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Journal of Contemporary Gender and Child Studies
Published by Yayasan Zia Salsabila
ISSN : 29876370     EISSN : 29639948     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other
journal of contemporary gender and child studies is the study of gender and children, especially on gender and mainstreaming and childrens rights both in the study.
Arjuna Subject : Ilmu Sosial - Stugi Gender
Articles 60 Documents
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Integrating Local Wisdom into Child-Friendly Education: A Gender-Responsive Approach to Achieving SDG 4 and SDG 5 in Indonesian Context Fauziah, Nurul; Nadlifah, Nadlifah; Dewi, Agnes Fransiska; Wulandari, Yeni
Journal of Contemporary Gender and Child Studies Vol 4 No 3 (2025): December: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v4i3.438

Abstract

Previous research indicates that globalization threatens the preservation of local wisdom in early childhood education, yet studies examining the integration of local wisdom through gender-responsive child-friendly approaches remain limited. This study aims to analyze forms of local wisdom revitalization through child-friendly education at Kindergarten Level. A qualitative method was employed using in-depth interviews and participatory observation of learning activities based on local values. The findings identified three main revitalization strategies: traditional clothing usage during cultural commemorations, market days for introducing traditional foods, and habituation of local language in daily communication. Activities were designed following child-friendly education principles that respect students' potential, interests, and comfort without gender bias. Results demonstrate that this approach effectively fosters love for local culture while strengthening inclusive character formation from early age. The research implications offer an innovative model for integrating local wisdom into early childhood curriculum that is responsive to children's developmental needs and gender equality, contributing to SDG 4 and SDG 5 achievement through sustainable culture-based education.
Islamic Discourse and Gender Inequality in Colonial Java: A Feminist Reading of Pramoedya Ananta Toer’s Gadis Pantai Mahamid, Mochammad Nginwanun Likullil; Arianti, Amelda; Putri, Evi Kurnia; Shofiyuddin, Haris; Masuwd, Mowafg Abrahem
Journal of Contemporary Gender and Child Studies Vol 4 No 3 (2025): December: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v4i3.439

Abstract

Penelitian ini membahas representasi gender, kekuasaan, dan nilai-nilai Islam Jawa dalam novel Gadis Pantai karya Pramoedya Ananta Toer (1987). Permasalahan utama penelitian ini terletak pada bagaimana agama, khususnya Islam, digunakan bukan hanya sebagai latar spiritual, tetapi juga sebagai perangkat ideologis yang menopang struktur sosial dan patriarki dalam masyarakat Jawa pesisir awal abad ke-20. Tujuan penelitian ini untuk menguraikan relasi antara agama, kelas sosial, dan gender melalui analisis tokoh-tokoh utama, terutama Bendoro sebagai priyayi dan guru agama serta Gadis Pantai sebagai representasi perempuan wong cilik. Penelitian ini menggunakan metode kualitatif analisis dengan pendekatan sejarah dan analisis teks sastra melalui studi pustaka terhadap novel Gadis Pantai serta beberapa referensi pendukung dari buku dan artikel jurnal akademik. Hasil penelitian menunjukkan bahwa Pramoedya menghadirkan Islam Jawa sebagai medan wacana sosial yang ambivalen, di satu sisi mengandung nilai moral dan spiritual, namun di sisi lain digunakan untuk melegitimasi kekuasaan patriarkal dan ketimpangan sosial dalam masyarakat tradisional.
Enhancing Critical Thinking Skills in Kindergarten Children through Interactive Storytelling: A-Quasi-Experimental Study in Indonesia Dikta, Putu Gede Asnawa; Mahendra, Made Wahyu; Kusumadewi, Luh Putu Okta
Journal of Contemporary Gender and Child Studies Vol 4 No 3 (2025): December: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v4i3.456

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh aktivitas mendongeng terhadap keterampilan berpikir kritis siswa Taman Kanak-Kanak Pratama Widyalaya Rare Semesta. Latar belakang penelitian ini berangkat dari pentingnya pengembangan kemampuan berpikir kritis sejak usia dini melalui metode pembelajaran yang menyenangkan dan kontekstual. Dongeng dipilih karena memiliki potensi edukatif dalam menstimulasi imajinasi, emosi, dan penalaran anak. Metode penelitian menggunakan pendekatan eksperimen semu (quasi-experiment) dengan desain one-group pretest-posttest pada 17 siswa kelas B. Data dikumpulkan melalui observasi, tes kinerja sederhana, wawancara guru, dan dokumentasi kegiatan mendongeng selama satu semester. Hasil penelitian menunjukkan adanya peningkatan signifikan keterampilan berpikir kritis anak dari rata-rata 40% pada pretest menjadi 72% pada posttest. Anak menunjukkan kemajuan dalam kemampuan bertanya reflektif, menganalisis tindakan tokoh, serta menyimpulkan isi cerita dengan bahasa sendiri. Peningkatan ini membuktikan efektivitas mendongeng sebagai strategi pembelajaran yang mendorong anak berpikir aktif dan logis. Secara teoritis, hasil penelitian memperkuat pandangan Vygotsky bahwa interaksi sosial melalui bahasa memfasilitasi perkembangan berpikir tingkat tinggi. Disarankan agar guru PAUD menjadikan mendongeng sebagai kegiatan rutin yang interaktif dengan dukungan media variatif untuk menumbuhkan keterampilan berpikir kritis anak usia dini. Kata kunci: mendongeng, berpikir kritis, anak usia dini, pembelajaran PAUD, widyalaya
Bridging Cognitive and Social-Emotional Development Frameworks: Toward Responsive Learning Design in Indonesian Primary Schools Fadhil, Muhammad; Suleman, Muh. Asharif; Bariyah, Chairul; Parisu, Chairan Zibar L. Parisu; Yulita, Nourma
Journal of Contemporary Gender and Child Studies Vol 4 No 3 (2025): December: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v4i3.467

Abstract

Diverse prior research reveals gaps in integrating cognitive and social-emotional development theories into primary school learning design, particularly within Indonesia's digital-era context. This study aims to develop a conceptual framework bridging both developmental aspects to design responsive learning in Indonesian primary schools. Employing an Integrative Literature Review, this study examined 65 national and international journal articles, academic books, and research reports published 2015-2025 through systematic search strategies, defined inclusion-exclusion criteria, and thematic analysis. Findings identify that child aged 7-11 years in the concrete operational stage require learning emphasizing hands-on experiences, concrete representations, and contextual activities. Integration of social-emotional aspects, self-awareness, emotion management, social relationships, and empathy, demonstrates significant correlation with learning motivation, classroom participation, and academic achievement. This study offers a comprehensive framework integrating Piaget's cognitive development theory with Social and Emotional Learning (SEL), generating five implementable strategies: differentiated instruction, experiential learning, systematic SEL integration, balanced technology utilization, and teachers' role as holistic facilitators. The conceptual contribution provides theoretical-practical foundations for developing responsive learning designs that comprehensively accommodate children's developmental needs in Indonesian primary schools.
Digital Comics as an Innovative Strategy to Foster Reading Interest among Fifth-Grade Students: Evidence from Indonesian Elementary Education Mu'awiah, Mu'awiah; Khairiah, Dina; Rais, Muhammad Amien
Journal of Contemporary Gender and Child Studies Vol 4 No 3 (2025): December: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v4i3.472

Abstract

Numerous studies have documented low reading interest among Indonesian elementary students, yet empirical exploration of innovative digital media interventions remains limited, particularly in rural contexts. This study aims to analyze the effectiveness of digital comic media in enhancing fifth-grade students' reading interest. Classroom action research with cyclical design was conducted at SD Negeri 122 Sayur Maincat, Mandailing Natal Regency, involving 29 participants. Data were collected through learning activity observations and reading interest questionnaires, analyzed quantitatively-descriptively. Results revealed significant improvement in reading interest from baseline 27.5% (low category) to 86.2% (very high category) at Cycle II completion. Teachers' instructional management capacity increased from 75% to 82.5%, while student engagement rose from 77% to 85%. This study confirms that integrating digital comics as innovative pedagogical strategy effectively transforms students' literacy engagement in resource-constrained settings. The findings suggest teachers can adopt visual-digital media to address low reading motivation, contributing to quality literacy achievement aligned with SDG 4.
Free Nutritious Meals (MBG) Program Impact on Child Well-Being and Gender Equity in Indonesia Ahmad Shofiyuddin Ichsan; Samsudin Samsudin; Nindya Rachman Pranajati; Mujawazah Mujawazah; Hendra Listya Kurniawan; Ahmad Auzai
Journal of Contemporary Gender and Child Studies Vol 5 No 1 (2026): April: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i1.540

Abstract

Chronic malnutrition and stunting among Indonesian schoolchildren significantly impair cognitive development, attendance, and academic performance. The Free Nutritious Meals (Makan Bergizi Gratis/MBG) Program, launched in January 2025 under Indonesia's National Medium-Term Development Plan, addresses these challenges to support Sustainable Development Goal 4. This study examines implementation challenges and opportunities of the MBG program in improving basic education quality, emphasizing child well-being and gender equity. A qualitative systematic literature review analyzed policy documents and academic literature on school feeding interventions. Critical challenges include regulatory gaps, logistical inefficiencies, food safety concerns, suboptimal nutritional standards, administrative burdens, budget misallocation, weak inter-sectoral coordination, infrastructure deficits, limited capacity, and community resistance. However, significant opportunities exist: enhanced nutritional status, improved attendance and achievement, empowerment of local enterprises, and nutrition curriculum integration. The program holds substantial potential if addressed through comprehensive regulation, GPS-enabled management systems, rigorous monitoring, community engagement, and curriculum integration. Future research should employ longitudinal mixed-methods designs with international comparative frameworks to evaluate long-term effectiveness on child welfare and gender equity outcomes.
Gendered Social Stratification and Community Well-Being in Indonesia: A Systematic Literature Review Muhammad Fadhil; Muh. Asharif Suleman; Novi Selvia; Zulfi Idayanti; Sheena Jane Sta. Maria Sebastian
Journal of Contemporary Gender and Child Studies Vol 5 No 1 (2026): April: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i1.541

Abstract

Prior systematic reviews on community well-being have predominantly focused on single-discipline approaches without integrating gendered social stratification, social interaction, and social change as a unified analytical framework, particularly in developing-country contexts such as Indonesia. Existing literature also largely examines well-being programs at the implementation level, leaving the gendered structural underpinnings of effective policy design insufficiently theorized. This study addresses these gaps through a Systematic Literature Review (SLR) of 47 peer-reviewed articles published between 2012 and 2024, sourced from Google Scholar, Scopus, and GARUDA, of which 28 met the inclusion criteria and underwent thematic analysis. The novelty lies in positioning gendered social stratification alongside social interaction and social change as three interlocking conceptual pillars, rather than isolated variables, capable of explaining how gender-based inequality reproduces poverty and social exclusion within Indonesian communities. Findings demonstrate that integrating gender-sensitive social science concepts into policy design yields more inclusive, equitable, and sustainable well-being outcomes than single-concept or gender-blind approaches. This review concludes that embedding gendered social science frameworks into policymaking is an epistemological prerequisite for achieving comprehensive community well-being in Indonesia amid globalization and technological transformation, and calls for evidence-based, cross-disciplinary collaboration between social scientists, gender advocates, policymakers, and community stakeholders.
Sustaining National Struggle Values for Child Well-Being: MBG Program and SDG 4 Achievement in Indonesian Elementary Schools Dela Safitri; Sakinah Humaidi Al Khairiyah Nasution; Juttalee Petsong
Journal of Contemporary Gender and Child Studies Vol 5 No 1 (2026): April: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i1.545

Abstract

Prior studies on social disintegration in Indonesia have predominantly examined identity conflict and political polarization, with limited attention to preventive educational interventions at the elementary level, particularly regarding the Free Nutritious Meal (MBG) program and child well-being. Addressing this gap, this study explores how revitalization of national struggle values through contextual and participatory learning contributes to strengthening students' national spirit in Kendari City elementary schools while supporting Sustainable Development Goal 4 (SDG 4). A qualitative interpretive approach was employed, involving 18 informants from three public elementary schools through in-depth interviews, participatory observation, and document analysis. Data were analyzed using NVivo 14 via inductive thematic analysis. Three principal findings emerged: (1) inquiry-based learning effectively enhances civic literacy and national awareness; (2) integration of historical values with MBG program contexts strengthens children's socio-emotional well-being; and (3) teachers function as value facilitators transforming struggle narratives into tangible social actions. This study contributes to historically grounded character education theory and offers policy implications for elementary curriculum reform responsive to contemporary social disintegration threats in Indonesia.
Civic Education and Nationalism Attitudes of Elementary School Students: Implications for Child Well-Being and SDGs in Indonesia Mikyal Hardiyati; Noni Putri; Asroruddin Lubis
Journal of Contemporary Gender and Child Studies Vol 5 No 1 (2026): April: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i1.546

Abstract

Previous studies on civic education and nationalism have predominantly focused on secondary or tertiary levels, leaving a critical gap regarding how Pancasila and Civic Education (PPKn) shapes nationalism attitudes among elementary school students and its connections to child well-being aligned with Sustainable Development Goals (SDGs). This study investigates the role of PPKn instruction in cultivating nationalism attitudes among elementary school students in Kendari, Southeast Sulawesi, Indonesia, and explores implications for child well-being and SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). A quantitative survey design was employed, involving 312 Grade V and VI students, 24 PPKn teachers, and 9 school principals across three public and private elementary schools selected through stratified random sampling. Data were collected using validated Nationalism Attitude Scales (Cronbach's α = .87) and PPKn Learning Quality Inventory (α = .83), then analysed via multiple regression and structural equation modelling (SEM). Results reveal that PPKn instructional quality significantly predicts nationalism attitudes (β = .61, p < .001), with participatory methods and contextual content as strongest mediators. Extracurricular integration amplified this effect. However, digital literacy gaps and inconsistent pedagogical competencies among teachers moderated outcomes. These findings suggest that strengthening PPKn through innovative, inclusive pedagogy contributes not only to nationalism formation but also to broader child well-being and democratic citizenship, advancing Indonesia’s SDG commitments.
Local Culture Integration in IPAS Learning: Supporting Indonesian Primary Students’ Well-Being toward SDG 4 Muhammad Idris Maas Zaid; Mustapa Ahmad
Journal of Contemporary Gender and Child Studies Vol 5 No 1 (2026): April: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i1.547

Abstract

Prior studies on science education in Indonesia have predominantly examined curriculum design, pedagogical strategies, and technology-based interventions; however, few have explored how the integration of local cultural values into Natural and Social Science (IPAS) learning specifically shapes the wellbeing of lower primary students (Grades 1-3) in culturally diverse Indonesian contexts. This study addresses that gap by examining how teachers integrate Javanese and broader Indonesian local cultural elements into IPAS instruction and the consequent effects on students' academic wellbeing and sense of belonging. Employing a qualitative phenomenological approach, data were collected through semi-structured interviews with three classroom teachers and one principal, classroom observations, document analysis, and focus group discussions involving ten students from two schools in the Yogyakarta Special Region. Thematic analysis revealed four interconnected themes: (1) cultural embodiment of science concepts through local artefacts and ecological knowledge; (2) enhanced student wellbeing via cultural familiarity; (3) the teacher as cultural mediator; and (4) alignment with SDG 4 targets for inclusive and quality education. Findings indicate that culturally embedded IPAS learning not only reduces science anxiety among early-grade students but also strengthens their identity, curiosity, and holistic development. This study contributes a culturally grounded pedagogical framework for IPAS instruction in Indonesian primary schools, with practical implications for curriculum designers, teacher educators, and policymakers pursuing SDG 4 commitments.

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