Inspiring Achievement: UPI Inclusive Music Student Successfully Completes Piano Performance Skripsi
Rizal Kurniawan Soeganda, an inclusive-education student of the Music Study Program at Universitas Pendidikan Indonesia (UPI), successfully completed his undergraduate skripsi defense on Friday, 5 December 2025, in an academic atmosphere that honored diversity and inclusivity. This achievement marks an important milestone for Rizal, who has undergone a long and dedicated process in developing his scholarly work. The examination was held in a faculty environment that provides a safe and supportive space for inclusive students to demonstrate their full potential. This moment also reaffirms that students with special needs are fully capable of meeting high academic standards when provided with appropriate support, opportunities, and facilities. Rizal’s accomplishment was warmly applauded by faculty members and fellow students in the program.
The examination serves as strong evidence of UPI’s commitment to implementing inclusive, equitable higher education that ensures access for all students without exception. This commitment is not merely articulated in policy documents, but is clearly reflected in actual academic practice, both in the examination room and in daily academic activities. UPI ensures that every student receives fair access to academic evaluation, including those with special needs. The conduct of this defense highlights the university’s ongoing efforts to cultivate a humanistic learning environment in which the values of equity and constructive inclusivity can be genuinely experienced by the entire academic community.
Figure 1. Rizal presenting the analytical framework of his skripsi on the adaptation of the Shearing Sound Piano Method, demonstrating academic competence supported through inclusive learning facilities. (Source: FPSD Press, 2025).
In his defense, Rizal presented his research titled Adaptasi Shearing Sound Piano Methode pada Lagu “Slow Walking in Isola” with convincing academic competence and a well-structured argumentation. He elaborated on the research background, theoretical foundation, and methodological adaptation in a comprehensive manner. His mastery of the material enabled him to deliver a clear and effective presentation, demonstrating the depth of his learning throughout the skripsi-writing process. His organized delivery and responsiveness to examiners’ questions further illustrated that inclusive students can achieve high academic standards when given sufficient support. The examiners commended his performance, noting the clarity and quality of his explanations.
The examination process was supported by adaptive facilities and mentoring that ensured Rizal could present his work optimally according to his needs. Facilities such as disability-friendly examination rooms, supportive devices, and more flexible time arrangements were integral components of the inclusive services provided. The guidance of his supervising lecturers also played a crucial role in helping him understand the systematic structure of thesis development. All forms of support were designed to allow inclusive students to demonstrate their academic capabilities without unnecessary technical barriers. This sensitivity to students’ diverse needs stands as a concrete example of inclusive education practices at UPI.
Rizal’s success reflects UPI’s vision of becoming a leading university that prioritizes equitable access to quality education for all, including inclusive students. UPI remains committed to building an academic ecosystem that not only focuses on curriculum improvement but also ensures equal opportunities for every student to develop their academic potential. Rizal’s achievement shows that this vision is not merely aspirational but is actualized through tangible action. By providing equitable academic spaces, UPI contributes to achieving the national mandate to cultivate an educational environment grounded in justice and continuous quality development.
The efforts of the study program to deliver inclusive academic services align with UPI’s mission to advance education based on innovation and local wisdom. The Music Study Program ensures that learning facilities, teaching methods, and evaluation mechanisms remain accessible to all students. Such approaches not only support inclusive students but also foster an academic culture that is more aware and appreciative of diversity. This inclusive orientation demonstrates that innovation is not solely technological, but also involves renewed attitudes, methods, and policies that empower all members of the learning community. As a result, the study program stands as a model for inclusive educational practice within the university.
Figure 2. Rizal presenting the analytical framework of his skripsi on the adaptation of the Shearing Sound Piano Method, demonstrating academic competence supported through inclusive learning facilities. (Source: FPSD Press, 2025).
The faculty hopes that Rizal’s accomplishment will inspire other students and reinforce UPI’s mission to prepare competent educators, musicians, and professionals in the fields of music and education. The success of an inclusive student in completing a thesis is considered an important demonstration that diversity does not hinder academic achievement. The faculty also believes that such accomplishments can encourage other students to develop greater confidence in their abilities. By showcasing the tangible results of perseverance and dedication, Rizal contributes to strengthening an academic culture that upholds quality, resilience, and excellence as core values for all students.
Rizal’s achievement is inseparable from the unwavering support of his family, who consistently provided motivation, emotional assistance, and a conducive learning environment throughout his skripsi-writing process. A supportive family setting serves as a significant foundation for his academic development, especially when he encountered technical or psychological challenges. Their attention helped Rizal maintain focus and confidence at every stage of his thesis journey. This sustained support demonstrates that the success of inclusive students is a collective effort involving the individual, the institution, and the family. The family’s role further underscores the importance of collaboration in fostering academic success for all learners.
Contributor FPSD PRESS: Dr. Abizar Algifari Saiful, S.Pd., M.Sn.
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