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Interpretation of Javanese Ethics in Handling Deviant Behavior of Adolescents: An Interpretative Phenomenological Analysis Suprihatiningsih Suprihatiningsih; Tri Marhaeni Pudji Astuti; Agustinus Sugeng Priyanto; Sunarto Sunarto
Jurnal Ilmu Sosial dan Humaniora Vol 13 No 3 (2024)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jish.v13i3.83968

This study aims to understand the application of Javanese ethical values in dealing with deviant behavior of adolescents in Bandengan Fishing Village, Kendal Regency. Using Interpretive Phenomenological Analysis (IPA), this study involved five adolescents with a history of deviant behavior and community leaders active in Javanese ethics-based intervention programs. Data was collected through in-depth interviews (January–April 2024) and Focus Group Discussions (FGDs) (May–June 2024) that explored perceptions, experiences, and strategies for overcoming social stigma. The study participants, consisting of adolescents with a history of deviant behavior and community leaders who are considered to have insight into Javanese ethics, offered diverse perspectives on concepts such as gotong royong (cooperation), tepo seliro (mutual respect), and rukun (harmony) in the context of behavior formation. The analysis results found main themes, including the importance of social acceptance in building adolescents' sense of self-esteem, the role of community support in building positive behavior, and the influence of instilling local values in strengthening adolescent mental resilience. These findings suggest that Javanese ethical values not only serve as a method of handling behavior but also as a tool to reduce stigma and improve social integration for adolescents who engage in deviant behavior. In the long term, these results can be implemented in social practice to develop more effective and contextually relevant models of culture-based interventions. This research makes an important contribution to the social intervention approach by offering insights into the potential of local ethics in supporting the formation of adolescent characters in a community-based environment.

Da’wah bil hikmah in Macapat Serat Wulangreh Songs: Analysis of da’wah messages in javanese cultural expressions Suprihatiningsih Suprihatiningsih; Tri Marhaeni Pudji Astuti; Agustinus Sugeng Priyanto; Sunarto
Jurnal Ilmu Dakwah Vol. 46 No. 1 (2026)
Publisher : Faculty of Dakwah and Communication, Walisongo State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jid.v46.1.28782

Purpose – The purpose of this study is to explore Da’wah bil hikmah in the macapat poems of Serat Wulangreh by Pakubuwana IV, focusing on four pupuh, namely Dhandhanggula, Gambuh, Asmarandana, and Kinanthi. This study examines how the message of Da’wah is manifested in the form of Javanese cultural expressions that are rich in moral, ethical, and spiritual values. Method - This study uses a descriptive qualitative approach with content analysis. The research population consists of all verses in Serat Wulangreh, totaling 13 pupuh. The research sample is limited to four pupuh that are the focus of this study. The analysis is conducted textually and contextually to interpret the messages of da'wah contained therein. Result – Research shows that Serat Wulangreh contains messages of preaching with wisdom. Pupuh Dhandhanggula advises that the knowledge received should always be based on sharia principles and taught with wisdom. Pupuh Gambuh emphasizes the importance of honesty and the need to choose the right role models. Asmarandana emphasizes the importance of self-control and humility, while Kinanthi conveys a message about living humbly and choosing good company. Implication – This study indicates the importance of the Da’wah bil hikmah approach in conveying the message of Da’wah through local cultural media. This approach allows the message of Da’wah to be conveyed politely, relevantly, and accepted by a community that upholds symbolic expressions and Javanese traditional values Originality/Value - This study provides a new interpretation of Serat Wulangreh from the perspective of Da’wah bil hikmah, which has rarely been specifically examined in Da’wah studies based on classical literary texts. *** Purpose – Tujuan penelitian ini adalah untuk mengeksplorasi Da’wah bil hikmah dalam tembang macapat Serat Wulangreh karya Pakubuwana IV, dengan fokus pada empat pupuh, yaitu Dhandhanggula, Gambuh, Asmarandana dan Kinanthi. Penelitian ini menelaah bagaimana pesan Da’wah diwujudkan dalam bentuk ekspresi budaya Jawa yang sarat nilai moral, etika, dan spiritual. Method - Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan analisis isi (content analysis). Populasi penelitian adalah seluruh bait dalam Serat Wulangreh yang berjumlah 13 pupuh. Sampel penelitian dibatasi empat pupuh yang menjadi fokus. Analisis dilakukan secara tekstual dan kontekstual untuk menafsirkan pesan Da’wah yang terkandung di dalamnya. Hasil – Penelitian menunjukkan bahwa Serat Wulangreh memuat pesan-pesan Da’wah bil hikmah. Pupuh Dhandhanggula memberikan anjuran agar ilmu yang diterima selalu berlandaskan pada dalil syariat serta diajarkan dengan kebijaksanaan. Pupuh Gambuh menegaskan keutamaan kejujuran dan perlunya memilih teladan yang benar. Asmarandana menekankan pentingnya pengendalian diri dan kerendahan hati, Kinanthi memberikan pesan tentang hidup rendah hati dan memilih pergaulan yang baik. Implication – Penelitian ini mengindikasikan pentingnya pendekatan Da’wah bil hikmah dalam menyampaikan pesan Da’wah melalui media budaya lokal. Pendekatan ini memungkinkan pesan Da’wah tersampaikan secara santun, relevan, dan diterima oleh masyarakat yang menjunjung tinggi ekspresi simbolik dan nilai-nilai adat Jawa. Originality/Value - Penelitian ini memberikan pembacaan baru terhadap Serat Wulangreh dari perspektif Da’wah bil hikmah, yang masih jarang dikaji secara khusus dalam studi Da’wah berbasis teks sastra klasik.

The Social Construction of Generation Z Adolescents Regarding Mothers’ Roles as Primary Family Breadwinners Allifia Fatika Putri; Tri Marhaeni Pudji Astuti
JESS (Journal of Educational Social Studies) Vol. 15 No. 1 (2026): June
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jess.v15i1.38673

Changes in family structure in Indonesia have shifted gender role divisions, including the increasing number of mothers serving as primary breadwinners. However, how Generation Z adolescents interpret this change remains underexplored, despite their critical stage of identity formation, openness to gender equality, and exposure to social and digital influences shaping family perspectives. This study aims to examine the social construction of Generation Z adolescents regarding mothers’ roles as primary breadwinners by considering personal experiences, family interactions, and socioeconomic backgrounds. Employing a qualitative phenomenological approach, the study involved six adolescents aged 18–21 from upper, middle, and lower economic classes. Data were collected through in-depth interviews, observation, and documentation, and analyzed using thematic analysis. The findings reveal that socioeconomic class shapes each stage of adolescents’ social construction, from externalization and objectivation to internalization. Upper-class adolescents perceive working mothers as a conscious choice and self-actualization, middle-class adolescents view it as family negotiation and cooperation, while lower-class adolescents regard it as an economic necessity and a form of family resilience. Academically, this study contributes to family and gender sociology from a cross-class adolescent perspective. Practically, the findings inform educators, communities, and policymakers in strengthening gender literacy, social studies education, and context�sensitive family empowerment programs.

FAMILY, SCHOOL, AND PEER SUPPORT IN LUCIA HARTINI’S EARLY ARTISTIC FORMATION Raden Angga Bagus Kusnanto; Tri Marhaeni Pudji Astuti; Djuli Djatiprambudi; Syakir Syakir
JURNAL EDUSCIENCE Vol 13, No 5 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i5.9763

Purpose – This study examines how family practices, school experiences, teacher recognition, peer encouragement, and sibling support shaped the early artistic formation of Indonesian painter Lucia Hartini before she entered Sekolah Tinggi Seni Rupa Indonesia “ASRI” (STSRI “ASRI”). Methodology – A qualitative biographical narrative design was used. Lucia Hartini was selected purposively as an information-rich single case. The primary data were a 23-page Indonesian-language interview transcript collected in May 2024. A bounded corpus of 21 participant turns, totaling approximately 550 Indonesian words, was analyzed through narrative thematic analysis. The procedure included corpus delimitation, first-cycle coding, theme development, chronological ordering, evidence checking, and line-by-line translation verification.Findings – Five connected themes were identified: family visual storytelling, self-directed drawing on leftover notebook pages, teacher recognition and authentic design responsibility at Sekolah Kesejahteraan Keluarga Pertama, peer-generated aspiration toward art school, and sibling-supported educational transition. The findings show that early artistic formation followed a cumulative relational pathway rather than resulting from talent or from a single institution. Different relationships supplied distinct resources, including cultural normalization, opportunities to practice, recognition, consequential responsibility, pathway information, accompaniment, and practical access.Contribution – This extends recent artistic-identity research by locating formative identity work before higher education and professional self-identification and contributes an Indonesian life-history case to art education.

SIGN-VALUE AND MERIT-BASED RECOGNITION IN STUDENT FLEXING: IMPLICATIONS FOR SOCIAL STUDIES EDUCATION Hawwin Fitra Raharja; Tri Marhaeni Pudji Astuti; Hamdan Tri Atmaja; Puji Lestari
JURNAL EDUSCIENCE Vol 13, No 5 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i5.9802

Purpose – This study examines how sign-value operates through student flexing and how this process relates to social recognition, with particular attention to participants' evaluations of symbolic and achievement-based self-presentation in junior high school settings.Methodology – A qualitative multi-site study was conducted in Yogyakarta. Purposive sampling involved 30 participants: 22 junior high school students from six schools who were active social media users and eight Social Studies teachers recruited through MGMP-IPS Yogyakarta. Data were generated primarily through student group interviews, with one individual student interview and one focus group discussion involving all eight teachers. The data were analyzed using reflexive thematic analysis, and patterns were compared across data sources.Findings – Five related themes were identified. Consumption objects acquired audience-dependent symbolic meanings; peer relations connected flexing with imitation, conformity, belonging, and exclusion; and main and second accounts were used for differentiated digital self-presentation. A hypothetical comparison between consumption- and achievement-related self-presentation indicated that anticipated audience reactions were among the considerations shaping how these forms of self-presentation were evaluated. Teachers also situated some instances of flexing within broader family and economic contexts without establishing causal explanations within the family. The findings do not show that symbolic recognition displaced achievement-based recognition or that follower metrics constituted a generalized status system.Contribution – The findings provide an empirical and conceptual basis for considering reflective inquiry into value, status, belonging, recognition, and achievement as a possible pedagogical entry point. This study did not test the effectiveness of this pedagogical approach.

Social Studies Education Challenges: The Social Construction of Student Identity Crisis Amid Digital Simulacra in Yogyakarta Hawwin Fitra Raharja; Tri Marhaeni Pudji Astuti; Hamdan Tri Atmaja; Puji Lestari; Novel Anak Lyndon
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 3 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i3.9134

Social media has become an important environment in which students encounter, reproduce, and negotiate social meanings and standards of recognition, complicating understandings of identity formation in social studies education. This study examines the social construction of student identity crisis, conceptualized as a broader condition of identity tension, in the context of digital simulacra through the dialectical processes of externalization, objectivation, and internalization. Students’ experiences of flexing (the conspicuous display of status, possessions, or lifestyle) provide the empirical focus, while the implications for social studies education are also considered. An interpretivist qualitative case study was conducted in four junior high schools in Yogyakarta, Indonesia, involving 27 participants: 19 students and eight social studies teachers. Data were generated through four classroom observations, eight student interview sessions (seven group interviews and one individual interview), and one teacher focus group discussion. The data were analyzed thematically through iterative open coding, category development, cross-source comparison, and theoretical mapping. The findings suggest that, across the four schools, student identity tension is constructed through three interconnected processes rather than resulting simply from social media use. Externalization involved digital socialization, immediate social reinforcement, and mimetic digital practices. Objectivation involved the repeated visibility of platform-mediated representations, the normalization of digital standards, and diminished critical questioning. Internalization involved social comparison, self-evaluation, and performative insecurity. Some students also questioned or resisted prevailing digital standards, suggesting a reflective counter-process rather than a universal fourth stage. Conceptually, this study brings Berger and Luckmann’s theory of social construction into dialogue with Baudrillard’s concept of simulacra to explain how digitally circulating representations acquire social legitimacy and personal significance. The findings underscore the relevance of reflective and critical engagement with students’ digital experiences in social studies education, although specific pedagogical approaches were not tested as interventions.

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