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All Journal IDEA: Jurnal Psikologi Advances In Social Humanities Research
Fadhilah Suralaga
Universitas Islam Negeri Syarif Hidayatullah Jakarta
Humanities Engineering Law, Crime, Criminology & Criminal Justice Social Sciences

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Pengaruh Persepsi Anak Berkebutuhan Khusus, Empati, Keterampilan Sosial, dan Demografi terhadap Penerimaan Sosial di Sekolah Inklusi Sania Azizah Nur; Fadhilah Suralaga
IDEA: Jurnal Psikologi Vol. 10 No. 2 (2026): IDEA: Jurnal Psikologi
Publisher : Universitas Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32492/idea.v10i2.10201

Abstract

Social acceptance in inclusive educational settings refer to the extent to which students without special needs accept and interact positively with students with special needs. This study aimed to examine the influence of perceptions of children with special needs, empathy, social skills, and demographic factors on the social acceptance of students without special needs in inclusive schools. The sample consisted of 200 respondents, comprising of 57 male students and 143 female students, selected using purposive sampling. This study used a quantitative approach with multiple regression analysis as the data analysis method. The results indicated that empathy, social skills, and demographic factors had a significant influence on social acceptance, whereas perceptions of children with special needs did not show significant influence. The results of the study also obtained an R-square of 0.403, indicating that 40.3% of the variance in social acceptance was explained by the independent variables, while the remaining 59.7% was influenced by other variables outside the scope of this study. The findings suggest that educators can promote social acceptance in inclusive settings by fostering positive perceptions, empathy, and social skills, thereby supporting the development of students with special needs.
The Effect of Interactive Learning Media on Student Engagement: A Systematic Literature Review Dian Islamiati Harahap; Fadhilah Suralaga
Advances In Social Humanities Research Vol. 4 No. 10 (2026): Advances In Social Humanities Research
Publisher : Sahabat Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/adv.v4i10.675

Abstract

Interactive learning media are increasingly used to create more participatory learning experiences; however, evidence regarding their contribution to student engagement varies across media types and implementation contexts. This systematic literature review synthesizes empirical findings on how interactive learning media influence behavioral, cognitive, and emotional engagement, identifies the types of media reported as effective, and examines the implementation challenges most frequently reported. The review followed a systematic literature review process informed by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and covered publications from 2021 to 2025. The manuscript reports that 32 candidate articles were retrieved from Google Scholar using search terms related to interactive learning media and student engagement. After title and abstract screening, 12 articles were excluded, leaving 20 studies for narrative synthesis. The reviewed evidence consistently associated interactive media with increased participation, motivation, attention, exploration, and learning interaction. Gamified platforms such as Quizizz and Wordwall were associated with greater active participation and motivation, interactive video supported participation and learning achievement, and virtual reality (VR) provided immersive learning experiences. However, no single medium was consistently superior across contexts; effectiveness depended on alignment with learning objectives, student characteristics, pedagogical design, and implementation conditions. Common challenges included limited infrastructure, educators' digital competence, insufficient institutional support, distraction, and concerns regarding information validity. Overall, interactive media can strengthen student engagement when technology is integrated into a coherent pedagogical design rather than used as an isolated technological intervention.
Co-Authors Dian Islamiati Harahap Sania Azizah Nur