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All Journal EDUCATUM: Scientific Journal of Education International Journal of Sustainable Law International Journal of Sustainable English Language, Education, and Science
Zulfaida, Arini
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Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Nationalism Education in the 21st Century: A Study of Civic Instruction Among Indonesian Youth Zulfaida, Arini; Arifin, Muhammad; Supriadi; Misyanto
International Journal of Sustainable English Language, Education, and Science Vol. 2 No. 1 (2025)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/nhs4xe25

Abstract

This study aims to describe how nationalism education is applied to the young generation of Indonesia amid the challenges of the globalisation era. The approach used in this research is descriptive qualitative and was conducted in a number of senior high schools. Data collection techniques included interviews, observations, and documentation studies. The research subjects consisted of teachers of Pancasila and Civics Education (PPKn) subjects and students who attended PPKn classes in East Java Province. Data were analysed using the inductive analysis method. The research findings identified two main forms of nationalism education for the younger generation in the era of globalisation, namely through the internalisation of national values in Civic Education learning and the implementation of extracurricular activities. Teachers integrate national values in the learning process by developing teaching strategies, materials, media, and student worksheets that are full of nationalism content. Meanwhile, extracurricular activities at school are also a means of instilling national values to students.
The Effectiveness of Ministerial Regulation No. 6 of 2023 on Gender Equality in Legislation and Legal Instruments for Female Coffee Farmers in Tirtoyudo Village Wahyudi, Fidela Dzatadini; Ariani, Relys Sandi; Zulfaida, Arini
International Journal of Sustainable Law Vol. 2 No. 1 (2025)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/712dew91

Abstract

Ministerial Regulation PPPA No. 6 of 2023 concerning Gender Equality Parameters in Legislation and other Legal Instruments, which is normatively expected to eliminate existing gender inequality in the state, is not necessarily effective when implemented at the local agrarian community level. The inherent masculinity of patriarchal culture in coffee plantations still makes women coffee farmers have unequal access and control with male coffee farmers. This research examines the effectiveness of Permen PPPA No. 6 of 2023 in the context of local agrarian communities, namely, women coffee farmers in Tirtoyudo Village, Malang Regency. This research uses a juridical-sociological approach with Lawrence Friedman's theory of legal effectiveness. The results of this study show that the implementation of Permen PPPA No. 6 of 2023 is not maximally effective due to the patriarchal culture that is strongly embedded in the community. The lack of gender awareness in the coffee farming community is a major obstacle in the realization of gender equality as regulated in Permen PPPA No. 6 of 2023. Formal recognition alone does not automatically result in equality to the substantive level. So from this research, there is still a gap between legal norms and social reality.
TEACHER BURNOUT IN THE DIGITAL TRANSITION: IMPLICATIONS FOR LEARNING QUALITY Dhayinta, Shellya Tanaya; Nasir, Mohammad; Zulfaida, Arini
EDUCATUM: Scientific Journal of Education Vol. 3 No. 1 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i1.171

Abstract

Digital transformation in the world of Education has accelerated the change in the teaching-learning paradigm, especially after the COVID-19 pandemic. Teachers now not only act as teachers but also as digital facilitators who must master various technology platforms and online learning media. However, this transition brings challenges in the form of burnout experienced by teachers, mainly due to the imbalance between high job demands and limited resources. This study aims to understand the experience of teacher burnout in the digital transition period, the factors that cause it, and its implications for the quality of learning. Using a qualitative approach with phenomenological design, this study involved 15 teachers from secondary schools who actively implemented online and hybrid learning. The main findings suggest that emotional burnout, which is the first dimension of burnout, causes teachers to feel depressed and demotivated. This fatigue then leads to depersonalization, in which the teacher feels separated from the students and focuses more on administrative tasks than on building personal relationships. The main contributing factors to this burnout are technological demands, the digital administrative burden, as well as the lack of adequate technical support and training. The impact of burnout affects the decline in teaching motivation, the quality of teacher-student interaction, and creativity in learning. The study suggests that educational institutions should provide better technical support, continuous digital training, as well as policies to reduce the administrative burden for teachers so that the quality of learning can be maintained in the digital age
Why Do Female Victims of Domestic Violence Rarely Report It? A Literature Review Wahyudi, Fidela Dzatadini; Putra, Rizky Perdana Bayu; Irwan, Muhamad; Ariani, Relys Sandi; zulfaida, arini; Doroh, Gasper
International Journal of Sustainable Law Vol. 2 No. 2 (2025)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/c6zw5s40

Abstract

Not only limited to individual decisions, it turns out that there are several things that can make female victims of domestic violence reluctant to report the violence they experienced. This study aims to analyze the causes why women victims of domestic violence are reluctant to report their cases. This literature study research found that cultural, gender, and social structure factors are one of the causes of women victims of domestic violence who are reluctant to report gender-based violence problems in the domestic sphere. In addition,  problems of legal culture and institutional capacity that are not yet gender-sensitive, such as limited training of apparatus, lack of integrated assistance services, and the risk of secondary victimization during the legal process strengthen the vulnerable position of victims of domestic violence, making women victims of domestic violence make the decision not to report the domestic violence they experience.
QUALITATIVE APPROACH IN INNOVATIVE LEARNING MODEL DEVELOPMENT: GROUNDED THEORY STUDY ON TEACHER PRACTICES Zulfaida, Arini; Puspitasari, Ira
EDUCATUM: Scientific Journal of Education Vol. 3 No. 1 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i1.176

Abstract

Learning innovation is an important prerequisite for improving the quality of learning processes and outcomes in the 21st century education era. However, various studies show that innovations adopted mechanically from training or policies often fail because they are not connected to the real experiences of teachers. This study aims to develop a conceptual model of experience-based pedagogical innovation through a qualitative approach using grounded theory design. Data were obtained through in-depth interviews, classroom observations, and analysis of learning documents of teachers considered innovative, selected through purposive and theoretical sampling until data saturation was achieved. Analysis was conducted through open coding, axial coding, and selective coding using the constant comparative method. The findings show that pedagogical innovation emerges as a cyclical process that moves through the stages of awareness of change, design experimentation, reflection on action, and reconstruction of learning strategies. At the core of this process is the view that teachers produce pedagogical knowledge from their practical experiences, so that innovation is understood as a living model that continues to evolve according to the classroom context and the dynamics of the students. The resulting conceptual model positions teachers as practical theorists and learning as a reflective laboratory for the construction of educational knowledge. The implications of this study emphasize the need for teacher development programs based on practical reflection, policies that allow room for teacher creativity, and further research to test this model in different educational contexts. This research contributes theoretically to understanding learning innovation as an emergent and experience-based phenomenon, and practically to designing more relevant and sustainable learning quality improvement.
Co-Authors Ariani, Relys Sandi Dhayinta, Shellya Tanaya Doroh, Gasper Ira Puspitasari Irwan, Muhamad Misyanto Mohammad Nasir, Mohammad Muhammad Arifin Rizky Perdana Bayu Putra Supriadi Wahyudi, Fidela Dzatadini