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All Journal Komunitas: International Journal of Indonesian Society and Culture Journal on Mathematics Education
Wirda, Yendri
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Education Mathematics Social Sciences Other

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Gender Equality, Disability, and Social Inclusion (GEDSI)-Based Political Education as Social Capital for Female Politicians Malihah, Elly; Nurbayani, Siti; Komariah, Siti; Sisdiana, Etty; Wirda, Yendri; Utami, Lingga; Munggaran, Rengga Akbar
Komunitas: International Journal of Indonesian Society and Culture Vol. 16 No. 2 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/komunitas.v16i2.5961

Abstract

This study aims to analyze how the contribution of Gender Equality, Disability, and Social Inclusion (GEDSI)-based political education as social capital that can be utilized by female politicians to increase their participation, influence, and role in politics. The research approach used is qualitative with in-depth interview data collection techniques, focus group discussions with research informants involving female politicians involved in the 2024 election contestation. In addition, literature study documents are also a data collection tool that supports research findings. Data analysis was carried out using coding techniques consisting of three stages, open coding, axial coding, and selective coding. The research findings show that the existence of GEDSI political education makes aspects of gender equality, disability inclusion, and social diversity as capital that equips female politicians with the skills to build political strategies, networking skills and overcome structural and cultural barriers in the political system. For female politicians, the implementation of GEDSI political education is used as social capital that distinguishes them from male politicians in advocating policies with a broad perspective in understanding social complexity, thus enabling them to design more responsive and equitable policies. By leveraging the social capital gained from GEDSI education, female politicians can not only strengthen their position on the political stage, but also contribute to creating a more just and representative political governance.
Bridging mathematics and communication: Implementing realistic mathematics education principles for skill development Siswantari; Sabon, Simon Sili; Listiawati, Nur; Wirda, Yendri; Zulkardi; Riyanto, Bambang
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp729-752

Abstract

Effective mathematical communication is essential for developing conceptual understanding and applying mathematics in real-life contexts. However, empirical studies consistently report that students' mathematical communication skills remain insufficiently developed, highlighting a critical gap in instructional practices that effectively foster these competencies. The Realistic Mathematics Education (RME) approach, grounded in six core principles—reality, levels, intertwinement, activity, interactivity, and guidance—has demonstrated promise in promoting meaningful and contextualized learning. Yet, there is limited empirical research that systematically investigates how these principles specifically support the enhancement of students’ mathematical communication. This study addresses that gap by examining how the application of RME principles contributes to the development of communication skills in junior high school mathematics classrooms. Utilizing a qualitative research design, data were gathered from nine schools across three districts through focus group discussions, lesson plan analysis, and classroom observations. Participants included RME experts, education policymakers, school principals, and mathematics teachers. Thematic analysis was conducted to identify how the six RME principles are operationalized in practice and how they align with indicators of students’ mathematical communication. The findings reveal that each principle plays a distinct yet interconnected role in supporting communication—particularly through meaningful contexts, dialogic interactions, and structured teacher guidance. The study offers empirical support for the broader adoption of RME and highlights its potential to increase teacher motivation and instructional quality. It further underscores the importance of sustained professional development—such as mentoring and lesson study—in enhancing teachers' capacity to implement RME effectively. Future research should focus on developing RME-based instructional materials and digital tools, including GeoGebra-integrated worksheets and context-rich problem sets, to amplify its impact within mathematics education in Indonesia.
Co-Authors Bambang Riyanto Elly Malihah Munggaran, Rengga Akbar Nur Listiawati, Nur Simon Sili Sabon, Simon Sili Sisdiana, Etty Siswantari Siti Komariah Siti Nurbayani Utami, Lingga Zulkardi