211123_Lampiran Form HSP.pdf

This study examined the impact of social friendships among students with intellectual disabilities (ID) and non-disabled students (ND) on learning performance based on seating arrangements and spatial circulation in inclusive classrooms. Employing a grounded theory approach, field observations were made of 3 ID and 11 ND students. Data coding, heatmap graphics, and behavioral analysis were validated with a matrix table. Key findings were: (1) two-way utterances positively impacting interest, (2) repetitive movement gestures indicated a decrease in concentration, and (3) physical movement indicated positive interest, enjoyment, and active participation. Proximal seating of ID and ND students improved interest, concentration, and communication. Seating arrangements and spatial circulation support the development of self-confidence and nurturing attitudes among ID and ND students.本研究基于融合课堂中的座位布局与空间流通情况，探究了智力障碍学生（students with intellectual disabilities, ID）与非障碍学生（non-disabled students, ND）之间的社交友谊对学习表现的影响。本研究采用扎根理论（grounded theory）方法，对3名ID学生与11名ND学生开展实地观察，并通过矩阵表对数据编码、热图（heatmap）可视化与行为分析结果进行了效度验证。核心研究结果如下：(1) 双向话语可正向提升学习兴趣；(2) 重复性动作手势预示注意力水平下降；(3) 肢体活动则体现出更高的学习兴趣、愉悦感与主动参与度。ID学生与ND学生的近距离座位排布，可有效提升双方的学习兴趣、注意力水平与沟通效果。座位布局与空间流通模式，还有助于培养两类学生的自信心，并塑造其正向态度。