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All Journal JURNAL PENDIDIKAN IPS Journal of Social Knowledge Education (JSKE) Journal Education Innovation
Eka Yuliana Rahman
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Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Addressing Sexual Violence in Islamic Boarding Schools: A Study on Santri Perceptions and Institutional Responses Eka Yuliana Rahman; Amri Dhimas Maulana
Journal of Social Knowledge Education (JSKE) Vol. 5 No. 3 (2024): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v5i3.1086

Abstract

Purpose of the study: This study aims to explore santri perceptions of sexual violence in Islamic boarding schools in Banyuwangi Regency and assess the institution's response to the issue. It then observed how santri in boarding schools understand, identify, and respond to the issue of sexual violence, including their understanding of the signs of sexual violence and their attitudes towards reporting such cases. Methodology: This research uses a qualitative case study design, which allows researchers to explore phenomena in a real-life context. The research locations were several Islamic boarding schools located in Banyuwangi Regency that were selected based on certain criteria, such as having a history of sexual violence case reports or being willing to participate in this study. The participants of this research are santri (both victims and non-victims), boarding school caregivers, teachers, administrative staff, psychologists, and Banyuwangi police, as well as the surrounding community. For data collection techniques using participatory observation, in-depth interviews, forum group discussions, and documentation. Data analysis techniques used interview and FGD transcription, thematic analysis, and data triangulation. Main Findings: The results showed that santri perceptions of sexual violence are influenced by cultural factors, religion, and social norms in pesantren. These findings provide a deeper understanding of the dynamics of sexual violence in pesantren and can be the basis for formulating more effective policies and interventions in addressing this issue. This research also shows that social studies learning has great potential to contribute to efforts to prevent sexual violence in pesantren. Through civic education, social and moral values, and gender awareness, social studies can provide a foundation for santri to understand human rights, respect others, and play an active role in creating a safe and violence-free environment. Novelty/Originality of this study: The novelty of this study lies in its specific focus, comprehensive methodological approach, and practical implications that can help address the issue of sexual violence in Islamic boarding schools in a more effective way that is sensitive to the cultural, religious, social studies context.
Increasing Cultural Literacy in Social Studies Learning Through an Inquiry Reflective Thinking Approach Eka Yuliana Rahman; Aim Abdulkarim
JURNAL PENDIDIKAN IPS Vol 14 No 1 (2024): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v14i1.1631

Abstract

Cultural literacy is important in contemporary studies because it helps us understand and appreciate the cultural diversity that exists around us. In an increasingly connected and globalized world, understanding different cultures is key to promoting tolerance, reducing intercultural conflict, and building better relationships between people. Through cultural literacy in social studies learning using a reflective inquiry approach, we can understand the historical background, values, norms and traditions that form a culture. This research aims to explore through a literature review how to increase cultural literacy in social studies learning through reflective inquiry thinking. This research method uses a literature review by Cohen & Lawrence Manion, Keith Morrison. The results of cultural space research are formed by three axes, namely knowledge, values ​​and regulations. The influence of globalization has both negative and positive impacts on the existence of local culture and developing student competence through cultural literacy will develop awareness of the affective and cognitive dimensions of learning. Strengthening social studies content through a reflective inquiry thinking approach can be done with student-centered learning, diverse learning resources, and creating a conducive learning environment. Reflective inquiry is not only limited to statements or examinations, but includes the process of research, curiosity, analysis, and drawing conclusions about the things being examined or researched.
Bridging Educational Gaps: Implementing Solution-Driven Methods in History Learning at a Peripheral  School in Jember Eka Yuliana Rahman; Amri Dhimas Maulana
Journal Education Innovation (JEI) Vol. 3 No. 1 (2025): Januari 2025
Publisher : Yayasan Perguruan Kampus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65474/yhhprg18

Abstract

This research examines the implementation of solution-driven methods in learning history at SMAN 1 Tanggul, a school in the peripheral area of Jember Regency, to bridge the existing educational gap. The main objectives of this research are to identify the effectiveness of solution-driven method in improving students' understanding and engagement as well as to identify the challenges and successes in its implementation. This research method uses qualitative with a case study approach. Data were collected through in-depth interviews with history teachers and students, classroom observations, and analyses of relevant documents, such as lesson plans and student activity records. Data analysis was conducted using thematic analysis techniques to identify patterns and main themes related to the implementation of solution-driven methods. The results showed that the solution-driven method significantly increased students' engagement in history learning by linking the subject matter to their real-life situations. Students showed an increased understanding of the historical context and the relevance of historical events in their daily lives. In addition, this approach helped improve students' learning motivation and analytical skills. Overall, the results of this study suggest that the solution-driven method can be an effective tool to address the education gap in peripheral schools such as SMAN 1 Tanggul.
Increasing Cultural Literacy in Social Studies Learning Through an Inquiry Reflective Thinking Approach Eka Yuliana Rahman; Aim Abdulkarim
JURNAL PENDIDIKAN IPS Vol. 14 No. 1 (2024): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v14i1.1631

Abstract

Cultural literacy is important in contemporary studies because it helps us understand and appreciate the cultural diversity that exists around us. In an increasingly connected and globalized world, understanding different cultures is key to promoting tolerance, reducing intercultural conflict, and building better relationships between people. Through cultural literacy in social studies learning using a reflective inquiry approach, we can understand the historical background, values, norms and traditions that form a culture. This research aims to explore through a literature review how to increase cultural literacy in social studies learning through reflective inquiry thinking. This research method uses a literature review by Cohen & Lawrence Manion, Keith Morrison. The results of cultural space research are formed by three axes, namely knowledge, values ​​and regulations. The influence of globalization has both negative and positive impacts on the existence of local culture and developing student competence through cultural literacy will develop awareness of the affective and cognitive dimensions of learning. Strengthening social studies content through a reflective inquiry thinking approach can be done with student-centered learning, diverse learning resources, and creating a conducive learning environment. Reflective inquiry is not only limited to statements or examinations, but includes the process of research, curiosity, analysis, and drawing conclusions about the things being examined or researched.
Co-Authors Aim Abdulkarim Amri Dhimas Maulana