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All Journal JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Ilmiah Ilmu Sosial SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Publikasi Berkala Pendidikan Ilmu Sosial Jurnal Masyarakat Madani Indonesia Jurnal Riset Ilmiah
Riko Septiantoko
Universitas Negeri Yogyakarta
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PINTU TERBUKA, ARENA TERTUTUP: REPRODUKSI KETIDAKSETARAAN SIMBOLIK PADA MAHASISWA PENERIMA KIP-K DALAM KERANGKA SOSIOLOGI BOURDIEU Tasya Lutfiah; Satriyo Wibowo; Riko Septiantoko
SINERGI : Jurnal Riset Ilmiah Vol. 3 No. 6 (2026): SINERGI : Jurnal Riset Ilmiah, Juni 2026 (In Press)
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/sinergi.v3i6.2578

Abstract

The KIP-K (Smart Indonesia Card for Higher Education) program is designed to expand access to higher education for low-income groups. However, financial access does not automatically generate equality in the social and symbolic experiences of scholarship recipients. This study aims to analyse how KIP-K, despite being designed as an equalisation instrument, is structurally implicated in the reproduction of symbolic inequality. The method employed is a systematic critical review of 29 purposively selected sources from 2006–2026, encompassing Pierre Bourdieu's theoretical works, empirical studies of KIP-K students' experiences, and policy evaluations. Analysis draws on Bourdieu's conceptual framework,  habitus, capital, field, and symbolic violence as a reading lens for literature findings. Results identify six simultaneously operating mechanisms of symbolic inequality reproduction: (1) habitus cleft, (2) consumptive distinction, (3) institutional symbolic violence, (4) cultural capital gap, (5) policy stigma, and (6) spatial implementation disparity. These six mechanisms produce a condition termed Pseudo-Inclusion where formal inclusion occurs, but symbolic inequality is latently reproduced. Findings imply the need to reorient scholarship policy design beyond financial intervention toward transforming the structural conditions of the higher education field.
Mewujudkan equity melalui pendidikan inklusi: Sebuah tinjauan literatur sistematis tentang siswa disabilitas Chasanah, Ines Alifah Wachidatun; Saliman, Saliman; Septiantoko, Riko
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 3 (2025): December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i3.109596

Abstract

Tujuan penelitian ini adalah menganalisis peran pendidikan inklusi dalam mewujudkan prinsip equity bagi siswa dengan disabilitas. Metode yang digunakan adalah Systematic Literature Review (SLR) terhadap artikel nasional dan internasional yang terindeks Scopus dan Google Scholar, terbit pada rentang 2015–2025. Proses seleksi dilakukan melalui tahap identifikasi, penyaringan, eligibilitas, dan analisis tematik terhadap 27 artikel terpilih. Hasil penelitian menunjukkan bahwa publikasi mengenai pendidikan inklusif berprinsip equity mengalami fluktuasi, namun meningkat signifikan sejak 2021 seiring menguatnya perhatian terhadap keadilan substantif bagi siswa disabilitas. Temuan utama mengungkapkan bahwa equity tidak sekadar menekankan pemerataan akses, tetapi juga keadilan dalam proses pembelajaran dan capaian hasil belajar. Prinsip equity ditentukan oleh tiga aspek utama, yaitu akses input, proses instruksional, dan luaran pembelajaran. Simpulan penelitian menegaskan bahwa pendidikan inklusi berprinsip equity berperan strategis dalam meningkatkan mutu pendidikan sekaligus membangun sistem pendidikan yang berkeadilan sosial. Realizing equity through inclusive education: A systematic literature review on students with disabilities Abstract: The purpose of this study is to analyze the role of inclusive education in realizing equity for students with disabilities. The method employed was a Systematic Literature Review (SLR) of national and international articles indexed in Scopus and Google Scholar, published between 2015 and 2025. The selection process followed identification, screening, eligibility, and thematic analysis stages, resulting in 27 selected articles. The results indicate that publications on equity-based inclusive education fluctuated but increased significantly after 2021, reflecting growing attention to substantive justice for students with disabilities. The findings reveal that equity extends beyond equal access to encompass fairness in instructional processes and learning outcomes. Equity-oriented inclusive education is shaped by three key dimensions: input access, instructional processes, and learning outputs. The conclusion confirms that implementing equity principles in inclusive education not only enhances educational quality through improved learning outcomes but also serves as a strategic instrument for developing a socially just education system.
Co-Authors Agus Riyanto Ahmad Nasrulloh Anik Widiastuti Arafah, Nurfajrin Chasanah, Ines Alifah Wachidatun Faridah, Nisrina Eka Febriani, Putri Hartati, Putri Ria Indah Hasdiansyah, Andi Herdania, Kafita Hidayat, Deni Satriya Kendedes Tambunan Kurniyati, Ida MR, Moh. Irsyad Fahmi Nurdiyanto, Heri Nuryati, Istiyani Perestian Ares Sandi Praptiwi, Wahyu Kharina Prawoto, Sri Bagus Wahyu Primanisa Inayati Azizah R.B. Suharta Raras Gistha Rosardi Rita Bekti Utami Rukiyati Rukiyati Saliman Saliman Satriyo Wibowo Septiawan , Hidayatullah Fadli Shasliani, Shasliani Siti Irene Astuti D Sudrajat Sudrajat Tasya Lutfiah Vevy Julianty Yudan Hermawan Yumi Hartati