THE INFLUENCE OF AN INCLUSIVE LEARNING ENVIRONMENT ON EARLY CHILDHOOD EMPATHY ABILITIES AT SUN GLOBAL SCHOOL KINDERGARTEN, PEKANBARU

Abstract

This research was motivated by the importance of developing empathy skills in early childhood as a foundation for social-emotional character, as well as the potential of inclusive learning environments in fostering these skills through interaction with diverse peers. The study aimed to determine the effect of an inclusive learning environment on the empathy skills of early childhood at Sun Global School Kindergarten, Pekanbaru. A quasi-experimental method with a nonequivalent control group design was employed. The research sample consisted of 19 children divided into an experimental group and a control group. Data were collected through observation, pretest, five sessions of inclusive learning treatment, and posttest using an empathy instrument covering four aspects, then analyzed using statistical tests. The results showed that the inclusive learning environment had a significant effect on improving early childhood empathy skills, with the experimental group experiencing an average increase of 28.8 points while the control group only increased by 1.3 points. These findings imply that implementing inclusive education from an early age is effective in building a positive social-emotional character foundation, particularly in developing the ability to understand others' perspectives and prosocial behavior in children.