The Influence of Inclusive Education on Students’ Social Skills and Self-Esteem at SDN 1 Gereneng in the Academic Year 2025/2026

Ria  Indriani; Andi  Sulastri; Muhammad  Husni; Yul Alfian  Hadi

doi:10.69896/modeling.v12i3.2970

Authors

Ria Indriani Universitas Hamzanwadi
Andi Sulastri Universitas Hamzanwadi
Muhammad Husni Universitas Hamzanwadi
Yul Alfian Hadi Universitas Hamzanwadi

DOI:

https://doi.org/10.69896/modeling.v12i3.2970

Keywords:

inclusive education, social skills, self-esteem, elementary students, educational psychology

Abstract

This study investigates the influence of inclusive education on students’ social skills and self-esteem at SDN 1 Gereneng in the 2025/2026 academic year. Using simple linear regression analysis, the findings demonstrate that inclusive education significantly predicts both variables, with 89.1% of the variance in social skills (F = 69.729; p < 0.05; R² = 0.891) and 92% of the variance in self-esteem (F = 97.562; p < 0.05; R² = 0.920) explained by its implementation. The results indicate that inclusive educational practices not only enhance students’ collaboration, empathy, responsibility, and self-regulation in social interactions but also strengthen their confidence and sense of self-worth. Theoretically, this research contributes to educational psychology by affirming the role of inclusive environments in fostering both social competence and self-esteem. Practically, it highlights the importance of designing learning strategies, extracurricular activities, and school climates that balance cognitive, affective, and social dimensions. These findings suggest that inclusive education provides a critical foundation for developing equitable, supportive, and diversity-affirming learning environments that nurture students’ holistic growth.

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