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All Journal Masyarakat, Kebudayaan dan Politik Journal of Economic, Bussines and Accounting (COSTING) Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Scientia Studia Philosophica et Theologica Tafkir: Interdisciplinary Journal of Islamic Education Journal International of Lingua and Technology World Psychology Jurnal Bisnis dan Manajemen West Science West Science Interdisciplinary Studies West Science Interdisciplinary Studies Nomico Cognitionis Civitatis et Politicae Socious Journal Nomico
Godlif Sianipar
Universitas Katolik Santo Thomas
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Social Inclusion in Education: A Study of Access and Equality among Marginalized Groups Sianipar, Godlif
Socious Journal Vol. 2 No. 3 (2025): Socious Journal - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/1bzegq35

Abstract

Inequality in access to education in Indonesia remains a serious challenge, particularly for marginalized groups such as children from poor families, people with disabilities, and indigenous communities. Although the national legal framework guarantees the right to education, the reality on the ground shows that various structural and cultural barriers still hinder the creation of substantial educational equity. This research uses a qualitative approach with a case study method at an inclusive public school in a rural area to explore the implementation of social inclusion in the local context. Data were obtained through interviews, observations, and documentation studies, then analyzed thematically to uncover the dynamics of marginalized student participation, teacher readiness, and local community support. The results show that despite the commitment to inclusion, its implementation is still hampered by minimal teacher training, a lack of disability-friendly infrastructure, and the dominance of homogenous values in the learning system. However, the involvement of local actors and the use of a community-based approach have proven effective in strengthening the application of inclusive principles contextually. This research emphasizes that social inclusion is not merely an administrative effort but requires comprehensive structural and cultural changes. Therefore, a transformative and human rights-based education strategy is needed to realize an education system that is equitable, participatory, and truly respects diversity.
Developing Empathy and Self-Regulation in Elementary School Students Through SEL-Based AR Learning Sianipar, Godlif
Socious Journal Vol. 2 No. 3 (2025): Socious Journal - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/a7xf9x60

Abstract

The development of empathy and self-regulation in elementary school students is a major urgency in responding to the socio-emotional challenges of contemporary education. This study aims to explore the integration of Augmented Reality (AR) based on Social and Emotional Learning (SEL) as a transformative approach in shaping students' emotional skills. Using a qualitative method with a case study design, this study involved fourth-fifth grade students, teachers, and parents through observation techniques, semi-structured interviews, documentation, and exploratory questionnaires. The results show that the application of AR with interactive socio-emotional scenarios can stimulate empathy, increase self-awareness, and develop emotional regulation strategies through immersive experiences. AR acts as an affective medium that strengthens reflective and embodied learning, enabling students to experience and understand emotional dynamics in complex social situations. This study confirms that the effectiveness of AR-SEL learning is highly dependent on the quality of instructional design and teacher competence in facilitating socio-emotional values digitally. Therefore, support for educators' digital-affective literacy and the integration of a character-oriented curriculum are essential prerequisites. These findings conclude that the AR-SEL learning model has great potential to integrate cognitive and affective dimensions simultaneously in basic education.  
Co-Authors Ahmad Hariyadi, Ahmad Asep Supriyanto Boby Hendro Wardono Dina Mayadiana Suwarma Duwila, Iwan Efriyani Sumastuti Egry Winda Nababan Erni Hastuti Ester Julinda Simarmata, Ester Julinda Fauzi Aldina Fela Dafitri Fenni Kurniawati Ardah Firayani Firayani Harahap, Subur Hayu Lusianawati Henny Saida Flora Hidayat, Muhamad Jenuri Juliana Kausar, Shakila Latifa Dinar Rahmani Hakim Loso Judijanto Lusianawati, Hayu Mardiati Mardiati Mhd. Riza Marjoni Mohammad Iskandar Dzulkurnain Muarofah, Siti Lailatul Muhammad Anas Ma`arif Nofarita, Etza Normuslim Normuslim, Normuslim Nova Florentina Ambarwati Olyvia Rosalia Parera, Dishan Pattiasina, Petrus Jacob Pattiruhu, Claudia Monique Pranatha, Aria Qubaila Fazrin Ega Soraya Rasmita, Dina Ratna Ayu Dewi Reflina Sinaga Regina Yoantika Natalie Rosalia, Olyvia Siminto Siminto, Siminto Sulaeman Sulaeman Sulaeman Sulaeman Supriatna, Agus Tri Martial Trikoesoemaningtyas Usmany, Paul Wahyuni, Erna WIJAYA WIJAYA, WIJAYA Yuna, Jung Zahrotul Uyun