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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Ilmu Sosial dan Humaniora SocioEdu: Sociological Education
Reschi Vanchristo Ardi Sinlae
Universitas Nusa Cendana
Humanities Education Mathematics Social Sciences Other

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Modal Sosial Pemuda Putus Sekolah dalam Komunitas Desa Kabupaten Malaka Stofiani Susana Lima; Abdul Syukur; Nirwaning Makleat; Reschi Vanchristo Ardi Sinlae
SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora Vol. 5 No. 2 (2026): Juni 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/sosmaniora.v5i2.7791

Abstract

School dropout is often understood as an indicator of social marginalization that limits young people’s opportunities in economic and social life. However, experiences in many local communities reveal a more complex reality. This study aims to examine how youth without educational credentials maintain social integration through community networks and economic activities in Malaka Regency, East Nusa Tenggara. The research employs a qualitative approach using a case study design. Data were collected through in-depth interviews with fifteen youth without diplomas in three villages, as well as focus group discussions with village officials, managers of Community Learning Centers (PKBM), and parents. The findings indicate that youth without diplomas remain actively involved in community life through participation in customary, religious, and collective activities. Informal economic activities and family networks function as sources of social legitimacy that enable these youth to gain recognition within the community. Although the absence of formal educational credentials limits access to institutional employment, local communities provide alternative mechanisms of social integration through social capital and economic contribution. These findings suggest that the experiences of youth without diplomas cannot be understood solely through a deficit perspective. Instead, they should be viewed as a process of social adaptation mediated by community networks and mechanisms of social recognition.
A CASE METHOD–BASED MATHEMATICS MODULE INTEGRATING EAST NUSA TENGGARA ETHNOMATHEMATICS FOR NUMERACY LITERACY Nur Hasanah Syarief; Reschi Vanchristo Ardi Sinlae
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.15708

Abstract

Improving students' numeracy literacy requires mathematics learning that is contextual, meaningful, and connected to students' cultural experiences. This study aimed to develop a case method–based mathematics learning module integrating East Nusa Tenggara ethnomathematics to improve students' numeracy literacy. The study employed a Research and Development (R&D) approach using the ADDIE model. The module was validated by two subject-matter experts and two media experts, while its practicality was evaluated through teacher and student response questionnaires. Its effectiveness was examined using a one-group pre-test–post-test design, analyzed with a paired-samples t-test and Cohen's d effect size. The subject-matter experts assigned validation scores of 4.6 for content accuracy, 4,8 for ethnomathematics content, 4,7 for instructional strategy, and 3,9 for language, indicating that module was valid to very valid. The media experts assigned scores of 4,4 for visual design, 4,3 for layout, and 4,9 for usability, indicating that the module was very valid. The practicality evaluation yielded scores of 89% for attractiveness, 86% for ease of use, and 88% for both module quality and user guidance, indicating that the module was highly practical. Students' numeracy literacy improved significantly after the implementation of the module (p=0.007), with the mean score increasing from 69,63 to 85,25. The module demonstrated a medium effect size (Cohen's d=0.683), indicating that the improvement was not only statistically significant but also educationally meaningful. These findings indicate that the developed module is a valid, practical, and effective learning resource for improving students' numeracy literacy while fostering appreciation of local cultural values.
The Impact of Illiteracy on Community Economic Development: A Social Perspective from a Rural Community in Eastern Indonesia Gallex Simbolon; Yunesti Benu; Ambara Saraswati Mardani; Reschi Vanchristo Ardi Sinlae; Muhammad Ibrahim
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3252

Abstract

Illiteracy remains a significant challenge in many rural communities, particularly in developing countries where limited access to education intersects with poverty and social inequality. While previous studies have highlighted the relationship between literacy and economic outcomes, limited attention has been paid to the social mechanisms through which illiteracy influences community economic development in rural settings. This study aims to analyze the impact of illiteracy on community economic development from a social perspective in Fatu Manufui Village, Boking Subdistrict, South Central Timor Regency, Indonesia. A qualitative descriptive approach was employed involving seven informants consisting of one village head and six community members identified as illiterate adults. Data were collected through observation, in-depth interviews, and documentation and analyzed using thematic analysis. The findings reveal that illiteracy affects community economic development through several interconnected mechanisms. First, limited literacy skills restrict access to information, knowledge, and employment opportunities. Second, low educational attainment contributes to the persistence of poverty and dependence on traditional livelihoods. Third, social and cultural factors reinforce the reproduction of illiteracy across generations. However, the study also found that social support networks, informal learning, and community relationships function as compensatory mechanisms that help individuals cope with literacy limitations. These findings extend Human Capital Theory by demonstrating that literacy contributes not only to economic productivity but also to access to social and cultural capital. The study highlights the importance of community-based non-formal education programs that integrate literacy development with economic empowerment initiatives.
Co-Authors Abdul Syukur Ambara Saraswati Mardani Makleat, Nirwaning Muhammad Ibrahim Nur Hasanah Syarief Simbolon, Gallex Stofiani Susana Lima Yunesti Benu