PENGEMBANGAN MODEL WELL-BEING BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA DI PERGURUAN TINGGI INKLUSI

Students in inclusion universities face challenges in achieving optimal learning outcomes due to differences in learning needs and limited accessibility in conventional learning. A learning approach that integrates Well-being, constructivism, joyful learning, and universal design for learning is needed to effectively improve learning outcomes. This research aims to develop a well-beingbased learning model to improve student learning outcomes in inclusive universities, then test the validity, practicality, and effectiveness of the model. This study uses the ADDIE research and development model approach with stages, namely analysis, design, development, implementation and evaluation. The respondents to the needs analysis were 24 students in the orthopedagogy course and 2 lecturers in the course. Model validation is carried out by 5 experts. Then the test subjects were limited to 3 people and the field trial was 24 students to test the practicality and effectiveness of the model. The effectiveness test was carried out to measure student learning outcomes analyzed using a paired sample t-test using SPSS. This model produces products including model books, orthopedagogy module books for students and teaching manuals for lecturers. The results showed that the well- being based learning model, learning modules, teaching guides, and model books developed proved to be valid based on expert assessment. The validation results showed an average score between 0.80–0.85, including the valid category. The practicality test conducted on lecturers and students showed that modules, teaching guides, and learning media were in the practical category (average score between 81.77%–88.47%). Based on the paired t-test on students' pretest and posttest scores, there was a significant increase from an average of 50.63 to 84.58 t (23) = -16.824; Sig. = 0.000). These results show that the well- being based learning model is effective in improving student learning outcomes at inclusion colleges.