The Effectiveness of Outcome-Based Special Needs Education in Enhancing the Affective Achievement of Students with Special Needs

Abstract

Special needs education is a critical component in achieving inclusive and quality education for all students. However, previous studies indicate that the affective achievement of students with special needs still faces several challenges, particularly regarding learning motivation, independence, compliance, and social skills. This study aims to analyze the effectiveness of special needs education based on Outcome-Based Education (OBE) in enhancing the affective achievement of students with special needs. The research employed a quantitative explanatory correlational design. Data were collected using a Likert-scale questionnaire administered to 50 students with special needs in inclusive schools and special schools (SLB). Data analysis was conducted using descriptive statistics, Pearson correlation, and simple linear regression with IBM SPSS Statistics. The results indicate that the implementation of Outcome-Based Education is a positive and significant predictor of the affective achievement of students with special needs. The Pearson correlation yielded r = 0.320 with a significance of p = 0.023 (<0.05), while the regression analysis produced a coefficient of 0.312 and a coefficient of determination (R²) of 0.103. These findings suggest that better implementation of Outcome-Based Education corresponds to higher affective achievement among students with special needs. Theoretically, this study reinforces the concepts of Outcome-Based Education and Krathwohl’s affective taxonomy as a basis for developing special needs education. Practically, the findings imply that schools and policymakers should integrate outcome-based learning in inclusive education to support students’ affective development effectively.