KONSTRUKSI SOSIAL PEMENUHAN HAK POLITIK DAN PEMBERDAYAAN DISABILITAS UNTUK CIVIC EQUALITY DALAM PERSPEKTIF PENDIDIKAN KEWARGANEGARAAN

Agil Nanggala, - and Karim Suryadi, - and Cecep Darmawan, - and Epin Saepudin, - (2025) KONSTRUKSI SOSIAL PEMENUHAN HAK POLITIK DAN PEMBERDAYAAN DISABILITAS UNTUK CIVIC EQUALITY DALAM PERSPEKTIF PENDIDIKAN KEWARGANEGARAAN. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini diawali oleh: 1) ableisme yang diskriminatif akibat individual atau medical
model of disability juga charity model of disability, 2) realitas pemenuhan hak politik dan
pemberdayaan disabilitas yang belum optimal juga menjadikan eksistensinya sebatas objek,
lalu 3) substansi dan praktik PKn yang belum memuat kajian disabilitas membuat civic
engagement belum mengarah pada community civic yang ramah disabilitas. Riset ini
berbasis grand theory tentang konstruksi sosial model Berger & Luckmaan dan PKn
sebagai civic education dan citizenship education. Riset berbasis pendekatan kualitatif
dengan metode fenomenologi, lokasi riset yaitu: DKI Jakarta dan Banten, Jawa Barat juga
D.I Yogyakarta, teknik analisis data yaitu: 1) kondensasi, 2) display dan 3) verifikasi. Hasil
penelitian yaitu: 1) konstruksi sosial pada makna pemenuhan hak politik dan pemberdayaan
disabilitas untuk civic equality dalam perspektif PKn, pertama pemenuhan hak politik
disabilitas tidak sebatas realisasi hak pada pemilu tetapi memuat pelibatan, pemberdayaan
serta pendidikan politik disabilitas, kedua pemberdayaan disabilitas memuat upaya
penguatan kompetensi untuk kesetaraan dan pembuktian sosial bahwa disabilitas bisa
berdaya secara transformatif, 2) konstruksi sosial pada makna disabilitas untuk civic
equality menegaskan disabilitas bukan cacat, bukan aib keluarga, bukan beban sosial, lalu
bisa berdaya berbasis civic competence terlebih eksisnya disabilitas yang mencerminkan
citizenship transformative dan civic empowerment, sehingga menegaskan ableisme bersifat
subjektif dan harus dikritik berbasis PKn, 3) kebijakan pemerintah yang memenuhi hak
politik dan memberdayakan disabilitas secara landasan hukum telah representatif, tetapi
secara real9sasi untuk pemenuhan hak politik belum optimal dan menjadikan disabilitas
sebatas objek, lalu untuk pemberdayaan telah berbasis kompetensi dan bersifat demokratis
tetapi aspek keberlanjutan belum memadai, lalu civic engagement lebih direkomendasikan
secara kolektif agar efektif dan kolaboratif juga memuat civic virtue, 4) kajian disabilitas
bisa terintegrasi pada PKn karena relevan dengan Pancasila, membuat PKn semakin
inklusif, dan 5) pengembangan kurikulum PKn yang memenuhi hak politik dan
memberdayakan disabilitas berupaya membangun pattern agar praktik PKn konsisten
membangun community civic yang ramah disabilitas. Kesimpulan yaitu optimasi PKn bisa
mengatasi diskriminasi sosial kompleks pada disabilitas secara integratif. Implikasi yaitu
praktik PKn secara formal dan non formal harus memuat service learning dan aksi
pentahelix dalam memenuhi hak politik dan memberdayakan disabilitas untuk civic
equality juga memuat penguatan civic competence mahasiswa. Rekomendasi riset yaitu
KPU, dinas sosial, komunitas filantropi disabilitas, penyandang disabilitas, perguruan
tinggi, dosen dan mahasiswa, civitas akademika PKn, swasta dan media, serta peneliti
selanjutnya harus mengoptimalkan PKn formal dan non formal dalam memenuhi hak
politik dan memberdayakan disabilitas untuk civic equality karena integratif dan
transformatif.
This research was initiated by 1) discriminatory ableism due to the individual or medical
model of disability and charity model of disability and 2) the reality of the fulfillment of
political rights and empowerment of disabilities that have not been optimal also makes
their existence limited to objects 3) The substance and practice of civic educatuion that do
not include disability studies make civic engagement not yet lead to a disability-friendly
civic community. This research is based on the grand theory of social construction of the
Berger & Luckmann model and formal and non-formal civic education. Research based on
a qualitative approach with a phenomenological method. Research locations are DKI
Jakarta, West Java, and D.I. Yogyakarta. Data analysis techniques are 1) condensation, 2)
display, and 3) verification. The results of the research are 1) social construction of the
meaning of fulfilling political rights and empowering disabilities for civic equality in the
perspective of civic education: first, the fulfillment of political rights for disabilities is not
limited to the realization of rights in elections but includes the involvement, empowerment,
and political education of disabilities; second, empowerment of disabilities includes efforts
to strengthen competence for equality and social proof that disabilities can be empowered
transformatively. 2) social construction of the meaning of disability for civic equality
emphasizes that disability is not a disability, not a family disgrace, and not a social burden;
then it can be empowered based on competence, especially the existence of disabilities that
reflect transformative citizenship and civic empowerment, thus emphasizing that ableism
is subjective and must be criticized based on civic education. 3) government policies that
fulfill political rights and empower disabilities for legal basis have been representative,
but in practice, for the fulfillment of political rights, they have not been optimal and make
disabilities merely objects. Then, for empowerment, it has been based on competence and
is democratic, but the aspect of sustainability is not adequate. Then, civic engagement is
more recommended collectively to be effective and collaborative and also includes civic
virtue. 4) disability studies can be integrated into civic education because they are relevant
to Pancasila, making civic education more inclusive, and 5) development of civic
educatuion curriculum that fulfills political rights and empowers disabilities seeks to build
a pattern so that civic education practices consistently build disability-friendly civic
communities. The conclusion is that optimizing civic education can overcome complex
social discrimination against disabilities in an integrative manner. The implication is that
civic education practices must include civic equality projects, service learning, and
pentahelix collaboration in fulfilling political rights and empowering disabilities for civic
equality as well as strengthening students' civic competence. The research
recommendations are that the KPU, social services, philanthropic communities of
individual with disabilities, individual with disabilities, universities, lecturers and students,
civic education academics, the private sector and the media, as well as further researchers
must optimize formal and non-formal civic education in fulfilling political rights and
empowering people with disabilities for citizen equality because it is integrative and
transformative.

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Item Type:	Thesis (S3)
Additional Information:	https://scholar.google.com/citations?user=tdjDXh4AAAAJ&hl=en SINTA ID: 6869780 SINTA ID: 5988516 SINTA ID: 5989822 SINTA ID: 5989162
Uncontrolled Keywords:	Ableisme, Civic Engagement, Civic Equality, Disabilitas, PKn. Ableism, Disability, Civic Education
Subjects:	J Political Science > JA Political science (General) J Political Science > JC Political theory L Education > L Education (General)
Divisions:	Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan Kewarganegaraan-S3
Depositing User:	Agil Nanggala
Date Deposited:	02 May 2025 08:21
Last Modified:	02 May 2025 08:21
URI:	http://repository.upi.edu/id/eprint/132862

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