Educational service quality in Juvenile Detention Centers: inclusivity and national standards
DOI:
https://doi.org/10.64014/jik.v23i1.270Keywords:
inclusivity, JDC, Juvenile Detention Center, national education standardsAbstract
Education in the Juvenile Detention Center (JDC) plays a strategic role in fulfilling children’s fundamental rights while also serving as a means of rehabilitation and social reintegration. This study aims to analyze the quality of educational service provision across three JDCs, drawing on the National Education Standards and principles of inclusivity. The study employs a qualitative case study design. Data were collected through in-depth interviews with teachers and educational program administrators and were analyzed using thematic analysis. The findings indicate that the fulfillment of educational standards, particularly in terms of curriculum, assessment, and facilities, remains partial. Major gaps were identified in responsive instructional practices, the use of learning media, and the evaluation of educational programs. Although educational access has been provided to all juveniles in care, adaptation to individual learning needs remains limited, and most educators lack specific competencies in inclusive education. These findings suggest that the implementation of inclusivity principles in LPKA remains largely formalistic, resulting in an educational provision that has not yet fully functioned as an effective rehabilitation mechanism due to systemic and institutional constraints. Therefore, more targeted policies, enhanced educator competencies, and stronger inter-agency collaboration are required.
Abstrak
Pendidikan di Lembaga Pembinaan Khusus Anak (LPKA) memiliki peran strategis sebagai pemenuhan hak dasar anak sekaligus sebagai sarana rehabilitasi dan reintegrasi sosial. Penelitian ini bertujuan untuk menganalisis kualitas penyelenggaraan layanan pendidikan di tiga LPKA dengan mengacu pada Standar Nasional Pendidikan dan prinsip inklusivitas. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam dengan guru dan pengelola program pendidikan, kemudian dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa pemenuhan standar pendidikan, khususnya pada aspek kurikulum, asesmen, dan sarana prasarana, masih bersifat parsial. Kesenjangan utama ditemukan pada praktik pembelajaran yang responsif terhadap kebutuhan peserta didik, pemanfaatan media pembelajaran, serta evaluasi program pendidikan. Meskipun akses pendidikan telah diberikan kepada seluruh anak binaan, penyesuaian terhadap kebutuhan individual masih terbatas dan sebagian besar pendidik belum memiliki kompetensi khusus dalam pendidikan inklusif. Temuan ini menunjukkan bahwa penerapan prinsip inklusivitas di LPKA masih bersifat formalistik, sehingga penyediaan pendidikan belum sepenuhnya berfungsi sebagai mekanisme rehabilitasi yang efektif akibat keterbatasan sistemik dan kelembagaan. Oleh karena itu, diperlukan kebijakan yang lebih terarah, peningkatan kompetensi pendidik, serta penguatan kolaborasi antar lembaga.
Kata Kunci: inklusivitas; Lembaga Pembinaan Khusus Anak; LPKA; standar nasional pendidikan
References
Ackerman, E., Magram, J., & Kennedy, T. D. (2024). Systematic review: impact of juvenile incarceration. Child Protection and Practice, 3(1), 1-11.
Alnaji, A. O. (2022). Curriculum planning model in general education. Journal of Curriculum and Teaching, 11(5), 275-288.
Andriana, E., Kiling, I., & Evans, D. (2025). Inclusive education for indigenous students in the Indonesian context. International Journal of Inclusive Education, 29(3), 413-427.
Azamfirei, L., Meliț, L. E., Mărginean, C. O., Văsieșiu, A. M., Cotoi, O. S., Bică, C., ... & Muresan, S. (2025). Student-centered curriculum: the innovative, integrative, and comprehensive model of “George Emil Palade” University of Medicine, Pharmacy, Sciences, and Technology of Targu Mures. Education Sciences, 15(8), 1-16
Barbot, B., & Hein, S. (2021). Identity distress, parental response, and problem behaviors in juvenile justice-involved boys. Criminal Justice and Behavior, 48(7), 884-901.
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis?. Qualitative Research in Psychology, 18(3), 328-352.
Coker, D. (2020). Action research in a juvenile detention school: new processes, paradigms, and possibilities. Education Quarterly Reviews, 3(3), 411-430.
Craig, S., McConnell, H., Stark, P., Devlin, N., McKeaveney, C., & Mitchell, G. (2025). A convergent mixed-methods evaluation of a co-designed evidence-based practice module underpinned by universal design for learning pedagogy. Nursing Reports, 15(7), 1-18.
Dixit, A. C., Harshavardhan, B., Ashok, B. C., Sriraj, M. A., & Prakasha, K. N. (2024). Innovative pedagogical approaches for diverse learning styles and student-centric learning. Journal of Engineering Education Transformations, 37(1), 178-188.
Fahim, A., Tan, Q., Naz, B., Ain, Q. U., & Bazai, S. U. (2021). Sustainable higher education reform quality assessment using SWOT analysis with integration of AHP and entropy models: a case study of Morocco. Sustainability, 13(8), 1-19.
Gläser-Zikuda, M., Zhang, C., Hofmann, F., Plößl, L., Pösse, L., & Artmann, M. (2024). Mixed methods research on reflective writing in teacher education. Frontiers in Psychology, 15(1), 1-12.
Gunawan, D., Santoso, Y. B., Ridwan, P. G., Meggy, H., Juhanaini, J., Warnandi, N., ... & Sabriyati, E. Enhancing teacher competence in identifying student needs through NIMID at inclusive schools. Inovasi Kurikulum, 21(4), 2049-2060.
Hollings, S. (2021). Implementation barriers of inclusive education and their impact on stakeholders: a review of the literature. International Journal of Childhood Education, 2(1), 27-45.
Hughes, T., Raines, T., & Malone, C. (2020). School pathways to the juvenile justice system. Policy Insights from the Behavioral and Brain Sciences, 7(1), 72-79.
Hussein, A. (2024). Empowering change: A review of educational leadership dynamics in juvenile detention centers. Journal of Management and Engineering Integration, 17(2), 117–125.
Jornevald, M., Pettersson‐Roll, L., & Hau, H. (2024). The good behavior game for students with special educational needs in mainstream education settings: a scoping review. Psychology in the Schools, 61(3), 861-886.
Juariyah, S. P., Hidayat, U. S., Winarni, W., & Al-Hadi, T. (2025, July). Systematic literature review on inclusive education policies in primary schools: a comparative analysis of Yogyakarta and Sukabumi. Proceedings of the 5th International Conference on Education, Humanities, and Social Science (ICEHoS 2025)–Japan Series, 940(1), 75-90.
Karatoprak, S., Ayaz, N., Dönmez, Y. E., & Dogan, M. (2021). Assessment of suicide probability and related factors in male incarcerated adolescents: a sample of reformatory center in Turkey. International Journal of Law and Psychiatry, 78(1), 1-14.
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846-854.
Leone, P. E., & Wruble, P. C. (2015). Education services in juvenile corrections: 40 years of litigation and reform. Education and Treatment of Children, 38(4), 587-604.
Najah, A. F., Kristaningtyas, N. A., Arsalan, R. N., Hafiz, S., & Lubis, A.-R. (2025). Challenge and recommendation of inclusive education in the juvenile prison at juvenile rehabilitation center (LPKA) Class II Yogyakarta. Action Research Literate, 9(1), 50-54.
Noorman, K., & Brancale, J. N. (2025). Individual and institutional facilitators and barriers to reentry preparedness among detained and committed youth. Social Sciences, 14(4), 1-23.
Ochoa, T. A., Datchi, C. C., Weller, N. M., Northcutt Bohmert, M., & Grubbs, D. (2021). Education and transition for students with disabilities in American juvenile correctional facilities. Intervention in School and Clinic, 56(5), 293-300.
Ødegård, M., & Solberg, S. (2024). Identifying teachers’ reactive strategies towards disruptive behavior in classrooms. Teaching and Teacher Education, 145(1), 1-9.
Park, K. H., Kim, S. Y., & Park, S. A. (2022). Efficacy of a horticultural therapy program designed for emotional stability and career exploration among adolescents in juvenile detention centers. International Journal of Environmental Research and Public Health, 19(14), 1-9.
Pasmawati, H., Badeni, B., Dharmayana, I. W., Pertiwi, Y., & Sari, W. K. (2024). Education as a path to rehabilitation: challenges and prospects in the Juvenile Rehabilitation Facility Class II A Bengkulu, Indonesia. Konselor, 13(4), 327-339.
Prayitno, K. P., Oktobrian, D., & Barkhuizen, J. (2023). Addressing prison education and the obstacles in ensuring the right to education in Indonesian juvenile correctional facilities. JSEAHR, 7(2), 123-153.
Priyadharsini, V., & Mary, R. S. (2024). Universal Design for Learning (UDL) in inclusive education: accelerating learning for all. Shanlax International Journal of Arts, Science and Humanities, 11(4), 145-150.
Putri, A. A. I. D. D., & Lestari, Y. B. (2022). Education behind bars: problems and strategies for teaching English to Protégés of Central Lombok Juvenile Detention Center. Education Quarterly Reviews, 5(2), 381-387.
Rahma, R. B., Ikhwanul Muslim, & Sunariyo. (2025). Pemenuhan hak anak yang berhadapan dengan hukum dalam menjalani pendidikan di Lembaga Pembinaan Khusus Anak (LPKA) Kelas II Tenggarong. Journal Presumption of Law, 7(1), 59–72.
Reese, D. M. (2021, March). School counselor preparation to support inclusivity, equity and access for students of color with disabilities. Frontiers in Education, 6(1), 1-12
Riyanto, F. A., & Muhammad, A. (2021). Implementasi hak pendidikan pada anak berhadapan (berkonflik) dengan hukum di Lembaga Pembinaan Khusus Anak Kelas I Kutoarjo. Jurnal Justitia, 8(6), 1613-1623.
Sharma, A., & Gill, S. (2024). Inclusive education: meaning, concept & objectives. Journal of Multidisciplinary Research, 1(3), 261-271.
Sitorus, F., & Simamora, J. (2025). The role of the special development institution for children (LPKA) as a rehabilitation center for juvenile offenders. International Journal of Law and Society, 2(2), 11–17.
Someki, F., & Allen, D. (2021). Reframing assessment as relational: how do teachers of incarcerated youth understand assessment?. Education and Urban Society, 53(3), 311-335.
Staikova, M., Ivanova, V., & Chivarov, N. (2024). Students understanding for AI in different educational levels. IFAC-PapersOnLine, 58(3), 182-186.
Strijker, D., Bosworth, G., & Bouter, G. (2020). Research methods in rural studies: qualitative, quantitative and mixed methods. Journal of Rural Studies, 78(1), 262-270.
Widyaningtyas, M. N. H. P., & Subroto, M. (2023). Analisis Yuridis terhadap implementasi program pendidikan kesetaraan bagi anak binaan di lembaga pembinaan khusus anak. Jurnal Intelektualita: Keislaman, Sosial dan Sains, 12(2), 21-28.
Woods, P. J., & Copur-Gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138(1), 1-16.
Zdoupas, P., & Laubenstein, D. (2024). Social impacts of inclusive education: on the requirement for an emphasis on girls with Emotional and Behavioral Disorders (EBD) in research on inclusion. Societal Impacts, 4(1), 1-5.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Hendriano Meggy, Yoga Budhi Santoso, Ana Fatimatuzzahra, Kholifatul Novita Ningsih, Anira Zakiyyah Febrianti, Naila Cynthia Fajrin, Wafda Arafah Khairunnisa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
