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All Journal ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia SOCIALE: International Journal of Social Studies
Siti Azizah
Universitas Islam Negeri Madura
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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CULTURAL IDENTITY STEREOTYPES OF MADURESE WOMEN IN TRADITIONAL EXPRESSIONS Moh Hafid Effendy; Saiful Hadi; Siti Azizah; Mochamad Arifin Alatas; Akhtem A. Dzhelilov
Jurnal Gramatika Vol 12, No 1 (2026): Spring Issue (April-September)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2026.v12i1.10809

Abstract

The phenomenon of stereotypes against Madurese women embedded in traditional expressions reflects profound tensions between entrenched cultural values, evolving social norms, and prescribed gender roles within the society. While Madurese culture is rich in oral traditions, previous studies have tended to focus on general cultural descriptions without critically examining the nuanced construction of female identity within these linguistic artifacts. Consequently, this study aims to explore how the cultural identity of Madurese women is systematically formed and reproduced through proverbs and investigates how specific stereotypes emerge and persist in everyday social practices. Employing a qualitative ethnographic approach, data were collected through in-depth interviews, participant observation, and textual analysis of specific proverbs related to character, moral values, social relations, and the domestic and public role of women. This method allowed for a deep exploration of the social, cultural, and historical contexts surrounding these expressions. The results of the study show that Madurese women are predominantly described as hardworking, resilient, and significantly contributing to the economy, yet they are simultaneously burdened with the heavy responsibility of maintaining the honor of the family. Traditional proverbs display a complex duality between genuine appreciation for women's vital roles and subtle social control over their morality. Thus, these expressions function as both a cultural reflection and a normative instrument in the ongoing construction of gender identity. These findings confirm that Madurese stereotypes of women are not static but are the result of continuous negotiations between tradition, structural patriarchy, and modern social change. Ultimately, this research provides new insights into the dynamics of gender identity in Madurese society, offering implications for understanding how language perpetuates or challenges gender inequalities in indigenous communities. Understanding these linguistic mechanisms is crucial for developing interventions that promote gender equity while respecting cultural heritage.
The Use of Crossword Puzzle Learning Media to Improve Social Studies' Motivation and Learning Outcomes in Students Ryan Shobib; Siti Azizah
SOCIALE: Jurnal Internasional Kajian Sosial Vol 3 No 1 (2026)
Publisher : Universtias Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/sociale.v3i1.23986

Abstract

This study is motivated by the need to improve students' cognitive learning outcomes in Social Studies (IPS), which remain below the Minimum Learning Mastery Criteria (KKTP) of 75 in class VIII-A at MTsN 1 Pamekasan. The purpose of this research is to enhance students' cognitive learning outcomes through the implementation of the Snowball Throwing learning model. The study employed a Classroom Action Research (CAR) design conducted in two cycles, involving 26 students as subjects. Each cycle consisted of planning, action, observation, and reflection stages. Data were collected through documentation, observation, and tests, and were analyzed descriptively. The success indicators were the achievement of the KKTP score of 75 and an increase in classical learning completeness. The results showed a significant improvement in student learning outcomes. In cycle I, the average score was 66.42 with a learning completeness of 38.46%. In cycle II, the average score increased to 80.15 with a learning completeness of 76.92%. These findings indicate that the Snowball Throwing learning model is effective in improving students' cognitive learning outcomes in Social Studies.
Integration of the Montessori Approach in Inclusive Education as an Effort to Achieve Social Sustainability: A Study at SIT Al Uswah Pamekasan Nurul Qomariyah; Siti Azizah
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24470

Abstract

This study aims to analyze the integration of the Montessori approach into inclusive education practices as a strategy to achieve social sustainability at SIT Al Uswah Pamekasan. Amid increasing issues of intolerance, the marginalization of children with special needs, and a growing empathy crisis in primary education, schools are required to develop a learning ecosystem that is equitable, participatory, and sustainable. The Montessori approach, developed by Maria Montessori, emphasizes child-centered learning, respect for diversity, and the development of independence and social responsibility. This study employs a qualitative approach with a descriptive design to explore the practice of integrating Montessori pedagogy within an inclusive setting, including learning strategies, school culture, and the dynamics of students’ social interactions. Data were collected through observation, in-depth interviews, and document analysis, and were analyzed thematically. The findings indicate that the integration of Montessori principles into inclusive education contributes to strengthening social cohesion, enhancing students’ empathy, and fostering a supportive and non-discriminatory learning environment. These findings suggest that the synergy between Montessori pedagogy and inclusive education can serve as a strategic model for fostering social sustainability at the primary education level.
Reconstruction of Sustainable Development through Education for Sustainable Development (ESD) to Strengthen National Resilience A. Fatikhul Amin Abdullah; Agung Dwi Bahtiar El Rizaq; Muhammad Hadiatur Rahman; Sahrul Romadhon; Shinta Oktafiana; Faraniena Yunaeni Risdiana; Ahmad Imam Khairi; Itaanis Tianah; Siti Azizah
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24797

Abstract

Education for Sustainable Development (ESD) has become a strategic approach in supporting the achievement of the Sustainable Development Goals (SDGs) through the integration of environmental, social, cultural, policy, and technological transformation aspects within education. This study aims to analyze the trends of ESD research in Indonesia, Singapore and Japan based on several major themes, namely Culture and Social, Environmental and Energy, Policy and Regulation, and Technology and AI for Supporting ESD. The study employed a literature review approach by analyzing scientific articles from various national and international universities. The findings reveal that the implementation of ESD has evolved toward a multidisciplinary approach emphasizing the integration of local culture, ecological literacy, character education, educational policy, and digital transformation. Previous studies demonstrate that experience-based learning, inquiry learning, ethnopedagogy, and the utilization of Artificial Intelligence (AI) can enhance students’ critical thinking, creativity, digital literacy, social awareness, and environmental responsibility. Furthermore, the successful implementation of ESD is strongly influenced by the synergy among educational policies, local cultural values, technological innovation, and active community participation. Therefore, ESD should not merely be understood as environmental education, but rather as a process of social transformation that supports holistic and contextual sustainable development.
Co-Authors A. Fatikhul Amin Abdullah Agung Dwi Bahtiar El Rizaq Ahmad Imam Khairi Akhtem A. Dzhelilov Faraniena Yunaeni Risdiana Itaanis Tianah Mochamad Arifin Alatas Moh Hafid Effendy Muhammad Hadiatur Rahman Nurul Qomariyah Ryan Shobib Sahrul Romadhon Saiful Hadi Shinta Oktafiana