071223_Lampiran Form KPS.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.