EVALUASI INKLUSIVITAS PERPUSTAKAAN DIGITAL UIN SUNAN KALIJAGA YOGYAKARTA BAGI MAHASISWA DIFABEL

Redi Aswari, NIM.: 23200012053 (2026) EVALUASI INKLUSIVITAS PERPUSTAKAAN DIGITAL UIN SUNAN KALIJAGA YOGYAKARTA BAGI MAHASISWA DIFABEL. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The research employs a descriptive quantitative approach with an evaluative method. Data were collected through an evaluation using the TAW tool on the homepage, OPAC, institutional repository, e-book and e-journal services, local e-journal, disability access features, and the MAOS Digilib repository, as well as through questionnaires administered to students with disabilities. The evaluation was based on an integrated framework combining the Web Content Accessibility Guidelines (WCAG) principle perceivable, operable, understandable, and robust and the Universal Design for Learning (UDL) principles representation, action and expression, and engagement supported by documentation analysis. Questionnaire data were analysed using descriptive statistical techniques with mean values. Overall, the findings indicate that the information presentation aspect (representation), particularly regarding the clarity of meaning of the displayed information, comfort and freedom from distractions in information presentation, and the ease of presenting information through various media, was perceived as inclusive by students with disabilities. However, aspects of information presentation related to audio or visual content delivery, the availability of audioor visual-based information alternatives, and the availability of text alternatives for non-text content were perceived as not inclusive. In terms of system access and interaction (action and expression), aspects related to keyboard accessibility and flexibility, user freedom and control without time limitations, ease of system operation and interaction consistency, compatibility of assistive tools with user needs, freedom in choosing assistive technologies, and the suitability of interaction methods with assistive tools were perceived as inclusive. Nevertheless, system responsiveness and continuity of interaction were perceived as not inclusive. Regarding user engagement in navigation and system feedback (engagement), aspects related to the ease of understanding the navigation structure and flow, clarity of information, and appropriateness of visual presentation were perceived as inclusive. In contrast, aspects related to the consistency of navigation structure and flow, compatibility of information with various assistive technologies, alignment between content and system responses, and the availability of time and control for feedback were perceived as not inclusive by students with disabilities. This study recommends the provision of alternative information in audio, visual, and text formats for non-text content, enhancement of system responsiveness to support sustained user interaction, improvement of structural consistency and navigation flow, strengthening of compatibility with assistive technologies, and the provision of adaptive time control and feedback mechanisms for users with disabilities.

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