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All Journal Takuana: Jurnal Pendidikan, Sains, dan Humaniora MODERAT: Jurnal Ilmiah Ilmu Pemerintahan
Rakinda, Oman Rohman
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Arts Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Tindakan Komunikatif di Ruang Publik: Menilai Demokrasi Deliberatif Habermasian dalam Tata Kelola Digital Rakinda, Oman Rohman; Sutrisno, Nisa Wening Asih; Salam, Rahmat; Andriansyah, Andriansyah
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 4 (2026): Takuana (January-March)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i4.320

Abstract

Digital governance is often expected to expand public participation, strengthen transparency, and foster deliberative democracy by enabling dialogic interaction between the state and citizens. Yet, whether digital government platforms can facilitate communicative action and equal deliberation remains contested, given risks of fragmentation, algorithmic influence, and unequal access. This study critically assesses the extent to which Habermasian deliberative democracy is realized in contemporary digital governance practices, examining whether government platforms function as arenas for rational deliberation or reproduce new forms of exclusion and social isolation. Using a qualitative approach based on critical literature review and conceptual analysis of policies, platform designs, and online participation practices, the study finds that while digital platforms open channels for two-way communication, participation is largely procedural, elitist, and fragmented. Digital spaces frequently operate as sites of symbolic expression rather than substantive deliberation, shaped by technocratic rationality and structural power. The study argues that strengthening deliberative democracy requires participatory platform architecture, transparent policy feedback, and efforts to reduce algorithmic domination and digital inequality.
EVALUASI IMPLEMENTASI KEBIJAKAN PENDIDIKAN INKLUSI PADA SATUAN PENDIDIKAN DASAR DI INDONESIA DALAM PERSPEKTIF KEBIJAKAN PUBLIK Sutrisno, Nisa Wening Asih; Taufiqurokhman, Taufiqurokhman; Rakinda, Oman Rohman
Moderat : Jurnal Ilmiah Ilmu Pemerintahan Vol 12 No 1 (2026): Februari 2026
Publisher : Program Studi Ilmu Pemerintahan FISIP Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/moderat.v12i1.5624

Abstract

This study is to assess the degree to which inclusive education policies have been used in Indonesian primary education units, pinpoint difficulties and barriers, and provide a scholarly contribution to the field of public administration studies, specifically with regard to the application of education policies. The study used a qualitative methodology and a literature review technique, critically examining government papers, policy documents, regulations, and other studies. The research was restricted to the conceptual and policy levels through the use of a literature review, which strengthened the theoretical knowledge and analytical foundation for the implementation of inclusive education policies. The findings show that while Indonesia has a solid legislative foundation for inclusive education, there are still a number of obstacles to overcome before it can be implemented in primary schools. Planning, organization, execution, and supervision are areas where disparities occur. Teachers lack the necessary pedagogical skills to work with pupils who have special needs, the inclusive organizational structure has not been developed adequately, and policy distribution has not been divided equally. Additionally, the quality of inclusive services is deteriorated by a lack of facilities, a tight budget, and social stigma.. Through a public governance approach that highlights the connection between policy design, institutional capability, and social dynamics in the context of primary education, this study strengthens the viewpoint of inclusive education policy implementation. The study's findings support the idea that Indonesia's problems with inclusive education stem not just from a lack of funding but also from a lack of ability to integrate policies and implement them across sectors. Therefore, attaining effective, equitable, and sustainable inclusive education requires interagency collaboration, strengthening governance, and methodically increasing teacher capacity.
Co-Authors Andriansyah Andriansyah NISA WENING ASIH SUTRISNO Salam, Rahmat TAUFIQUROKHMAN, TAUFIQUROKHMAN