Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Jurnal Pemberdayaan Masyarakat Assyfa Journal of Islamic Studies Jurnal Pustaka Indonesia
Agustina Tri Wijayanti
Universitas Negeri Yogyakarta, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Mapping Intercultural Dialogue Networks In Multicultural Schools: A Social Network Analysis Of Teachers, Students, And Community Actors Agustina Tri Wijayanti; Taryatman Taryatman; Zaenal Abidin; Husni Thamrin; Rizal Bakti
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2122

Abstract

Intercultural dialogue in multicultural schools is sustained by relational ties among teachers, students, school leaders, and community actors, yet its structural configuration remains insufficiently mapped in Indonesian school contexts. This study addresses this gap by applying a hybrid Systematic Literature Review and Social Network Analysis (SLR-SNA) approach to identify central actors, brokers, communities, and structural vulnerabilities in intercultural dialogue networks. Literature was retrieved from Scopus and Google Scholar using database-specific search strings on intercultural dialogue, multicultural schooling, school actors, and network relations. Following PRISMA-compliant screening of publications from 2020 to 2025, 32 articles were retained. Actor-programme relationships were extracted through a predefined codebook and transformed into a two-mode matrix comprising 55 nodes and 161 undirected, unweighted edges. The network was analysed in Gephi 0.10.1 using degree, betweenness, closeness, bridging coefficient, and Louvain modularity. Results: Four communities emerged: Teacher Actors (C0), Student Actors (C1), Community Actors (C2), and School Leadership (C3). School Leadership occupied the most dominant brokerage position, with the School Principal recording the highest degree (17) and betweenness centrality (102.40). Student actors showed the strongest intercommunity connectivity, whereas community actors had high bridging coefficients but low integration, indicating unrealised bridging potential. The network density was 0.109 and modularity reached Q = 0.524, indicating a sparse and fragmented dialogue ecosystem. These findings reveal a leadership-dominated, student-intermediated, and community-marginalised network architecture. Strengthening intercultural dialogue therefore requires institutionalising community participation, distributing student bridging roles, and reducing excessive dependence on school leadership.
Optimization of Moodle-based Learning Management System in Sociology Learning: A Differentiated Approach Analysis Fahma Fitroti; Saliman Saliman; Anik Widiastuti; Agustina Tri Wijayanti
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.472

Abstract

Sociology learning requires critical, analytical, and reflective thinking, which is often not fully supported by traditional teaching methods. Differentiated learning offers a way to address diverse student needs, and Moodle, as a Learning Management System (LMS), provides a potential platform to support this approach. This study aims to examine how Moodle can optimize differentiated learning in Sociology subjects. Using a quantitative descriptive method, data were collected from 176 students of grades XI and XII majoring in Sociology at SMAN 1 Jogonalan, selected through simple random sampling. The instrument was an online questionnaire with closed-ended Likert scale items and open-ended questions to explore challenges. Descriptive statistical analysis revealed that 48.30% of students rated their Moodle use as high, 26.14% as medium, and 25.57% as low. Students perceived Moodle as useful in increasing learning flexibility, supporting concept understanding, and accommodating individual learning styles. However, limitations were also identified, including insufficient infrastructure and a lack of digital proficiency. The study concludes that Moodle has the potential to strengthen differentiated learning in Sociology. The findings contribute to the development of technology-based learning strategies in secondary education and underscore the need for additional support and training to facilitate effective LMS implementation.
Literacy Culture Behind Yogyakarta's Success in the 2026 Academic Competency Test Eki Yulia Susanti; Agustina Tri Wijayanti; Sudrajat Sudrajat; Finan Ahsani Taqwim
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies (August) In Press
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1185

Abstract

The Special Region of Yogyakarta achieved the highest national performance in the 2026 Academic Competency Test, highlighting the need to examine educational factors associated with students’ academic achievement, including literacy culture. This study synthesizes the relationship between literacy culture and academic achievement and examines its implications for interpreting Yogyakarta’s test results. A systematic literature review was conducted using a selection process guided by PRISMA 2020. The corpus comprised 21 publications issued between 2020 and 2026, including journal articles, conference proceedings, a thesis, a preprint, and official national and international reports. The publications were retrieved from Google Scholar, Scopus, ERIC, Crossref, Dimensions, and Garuda and analyzed through thematic content analysis. The synthesis indicates that literacy culture is associated with reading habits, information comprehension and literacy, critical thinking, problem-solving skills, and various indicators of academic achievement. These relationships are also shaped by family support, teacher competence, the school environment, learning motivation, and socioeconomic conditions. The findings position literacy culture as a strategic component of the educational ecosystem that may support academic achievement. In the context of Yogyakarta’s 2026 Academic Competency Test results, literacy culture provides a relevant conceptual perspective for interpreting the province’s performance; however, it cannot be regarded as a direct causal factor without further empirical investigation.
Co-Authors Anik Widiastuti Eki Yulia Susanti Fahma Fitroti Finan Ahsani Taqwim Husni Thamrin Rizal Bakti Saliman Saliman Sudrajat Sudrajat Taryatman Taryatman ZAENAL ABIDIN