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All Journal Al-Jabar : Jurnal Pendidikan Matematika AL-MAIYYAH ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial AL MA'ARIEF : JURNAL PENDIDIKAN SOSIAL DAN BUDAYA Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JURNAL PENDIDIKAN IPS Bestari: Jurnal Pendidikan dan Kebudayaan JRAMathEdu (Journal of Research and Advances in Mathematics Education) MANDALIKA: Journal of Social Sciences
Zahrawati B, Fawziah
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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MEMBEBASKAN ANAK TUNADAKSA DALAM MEWUJUDKAN MASYARAKAT MULTIKULTURAL DEMOKRATIS Zahrawati B, Fawziah
AL-MAIYYAH : Media Transformasi Gender dalam Paradigma Sosial Keagamaan Vol 11 No 1 (2018): AL-MAIYYAH
Publisher : LPPM IAIN Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (278.049 KB)

Abstract

Crippled is a person who has a physical disability, body, and orthopedic defects. Because of the incompleteness of body functions, they face many obstacles, so they feel there is a crane that alienated in accessing public facilities. This paper will discuss the efforts that can be taken to liberate the children's crippled in order to realize a democratic multicultural society. This crippled liberate should start by: everyone has to change his paradigm about crippled children and must realize that basically every human being has flaws; school readiness in accepting crippled children should be noted; and provide special facilities for crippled people. Thus the crippled children can still socialize with the general public so that they do not feel alienated in accordance with the goals of democratic and multicultural education to realize equality.
Reflection learning innovation in the context of the lipa sabbe bunga caramming motif Aras, Andi; Prahmana, Rully Charitas Indra; Zahrawati B, Fawziah; Buhaerah, Buhaerah; Busrah, Zulfiqar; Jumaisa, Jumaisa; Setialaksana, Wirawan
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 1 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i1.15912

Abstract

The low ability of students to understand and transform the concept of reflection to solve everyday problems is the main problem with learning mathematics because the implementation of learning mathematics is mechanical. Mathematics is taught by conveying formulas practically without linking them to students' daily activities. For this reason, this study aims to design a reflection learning trajectory in the context of the Lipa Sabbe Bunga Caramming motif as a starting point in learning to help students understand reflection material for solving everyday problems. The method used in this study is design research, which consists of three stages: preliminary design, design trials, and retrospective analysis. The subjects of this study were 23 students in class VIII-A of SMP Negeri 1 Tanasitolo. The instruments used in this study were student activity sheets (LAS), learning achievement tests, and interview guidelines. Student activity data during learning were analyzed retrospectively, and learning outcomes data were analyzed descriptively. The results of this study found that the learning trajectory of transformation geometry using the context of the lipa sabbe bunga caramming motif has four learning stages: (1) informal; (2) modes of; (3) modes of; and (4) formal. The learning stages can easily increase students' understanding of the concept of reflection. In the learning process, mathematical concepts are connected with daily habits, so students are enthusiastic and active in the learning process. This learning trajectory can assist teachers in optimizing learning so that students can easily understand the concept of reflection, equip them with critical thinking skills, and shape their character (cooperation, empathy, respect for others, awareness of social problems, a social spirit, and responsibility).
Addressing the Learning Plateau in Social Studies through Project-Based Learning in Indonesian Secondary Schools Mayasari, Salwa; Zahrawati B, Fawziah; Ramli, Nurleli; Zurahmah, Zurahmah; Minasyan, Sona
AL MA'ARIEF : Jurnal Pendidikan Sosial dan Budaya Vol 7 No 2 (2025): Al Ma'arief: Jurnal Pendidikan Sosial dan Budaya
Publisher : Program Studi Tadris IPS Institut Agama Islam Negeri (IAIN) Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/almaarief.v7i2.14649

Abstract

Background: Students often experience a learning plateau, a stagnation in progress that negatively impacts motivation and academic outcomes. Previous studies have yet to explore effective interventions to overcome this issue, particularly in social studies learning.Purpose: This study aims to identify the stages of project-based learning (PjBL) in social studies, measure students’ learning plateau levels before and after its implementation, and evaluate its effectiveness in reducing the plateau.Method: A quasi-experimental design with a one-group pretest-posttest approach was used. The participants were eighth-grade students from SMP Negeri 12 Parepare, selected through purposive sampling, in class VIII.1 serving as the experimental group. Data were collected using learning plateau measurement instruments and analysed using the Paired Samples Test and N-Gain Score.Results: The PjBL model was implemented in five stages: essential question, project planning, scheduling, monitoring, and evaluation. The results indicated a significant reduction in students’ learning plateau levels, shifting from medium–very high to low–very low categories. A significance value of 0.000 in the Paired Samples Test confirmed the difference, while the average N-Gain Score was 0.29.Theoretical implication: These findings support the effectiveness of PjBL in addressing learning stagnation and contribute to the broader pedagogical discourse on active learning models.Practical implication: The results suggest that PjBL can be adopted in classroom practice to enhance student motivation and learning outcomes in social studies, particularly at the junior high school level.
Constraints in the Utilization of Map and Globe Media in Geography Learning Zahrawati B, Fawziah; Andriani, Andriani; Asrikayana, Asrikayana; Darma, Darma; Agustina, Agustina; Purwanto, Aslam Raja
MANDALIKA : Journal of Social Science Vol. 1 No. 1 (2023): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/mandalika.v1i1.53

Abstract

Learning media is one component of the learning process used by teachers in the classroom. Students will understand learning more easily when using media compared to not. This study aims to examine the implementation of the use of map and globe media, the obstacles in using map and globe media in geography learning and the solutions to these obstacles. This research is a qualitative research conducted at UPT SMA Negeri 3 Parepare, South Sulawesi, Indonesia. Data collection techniques, including interviews, observation, and documentation. The data validity was obtained through triangulation of theories, methods, and sources. This study found that the use of map and globe media in geography learning can improve students’ understanding of regionalism, but there are some students who are still constrained in understanding the use of maps and globes. This relates to student learning styles. This obstacle is related to the availability of graphic media, teacher skills in utilizing instructional media, and teacher preparation in understanding each student’s learning style. To get out of these obstacles, a teacher is expected to have skills in choosing the right media and methods by considering the diversity of student learning styles and the learning facilities owned by the school.
Bridging Gender Differences : Exploring the Effect of Social Support and Campus Culture on Self-Regulated Learning in Higher Education Zahrawati B, Fawziah; Jumaisa, Jumaisa; Aras, Andi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 3 (2024): September
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12684

Abstract

This study aims to examine self-regulated learning based on gender using two factors, namely social support and campus culture, and analyze the moderation effects presented by these two factors. This study was a quantitative approach with an expost facto method. The population was all students in the Social Sciences Education Study Program of the Parepare State Islamic Institute for the 2019-2023 batch of 116 students. There were 34 men and 82 women. The research sample took a saturated sample, namely the entire population. The data collection techniques were questionnaires, documentation, and interviews. Testing the research hypothesis was carried out using SmartPLS. The study found that social support significantly increased SRL, with a stronger effect on male students than female students. A positive campus culture also increases SRL, but its effect is weaker on female students. Campus culture moderates the effect of social support on SRL, amplifying its effectiveness, especially in male students. Social support also moderated the effect of campus culture on SRL, strengthening the motivation and confidence of male students, although the impact was slightly weaker on female students but still relevant. These results suggest that social support and campus culture enhance SRL, particularly among male students. It is crucial to design interventions that consider gender differences to achieve the best possible results.
Exploring Buginese ethnomathematics in Saoraja La Tenri Bali to foster cultural intelligence Aras, Andi; Sudirman, Sudirman; Zahrawati B, Fawziah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i4.11788

Abstract

Mathematics is often taught without sufficient cultural context, resulting in limited relevance and student disengagement. To address this issue, integrating ethnomathematics into mathematics instruction is essential for enhancing both mathematical understanding and cultural intelligence. This study explores the mathematical concepts embedded in the architectural design of the Saoraja La Tenri Bali, a traditional Buginese house, and examines its potential as a culturally grounded learning resource. Using a qualitative descriptive design with an ethnographic approach, data were collected through observations, documentation, and in-depth interviews, and analysed using Spradley’s ethnographic model. The findings identify various mathematical concepts, including linear equations (parallel, intersecting, and perpendicular lines) and geometric transformations (reflection, translation, rotation, and dilation), reflected in the house’s architectural structure. These mathematical elements are closely intertwined with Buginese philosophical values such as sipakalebbi, sipakaraja, sipakatau, and sipakainge, which emphasise mutual respect and social harmony. The study highlights that integrating traditional architecture into mathematics education can strengthen mathematical reasoning while fostering students’ cultural intelligence. Therefore, culturally responsive learning models that incorporate local wisdom are recommended to support both academic achievement and intercultural competence.
Enhancing Students’ Social Intelligence through Tudang Sipulung Learning Model Zahrawati B, Fawziah; Jumaisa; Arent, Ease; Aras, Andi
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Vol. 7 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v7i2.22361

Abstract

Social intelligence is essential for students to engage effectively in collaborative and culturally responsive learning. This study aims to examine the effectiveness of the Tudang Sipulung learning model enhancing the social intelligence of students in the Social Studies Education Program at IAIN Parepare. Using a quasi-experimental method with a one-group pretest–posttest design, the study involved a single group of students as participants. Data were collected through a social intelligence test covering three main dimensions: social information processing, social awareness, and social skills. The data was analyzed using a paired sample t-test. The findings revealed a significant increase in students’ social intelligence after the implementation of the Tudang Sipulung learning model (p < 0.05), with the most notable improvements observed in collaborative and empathetic abilities that reflect Bugis cultural values such as siri’, pacce, and sipakatau. Practically, the results indicate that the Tudang Sipulung learning model serves as an effective pedagogical strategy to foster social intelligence and strengthen collaborative interactions grounded in local wisdom. Theoretically, this study reinforces Vygotsky’s social constructivist theory, emphasizing the role of social interaction in knowledge construction, while expanding the theoretical framework of local wisdom-based learning as a contextual approach in higher education.
The Effectiveness of Hypernatural Video-Based Learning Media in Enhancing Students’ Digital Literacy in Social Studies Husni, Asmaul; Zahrawati B, Fawziah; Herawaty, Hasmiah; Guntara, Fuad
JURNAL PENDIDIKAN IPS Vol. 16 No. 2 (2026): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v16i2.4195

Abstract

This study analyzes the effectiveness of hypernatural video-based learning media on students’ digital literacy in Social Studies. A quantitative approach with a quasi-experimental design (Nonequivalent Control Group Design) was employed. The sample consisted of 40 seventh-grade students at SMPN 8 Parepare. Data were collected through questionnaires, observation, and documentation, and analyzed using descriptive and inferential statistics, including a independent samples t-test. The results showed an increase in the mean score from 57.73 to 61.20, with a significance value of 0.005 (p < 0.05), indicating a significant effect. However, the N-Gain score of 0.0661 was categorized as low. These findings suggest that hypernatural video-based learning media effectively improve students’ digital literacy, although the magnitude of improvement remains limited. This study reinforces multimedia learning theory while practically providing a reference for developing innovative, technology-based instructional media.
The Role of Instructional Scaffolding in Enhancing Learner Autonomy Based on the Philosophy of Pragmatic Education: A Systematic Literature Review : Peran Scaffolding Pembelajaran dalam Meningkatkan Otonomi Peserta Didik Berdasarkan Filsafat Pendidikan Pragmatis: Systematic Literature Review Zahrawati B, Fawziah; Rukiyati
Bestari: Jurnal Pendidikan dan Kebudayaan Vol. 7 No. 1 (2026): April 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/bjpd.v7i1.4956

Abstract

This study synthesizes the role of instructional scaffolding in enhancing learner autonomy grounded in pragmatic educational philosophy through a Systematic Literature Review. It examines scaffolding characteristics, models, and mechanisms; the conceptualization and operationalization of learner autonomy; and the integration of pragmatic educational principles in existing scholarship. Following the PRISMA 2020 framework, the review draws primarily on Scopus (2015–2025) and one additional source, yielding 31 studies analyzed through thematic-comparative synthesis. Findings show that scaffolding is commonly implemented through modeling, guided practice, structured reflection, cognitive load management, and the gradual release of support. Learner autonomy is operationalized through indicators such as self-regulation, metacognition, intrinsic motivation, self-efficacy, and learning responsibility. Pragmatic principles, particularly experiential learning, contextual adaptation, and reflective practice, consistently emerge across studies. The review concludes that instructional scaffolding serves as a strategic mediating mechanism in fostering the transition from dependence to autonomous learning within an integrated conceptual framework.
Co-Authors Agustina Andriani Andriani Aras, Andi Arent, Ease Asrikayana, Asrikayana Buhaerah Buhaerah, Buhaerah Busrah, Zulfiqar Darma, Darma Fuad Guntara, Fuad Herawaty, Hasmiah Husni, Asmaul Jumaisa Jumaisa, Jumaisa Mayasari, Salwa Minasyan, Sona Purwanto, Aslam Raja Ramli, Nurleli Rukiyati Rukiyati Rully Charitas Indra Prahmana Sartika Arifin Setialaksana, Wirawan - Sudirman Sudirman Zurahmah, Zurahmah