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All Journal Union: Jurnal Ilmiah Pendidikan Matematika AL-MAIYYAH: Media Transformasi Gender dalam Paradigma Sosial Keagamaan Heritage: Journal of Social Studies
Sona Minasyan
Armenian State Pedagogical University
Religion Education Mathematics Social Sciences Other

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Empowering Women in Islamic Rituals: A Participatory Approach to Barzanji Recitations in Bugis Pesantren Muammar Bakry; Abdul Syatar; Arif Rahman Ramli; Sona Minasyan
AL-MAIYYAH : Media Transformasi Gender dalam Paradigma Sosial Keagamaan Vol 18 No 1 (2025): AL-MAIYYAH
Publisher : Center for Gender and Child Studies, Institute for Research and Community Service, Institut Agama Islam Negeri Parepare.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/almaiyyah.v18i1.13098

Abstract

Barzanji recitation is an important expression of Islamic devotion and Bugis cultural identity. However, women’s involvement in this living religious tradition often remains limited to listening and logistical support. Existing scholarship has largely examined Barzanji in terms of its religious meanings, moral values, and cultural continuity, while giving insufficient attention to how women negotiate active ritual roles within locally legitimate religious structures. This study examined the development of women’s religious agency through a gender-responsive Barzanji program implemented using Participatory Action Research at the Alfakhriyah Multidimensional Islamic Boarding School in Makassar, Indonesia. Conducted over 12 weeks, the study involved 60 participants, comprising 50 female santri, six pesantren administrators, and four community representatives. Data were generated through 18 in-depth interviews, three focus group discussions, observations of eight weekly Barzanji sessions, attendance records, participant reflections, program documentation, and a post-program satisfaction survey completed by 47 participants. Qualitative data were analyzed thematically, while participation records and survey responses were examined using descriptive statistics. Women’s active participation increased from six of 50 participants at baseline (12%) to 34 of 50 at the final evaluation (68%), while 93.6% of survey respondents reported being satisfied or very satisfied with the program. Flexible scheduling, interpretive discussion, rotating responsibilities, peer support, and institutional endorsement strengthened women’s confidence, understanding of the Barzanji text, and involvement in religious activities. The findings identify three interconnected dimensions of women’s religious agency: performative agency through recitation and leadership, epistemic agency through interpretation and discussion, and organizational agency through planning, coordination, monitoring, and evaluation. The study demonstrates that gender inclusion and cultural preservation need not be treated as opposing objectives; rather, women’s participation can be expanded through collaborative learning, institutional negotiation, and culturally sensitive adaptation.
The impact of the STAD model on motivating math learning in addition and subtraction Reni Tania; Samsul Pahmi; Teofilus Ardian Hopeman; Sona Minasyan
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i1.15936

Abstract

The background of this study is the unsatisfactory motivation of grade II students to learn mathematics, especially in addition and subtraction lessons. The use of dull and ineffective learning techniques contributes to students' low learning motivation. Therefore, the use of STAD type cooperative learning model is one of the solutions that can be used for second grade elementary school students. This study aims to determine the effect of the STAD type cooperative learning model on grade II students' learning motivation in addition and subtraction in mathematics. The approach used is a quantitative and quasi-experimental method. The population consisted of all SDN Tugu and SDN 1 Kalaparea; the sample consisted of 35 grade II SDN Tugu students as the experimental class and 29 students of grade II SDN 1 Kalaparea as the control class. These learners were selected using a purposive sampling technique. The data collection techniques were tests, questionnaires, observation, and documentation. The techniques used to analyze the data are validity test, reliability test, normality test, homogeneity test, and T-test. Based on the results of the research that has been done, it is concluded that using the STAD type cooperative learning model increases the motivation to learn mathematics in the material of addition and subtraction of standard-length units. This can be seen from the data analysis obtained, where the sig value (2-tailed) of 0.0001 is less than 0.05, meaning that the probability value of sig.
Towards Sustainable Solutions: Educational Challenges Among Forcibly Displaced Students Up To Junior High School Sona Minasyan; Elly Malihah; Bunyamin Maftuh
Heritage Vol. 4 No. 2 (2023): Heritage: Journal Of Social Studies
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/hrtg.v4i2.115

Abstract

This article presents a comprehensive study of the educational challenges faced by forcibly displaced students, comprising refugees, migrants, and asylum seekers, up to the junior high school level. It underscores the pivotal role of education, not only as a fundamental right but also as a catalyst for economic growth and community integration amidst the escalating global forced displacement. Advocating for a shift from short-term humanitarian responses to long-term development approaches, the article calls for sustainable funding, inclusive national education systems, and diverse educational solutions. Utilizing a comprehensive methodology that integrates statistics, policy analysis, case studies, and real-life examples, the study illuminates the evolving policy landscape, recognizing the transition towards development-oriented approaches and inclusive policies. Critical components in addressing these challenges include global collaboration, innovation, and data availability, along with notable initiatives by organizations such as UNHCR, the World Bank, and the Global Partnership for Education. The conclusion emphasizes the urgency of developing evidence-based policies and intervention strategies to overcome barriers faced by forcibly displaced students up to the junior high school level by prioritizing inclusive practices, removing barriers, and investing in post-primary education to break the cycle of displacement, aligning with Sustainable Development Goal 4 for an inclusive and better future.
Co-Authors Bunyamin Maftuh Elly Malihah Hopeman, Teofilus Ardian Muammar Bakry Pahmi, Samsul Reni Tania Syatar, Abdul