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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Bahasa Inggris
Ryani Yulian
Universitas Muhammadiyah Pontianak, Pontianak, Indonesia
Education Languange, Linguistic, Communication & Media

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Policy Gaps and Challenges in Promoting Inclusive Education in Higher Education Institutions Ufi Ruhama'; Hamdil Mukhlishin; Ryani Yulian; Sucy Febrianti; Intan Khairunissa
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 3 (2025): October
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i3.98465

Abstract

The government has regulated inclusive education across all sectors, including higher education. However, a significant gap between policy and practice persists. This study aims to examine the current state of inclusive education in higher education institutions in Pontianak City, analyze institutional challenges, identify student-related barriers, and explore stakeholders’ perceptions of policy implementation. This study employed a mixed-methods approach, integrating policy analysis, structured interviews, and surveys. Data were collected through document analysis instruments, interviews, and survey questionnaires. The research sample was selected purposively and involved five private higher education institutions, with respondents consisting of lecturers and students, including universities that have received Assistive Technology support from the Ministry of Education, Culture, Research, and Technology. Qualitative data were analyzed using micro-interlocutor analysis and thematic analysis, while quantitative data were processed using descriptive and inferential statistics. The findings indicate that several private universities in Pontianak continue to face limitations in infrastructure, insufficient training for lecturers and staff, and a lack of inclusive teaching and learning materials. These results suggest that inclusive education in higher education requires more than policy formulation alone; it demands a stronger institutional framework to ensure effective implementation. The implications of this study highlight the need for more robust frameworks, relevant professional development, and accessible facilities to bridge the gap between inclusive education policies and their practical implementation in higher education institutions.
Exploring Self-Efficacy, Attitude and Teaching Motivation as Predictors of ESP Teaching Intention among Pre-Service Early Childhood Teachers Yuniarti Yuniarti; Ryani Yulian
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.105616

Abstract

The growing demand for professional early childhood teachers capable of integrating English instruction has increased the need for educators with strong pedagogical and psychological readiness. However, research exploring pre-service teachers’ intention to teach English for Specific Purposes (ESP) in early childhood contexts remains limited, especially in non-English-major programs where English is taught as a supporting subject. This study investigated the mediating role of teaching motivation in the relationship between self-efficacy, attitude, and the intention to teach ESP among pre-service early childhood teachers. A total of 100 pre-service teachers from the Early Childhood Education Department at Universitas Muhammadiyah Pontianak participated in this study. Data were obtained through structured questionnaires and examined using the Partial Least Squares Structural Equation Modelling (PLS-SEM) approach. The results show that both self-efficacy and attitudes significantly affect teaching motivation, which in turn strongly predicts the intention to teach ESP. Teaching motivation also mediates the relationships between self-efficacy, attitude, and teaching intention. These findings emphasize the crucial role of motivation as a psychological bridge linking teachers’ beliefs and attitudes with their teaching intentions. The study enriches the existing research on ESP teacher preparation by highlighting the importance of motivational and affective factors in early childhood teacher education, and it suggests that teacher education programs should strengthen self-efficacy, foster positive attitudes, and enhance teaching motivation to better prepare professional early childhood teachers for effective ESP instruction.
Co-Authors Hamdil Mukhlishin Intan Khairunissa Sucy Febrianti Ufi Ruhama' Yuniarti Yuniarti