Masrukhi, Pearl K. Subban, Hendri Irawan, Tutik Wijayanti, Didi Pramono, Moh Farizqo Irvan
This study analyses the effectiveness of inclusive education in fostering civic intelligence among junior high school students in Semarang City, emphasising its role in promoting empathy, tolerance and social participation. Using a descriptive qualitative approach, the study finds that affirmative policies, including inclusive admission pathways and support services, such as the Disability Service Unit (ULD) and Rumah Duta Revolusi Mental (RDRM), contribute to the creation of equitable and collaborative learning environments. Inclusive classroom interactions strengthen the character of students with special needs while encouraging regular students to internalise democratic values. Statistical analysis reveals a strong positive relationship between the implementation of inclusive education and students' civic intelligence (R = 0.939; R² = 0.882; p < 0.05), indicating that inclusive practices account for nearly 88% of the variance in civic intelligence. The findings confirm that inclusive classrooms supported by affirmative policies and institutional services foster empathy, tolerance and social solidarity. However, challenges remain, including limited teacher competence, inadequate infrastructure, social stigma, uneven parental involvement and the absence of comprehensive evaluation systems. The study underscores the need for integrated teacher training, strengthened support systems and systematic evaluation to maximise the role of inclusive education in civic intelligence development. © 2026 Informa UK Limited, trading as Taylor & Francis Group.
Faculty of Social Sciences and Political Science, Universitas Negeri Semarang, Semarang, Indonesia; Monash University, Clayton, Australia; Civic Education, Universitas Negeri Surabaya, Surabaya, Indonesia
