or exercises that accompany it, and can be internalized into behavior in everyday life.

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