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All Journal ELS Journal On Interdisciplinary Studies in Humanities Edu Cendikia: Jurnal Ilmiah Kependidikan
Nurlinda Nurlinda
Universitas Tadulako
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Pengaruh Manajemen Pendidikan Inklusif terhadap Layanan Anak Berkebutuhan Khusus di SD Zion Palu: The Influence of Inclusive Education Management on Services for Children with Special Needs at Zion Elementary School, Palu Censia Madelin Krisanti Muharam; Yusdin Bin. M. Gagaramusu; Dyah Rahmawati; Rizal Rizal; Nurlinda Nurlinda
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8187

Abstract

This study aims to determine the effect of inclusive education management on services for children with special needs (ABK) at Zion Elementary School, Palu. The study used a quantitative, comparative, causal (ex post facto) design, which focuses on cause-and-effect relationships based on conditions that have occurred without experimental treatment. The study population was the principal and all 17 class teachers at Zion Elementary School, Palu, who were also sampled through a saturated sampling technique. Data collection techniques included a questionnaire as the main instrument, along with observation, interviews, and documentation to strengthen the research results. Data analysis was carried out using descriptive analysis to describe the conditions of the research variables and inferential analysis using simple linear regression in SPSS to test the hypothesis. The results showed that the significance value was 0.021 < 0.05, indicating that H1 was accepted and H0 was rejected. This means that inclusive education management significantly influences services for children with special needs at Zion Elementary School in Palu. This finding indicates that the quality of ABK services is greatly influenced by the effectiveness of inclusive education management, especially in planning, implementation, and evaluation of learning. Thus, the better the implementation of inclusive education management, the more effective the services provided to children with special needs, both academically and socially. The results of this study are expected to serve as a basis for improving the quality of inclusive education services in elementary schools.
Hubungan Manajemen Pendidikan Inklusif terhadap Pembelajaran Anak Berkebutuhan Khusus (ABK) di SD Zion Palu: The Relationship between Inclusive Education Management and Learning for Children with Special Needs (ABK) at Zion Elementary School, Palu Diana Gloria Estevania Palindu; Yusdin Bin. M. Gagaramusu; Dyah Rahmawati; Rizal Rizal; Nurlinda Nurlinda
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8190

Abstract

This study aims to determine the relationship between inclusive education management and the learning of children with special needs (ABK) at Zion Elementary School, Palu. This study uses a quantitative, correlational research design to test the relationship between inclusive education management variables (independent variables) and ABK learning (dependent variable). The population in this study comprised all teachers at Zion Elementary School in Palu, with a sample of 17 selected using a saturated sampling technique. Data collection was conducted using a questionnaire that had been tested for validity and reliability, making it suitable as a research instrument. Data analysis was carried out using descriptive and inferential statistics, including the Pearson Product-Moment correlation test, assisted by SPSS version 27. Before testing the hypothesis, a prerequisite normality test was conducted using the Shapiro-Wilk test. The results showed a correlation coefficient (r) of 0.407, indicating a moderate relationship. However, the significance test yielded a p-value of 0.105, which exceeds the significance level of 0.05, indicating that the relationship between the two variables was not statistically significant. These findings indicate that inclusive education management is related to the learning of children with special needs, but it is not a dominant factor directly influencing their learning. Therefore, improving the quality of learning for children with special needs requires support from other factors, such as teacher competence, the availability of infrastructure, and collaboration among relevant parties.
Gender Representation in EFL/ESL Textbooks in Indonesia: A Literature Review Pebrina Nurwahyuningsih; Nurianti Nurianti; Nurlinda Nurlinda
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 4 (2023): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i4.31780

Abstract

Gender studies on language education have been a concerning topic among scholars. It has been encouraged through some interest in international organizations and Indonesia's government regulation on gender equality. However, few studies have investigated the review of gender representation in English textbooks in Indonesia. To fill this gap, the present study aims to review and discuss the studies of gender representation in learning materials, mainly English textbooks in Indonesia, and the possible future direction of the studies related to be conducted. The study was conducted through the literature analysis that was published within the last five years. The literature analysis involved gender representation in English textbooks in Indonesia, both junior and senior high school level textbooks. The first part of the paper presents an illustration of gender history in Indonesia. The second part discusses the current studies of gender representation in English textbooks in Indonesia. The third part attempts to explain the possible future of the studies related to be conducted. The study concludes that textbook plays an important role as a media that constructs both students' and teachers' perspectives on gender value and awareness in society and culture. Suggestions for further studies are made to bring other directions in conducting gender studies in English textbooks in Indonesia.
Gender Equality in Schools: Providing Gender Equality Learning Environment Pebrina Nurwahyuningsih; Nurianti Nurianti; Nurlinda Nurlinda
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 1 (2024): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i1.33217

Abstract

Gender equality implementation in education aspect in Indonesia is still far from the ideal criteria. One of the reasons is affected by the patriarchal culture that constructs society’s perspective. The Indonesian government has conducted many studies on gender to promote gender equity and inclusion in Indonesia. As a result, the Minister of Education issued regulation No.84/2008 concerning guidelines for the implementation of gender in education. However, access to education, quality education, and the level of participation of women still lack (Lestariyana, et al., 2020; Lestyoningsih, 2020; Mustofa, et al., 2021; Natasha, 2013; Suwarno, et al., 2021; Tyarakanita, et al., 2021). Thus, it is necessary to conduct a comprehensive literature review to illustrate the implementation of gender equality in schools to promote awareness. Through qualitative descriptive study, a variety of publications and journal articles were analyzed. The literature review was divided into three sections, involving the portrayal of gender equality in Indonesia, gender bias in education, and implementation of gender equality in school. The study concludes some aspects that should be implemented to create a gender-responsive school environment and raise the awareness of the students, including the development of curriculum, learning methods, teacher development, and continuous assessment. Developing all these aspects periodically means breaking down the “traditional” cultural concept of gender, which certain genders sometimes excluded. Development needs to be done to ensure the school promotes and facilitates gender equality.
Co-Authors Censia Madelin Krisanti Muharam Diana Gloria Estevania Palindu Dyah Rahmawati Nurianti Nurianti Pebrina Nurwahyuningsih Pebrina Nurwahyuningsih Rizal, Rizal Yusdin Bin. M. Gagaramusu