raihanah sari
Lambung Mangkurat University

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

Management of Angsana Beach Tourist Attractions in Angsana District, Tanah Bumbu Regency Defvy Ayuningtyas; Mutiani Mutiani; M. Ridha Ilhami; Raihanah Sari; Sigit Triyono
The Innovation of Social Studies Journal Vol 7, No 1 (2025): The Innovation of Social Studies Journal, September 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v7i1.16398

Abstract

Referring to national regulations such as Government Regulation Number 50 of 2011 and Law Number 23 of 2014 concerning Regional Government, tourism management has become an important part of encouraging regional economic growth. The tourism management process is carried out by the local government together with the local community, which has an impact on economic, social, cultural, and environmental aspects. This study aims to identify the management of Angsana Beach tourist attractions in Angsana District, Tanah Bumbu Regency. The research method used is a qualitative approach by utilizing primary and secondary data, as well as analytical techniques including data reduction, data presentation, and validation through triangulation. The results of this study show that management is carried out synergistically by various parties, including the village government, Pokdarwis, Pokmaswas, the Sustainable Green community, and supported by the Tourism Office and the Environment Office. This management focuses on organizational and supervisory aspects, such as ticket sales, small and medium enterprises (SMEs), accommodation, and other tourism facilities. Human resource development is carried out through training and empowerment. Waste management still faces technical issues and a lack of awareness among visitors, while challenges such as extreme weather and an increase in the number of tourists during the holiday season are also affecting management. The positive results of this management include local economic growth, increased social and cultural interaction, and environmental conservation through zoning and embankment construction. These findings also contribute academically and practically, including as a reference source for social studies lessons at the junior high school level on economic potential and community empowerment.
Promoting Student Well-Being Through the SRA (Sekolah Ramah Anak) Program: Case Study In High School Level Sovia Husni Rahmia; Mutiani Mutiani; Jumriani Jumriani; Rusmaniah Rusmaniah; Raihanah Sari
The Innovation of Social Studies Journal Vol 7, No 2 (2026): The Innovation of Social Studies Journal, March 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v7i2.18245

Abstract

The SRA (Sekolah Ramah Anak- Child-Friendly School) Program has been implemented in Indonesia for more than a decade as a national child protection–based education program in Indonesia. This study aims to examine how the SRA program is implemented in supporting students’ well-being. Used qualitative methods, data were collected from several high schools that have officially met the SRA standards through in-depth interviews, observations, and document analysis. The participants included school principals, teachers, and students who were directly involved in the implementation of the SRA program. The findings suggest that the implementation of the SRA program in SRA-standardized schools is shaped by everyday practices that emphasize awareness, trust, and teacher role modeling. Student awareness is developed through the application of positive discipline and the involvement of students in community-based activities and social projects, which encourage responsibility and empathy. Trust among school members is fostered by creating safe spaces for students, establishing whistleblowing systems for case reporting, and applying humane and non-punitive approaches in handling student-related issues without public shaming. Furthermore, teachers are perceived as central figures in SRA implementation by maintaining close relationships with students, demonstrating discipline, and modeling positive norms and behaviors in daily school life. These practices collectively contribute to the creation of a supportive school climate that enables students to feel safe, respected, and emotionally comfortable, thereby supporting student well-being within the SRA program.