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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Humanities Research Sustainability
Ahmad Husin
Universitas Bakti Indonesia Banyuwangi
Humanities Education

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Narratives of Power and Resistance: Literary Representations of Social Transformation in Post-Globalization Societies Ahmad Husin; Anthony Mwangi; Faith Chebet
Journal of Humanities Research Sustainability Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v3i2.3550

Abstract

Background. In post-globalization societies, literature has become a critical arena for articulating tensions between hegemonic power structures and emerging forms of resistance. As economic, political, and cultural globalization assume fragmented and uneven trajectories, literary narratives increasingly reflect complex social transformations, identity negotiations, and power asymmetries that are often marginalized in dominant discourses. Purpose. This study aims to examine how literary texts represent power and resistance as interconnected forces shaping social transformation in post-globalization contexts. Method. Employing a qualitative interpretative approach, this study uses critical literary analysis informed by postcolonial theory and cultural studies. Selected contemporary novels from diverse geopolitical regions are analyzed to identify narrative strategies, character constructions, and symbolic representations of power relations and resistance practices. Results. The findings reveal that literary works portray power not solely as an oppressive structure but also as a dynamic process contested through everyday resistance, counter-narratives, and reimagined identities. Literature functions as a space of symbolic resistance, enabling marginalized voices to challenge dominant ideologies and propose alternative social imaginaries. Conclusion. This study concludes that post-globalization literature plays a transformative role by mediating social critique and envisioning possibilities for emancipatory change, thereby contributing to a deeper understanding of contemporary social transformation.
IMPLEMENTASI TOTAL QUALITY MANAGEMENT BERBASIS CONTINUOUS IMPROVEMENT TERHADAP PENINGKATAN MUTU PENDIDIKAN DI SEKOLAH Indri Veviyanti Sugiarto; Izainiah; Anik Maiherawati; Ahmad Husin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17002

Abstract

This study aims to examine and analyze in depth the implementation of Total Quality Management (TQM) based on Continuous Improvement in enhancing the quality of education in schools. This research employed a qualitative approach using a case study design. The study was conducted at SMP Negeri 1 Tapen Bondowoso from Maret 10 to May 10, 2026. Data were collected through in-depth interviews, participant observation, and document analysis. The data were analyzed using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing/verification. The findings reveal that the implementation of TQM based on continuous improvement at SMP Negeri 1 Tapen Bondowoso is established through the integration of five key components: visionary leadership, the implementation of the Plan–Do–Check–Act (PDCA) cycle, data-driven decision making, collaborative professional learning, and a quality culture oriented toward continuous improvement. The synergy among these components forms a systemic, adaptive, and evidence-based quality management system that enhances the effectiveness of school management, teachers' professionalism, the quality of teaching and learning processes, and institutional accountability. The novelty of this study lies in the formulation of an integrated TQM implementation model that positions visionary leadership, evidence-based decision making, collaborative professional learning, and the PDCA cycle as interconnected strategic pillars for achieving sustainable educational quality improvement.
Co-Authors Anik Maiherawati Anthony Mwangi Faith Chebet Indri Veviyanti Sugiarto Izainiah