This research focuses on transgender patients discrimination in Yogyakarta in accessing healthcare services. There are two questions on this research: what is the obstacle faced by the transgender-patients in accessing healthcare services? How is the analysis of biomedical ethics seeing this issue? Theresults on this research are despite the facttheywere notbeing discriminated inthehospital, they did not getthe health insurance by the governmentbecause of the administrative issuewhichcan not accommodatetheir genderchoice. Therefore, this researchseeks to understand the barriers of transgender patients in accessing healthcareservices through the perspective of biomedical ethics ofTom L. Beauchamp and James Childress. The researcher concludes that thegeneral ruleon social benefitsappliedin society isstill limitedonlyto the specificgenders. Itis not in accordance with the two principles in biomedical ethics:the principle of justice states that the transgender who is physically harmedhasright to getsocial benefitsto remedy the effect of thedisadvantagesdue to theirnatural property and to have more equal chance of life;and the principle of autonomy states that an autonomous decision of the transgender people to choose their gender is related to the individual rightsalthough they have different view with others andas long as their action do not leave the disadvantage toothers,it must be respected as a moral obligation.

Schools availability as public facilities is the government duty and responsibility. Recently, the government implemented a policy of school zoning system to increase society access to education. This policy requires children to choose school closest to their home. However, facts denoted that many problems occur with this system. School zoning techniques with buffer system become an obstacle due to the emergence of ‘blankspot area’. This study aims to provide an alternative solution of blankspot area problem in the school zoning system. This study applies network analysis using the p-median model (location-allocation analysis) and service area analysis. The network analysis used impendace modification as a standard for zoning based. ArcGIS is used as a spatial analysis tool to provide better illustration of this network analysis. The results indicated that the service area analysis was more effective in solving zoning technique problems compared to the p-median model analysis because it provided a higher percentage of demand coverage when using the same impedance constraints. However, the p-median analysis technique is able to provide a more realitic picture of the allocation for each demand (without impendance). This research emphasizes the importance of adding schools in order to optimize the school services.

Penelitian ini fokus pada transformasi metode pembelajaran Pancasila. Ada dua pertanyaan yang hendak dijawab, yaitu: 1) metode apa yang selama ini digunakan guru dalam pembelajaran Pendidikan Pancasila? Apa kelebihan dan kekurangan metode tersebut?; 2) apa inovasi yang dapat ditawarkan kepada guru Pendidikan Pancasila untuk membuat mata pelajaran Pancasila menjadi menarik? Berdasarkan hasil focus group discussion yang penulis lakukan di 72 sekolah yang tersebar di tiga kota, yakni Maluku, Kupang, dan Batam, sebagian besar guru masih menggunakan metode teacher centered learning karena keterbatasan sarana dan prasarana sekolah, serta kendala kemampuan guru. Implikasinya, output pembelajaran yang menekankan demokrasi dan kebhinekaan dalam kehidupan tidak tercapai maksimal dan kesenjangan kualitas pendidikan antar wilayah pedesaan dan perkotaan akan semakin besar. Oleh karena itu, penelitian ini bertujuan untuk menawarkan konsep experiential learning yang digagas oleh John Dewey sebagai basis metode penguatan pendidikan demokrasi dan Pancasila sebagai sarana dan tujuan untuk menggali pengalaman murid. Peneliti menyimpulkan experiential learning dapat mengatasi kesenjangan kualitas pendidikan dengan mendorong siswa untuk menjadi subjek aktif, bertanggung jawab, dan mandiri dalam proses belajarnya. Sedangkan guru berperan sebagai fasilitator yang membimbing aktivitas siswa. Apabila tahapan experiential learning dijalankan secara tepat, transformasi ini akan mendorong pembelajaran Pancasila yang lebih demokratis dan demokratisasi sejak dini.