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Muhammad Aridan
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Women, Education, and Social Welfare
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 30642469     DOI : https://doi.org/10.70211/wesw
Core Subject : Humanities, Education, Social,
Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences
As the mother of the generation, women hold a pivotal and indispensable position across all facets of life. This journal is a peer-reviewed journal dedicated to disseminating academic research on women, education, and social welfare. By fostering scholarly dialogue among researchers, it aims to promote knowledge advancements, evidence-based discussions, and the exchange of knowledge. The journal provides a platform for publishing research findings, reviews, commentaries, case studies, and updates spanning various topics concerning the role of women in education and social welfare. Thus, articles are expected to focus on the role of women in education and social welfare. Prominent authors are invited to contribute their research and insights to enrich the discourse on this vital subject.
Arjuna Subject : Ilmu Sosial - Stugi Gender
Articles 103 Documents
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The Role of Family Support in Shaping Girls’ Self-Confidence: A Literature Review Bun Pichchenda; Marites Geronimo; Suzette DC Domingo
Women, Education, and Social Welfare Vol. 2 No. 2 (2025): December 2025 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v2i2.305

Abstract

This study aims to explore the role of family support in shaping girls’ self-confidence by synthesizing findings from recent empirical and conceptual studies published between 2018 and 2025. Using a literature review approach, this research integrates evidence from ten peer-reviewed articles indexed in Scopus, Web of Science, and nationally accredited journals (SINTA 1/2) to identify patterns, determinants, and cultural variations influencing girls’ psychological development. The results reveal that family support manifested through emotional warmth, open communication, and democratic parenting serves as the primary determinant of girls’ self-confidence. Authoritative and empathetic parenting styles are consistently associated with higher levels of self-efficacy, emotional regulation, and social assertiveness, whereas overprotection and authoritarian control are linked to self-doubt and limited autonomy. Socioeconomic background and parental education also indirectly affect confidence development by shaping communication quality and emotional availability. Furthermore, cultural and gender norms influence how girls internalize confidence and self-worth within different social contexts. The discussion highlights that family support operates as both a psychological and sociocultural mechanism that fosters competence, agency, and empowerment among young women. The findings underscore the necessity for gender-sensitive family education programs that promote empathy, emotional literacy, and autonomy to enhance girls’ confidence and long-term well-being. The implications of this research emphasize the integration of family-based interventions into educational and community frameworks to strengthen the foundations of girls’ psychological empowerment.
Of Slight, Spite, and Suspicion: The Treatment of India in E. M. Forster’s A Passage to India Debashish Biswas; Samia Yesmin; Prakash Chandra Biswas
Women, Education, and Social Welfare Vol. 2 No. 2 (2025): December 2025 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.3064-2469.323

Abstract

This study analyzes E. M. Forster’s A Passage to India through the lens of colonial psychology, examining the intricate dynamics between the British colonizers and the Indian populace. The research focuses on the recurring themes of "slight," "spite," and "suspicion," highlighting how these attitudes manifest in the interactions between British and Indian characters. Through a detailed analysis of Forster's portrayal of colonial attitudes, this paper explores how the British perceive India through a lens of superiority, condescension, and distrust, reinforcing a racial hierarchy that permeates social, cultural, and religious domains. By interpreting these psychological underpinnings, the study reveals the lasting effects of colonialism on both the colonizers and the colonized, emphasizing how imperial ideologies obstruct genuine human connection. The research applies a qualitative approach, using textual analysis and postcolonial theory, with a particular focus on the symbolic use of space, language, and the Marabar Caves incident. This paper contributes to postcolonial scholarship by offering a critical re-evaluation of A Passage to India, focusing on the colonial mindset and its implications for cross-cultural relations.
Women’s Learning Trajectories and Their Contribution to Family Stability Siti Nurhasanah; Hengzhi Hu; Harwati Hashim
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): January - March 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.3064-2469.344

Abstract

Family stability is increasingly understood as a dynamic outcome shaped by cumulative life experiences rather than static structural conditions. This study examines the contribution of women’s learning trajectories to family stability, conceptualizing learning as a continuous and adaptive process unfolding across the life course. Using a quantitative explanatory design, survey data were collected from 312 adult women actively involved in family functioning. Women’s learning trajectories and family stability were measured as composite variables, and data were analyzed using linear regression and one-way analysis of variance. The results indicate that women’s learning trajectories significantly predict family stability (β = 0.61, p < 0.001), explaining 37% of the variance in the outcome. ANOVA results further reveal significant differences in family stability across low, moderate, and high learning trajectory groups, with the highest stability observed among women with sustained learning engagement over time. These findings provide empirical support for life-course perspectives on learning, demonstrating that cumulative learning experiences among women play a central role in sustaining family stability. The study contributes to research on gender, education, and family by offering a trajectory-oriented quantitative approach with implications for lifelong learning and family-centered policy interventions.
The TA'AWUN Model for Digital Library Management in Indonesian Islamic Boarding Schools Syarijuddin Al Farisi; Badrudin; Yana Aditia Gerhana; Dewi Sadiah
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.524

Abstract

Indonesian Islamic boarding schools (pesantren) must expand access to classical Islamic texts while safeguarding the chain of scholarly transmission (sanad) and etiquette toward knowledge (adab). This study developed and descriptively evaluated the TA'AWUN digital library management model through a mixed-methods Research and Development design using the Analysis, Design, Development, Implementation, and Evaluation framework. The study was conducted at Pondok Pesantren Daarul Haliim, West Bandung Regency, Indonesia. The stakeholder pool comprised one Islamic boarding school leader (kyai), two library managers, five Islamic teachers (ustadz), thirty boarding-school students (santri), and three alumni; fifteen informants contributed qualitative data, while thirty-seven participants completed quantitative measures. Expert appraisal increased from 90.00% before revision to 98.33% after revision, and the limited trial produced a practicality score of 3.76/4.00. During the one-month implementation, mean compliance with six standard operating procedures reached 92.3%. Twenty of twenty-five targeted classical Islamic books (kitab kuning) were digitized, and all received documented sanad verification. Santri digital literacy scores increased descriptively from 62.5 to 78.2 (N-Gain = 0.42). User satisfaction reached 3.54 among santri and 3.83 among ustadz, while overall technology acceptance was 3.78/4.00. These findings provide preliminary, context-specific evidence that value-responsive digitalization can improve access and operational consistency without displacing pesantren epistemic traditions. Multi-site and longitudinal evaluation is required before broader effectiveness claims are made.
Strengthening Students’ Character and Social Development through Islamic Values Internalization in Aqidah Akhlak Learning Rasyidin; Fransisco Chaniago
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.528

Abstract

This study examines the role of Islamic values internalization through Aqidah Akhlak learning in strengthening students’ character and social development within madrasah education. A qualitative descriptive design was employed at Al-Khairiyah Private Madrasah Tsanawiyah in Jambi City, Indonesia, involving 20 purposively selected participants comprising one school principal, two Aqidah Akhlak teachers, and seventeen students. Data were collected through observation, semi-structured interviews, and documentation and analyzed using the Miles and Huberman interactive model involving data reduction, data display, and conclusion drawing. The findings identified four interconnected patterns of Islamic values internalization: value integration through learning activities, teacher role modeling, religious habituation, and the development of a religious school culture. These practices functioned as continuous educational mechanisms that reinforced students’ moral understanding and behavioral adaptation. The internalization process was influenced by differences in students’ awareness, peer influence, social media exposure, and limited parental support. Overall, these practices contributed to the development of discipline, responsibility, politeness, religious awareness, empathy, cooperation, and positive social interaction among students. The findings demonstrate that the internalization of Islamic values through Aqidah Akhlak learning integrates moral knowledge, character formation, and social development into madrasah educational practices.
Internal and External Determinants of Secondary School Teachers' Digital Literacy Effectiveness: A Systematic Literature Review Anang Ristanto; Siswantoyo; Faqih Ma’arif
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.530

Abstract

This study aims to identify and synthesize the internal and external determinants affecting the effectiveness of secondary school teachers’ digital literacy. A systematic literature review was conducted following the PRISMA 2020 guidelines, drawing on empirical studies indexed in Scopus, Web of Science, ERIC, and Google Scholar. The findings show that digital literacy effectiveness emerges from the dynamic interaction between individual capacities and institutional conditions. The most influential internal determinants are digital pedagogical competence, self-efficacy, attitudes toward technology, intrinsic motivation, and prior technological experience. Key external determinants include ICT infrastructure, school leadership, institutional support, educational policy, collaborative school culture, and continuous professional development. At the secondary level, self-efficacy and technological pedagogical content knowledge are particularly important because they shape the quality of technology integration and support students’ higher-order thinking skills. The study concludes that teacher digital literacy should be understood as a multidimensional and ecosystem-based competence. Strengthening it therefore requires coordinated policies, sustained professional development, equitable infrastructure, and supportive school cultures that promote inclusive, adaptive, and meaningful digital learning.
Transforming Islamic Religious Education Through Web-Based Learning: A Qualitative Study of Student Engagement and Learning Autonomy Putra Ali Muhamad; Dewi Hasanah
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.561

Abstract

This study explored the implementation of web-based learning in IRE, focusing on its contribution to student engagement and learning autonomy. A descriptive qualitative approach within an interpretivist paradigm was employed. Data were collected at Junior high school (SMP) Daarul Rahman Tempuling, Riau, Indonesia, through classroom observations, semi-structured interviews, document analysis, and field notes involving two Islamic Religious Education teachers, one school principal, and nine Grade VII students selected using purposive sampling. The data were analyzed using Braun and Clarke’s six-phase thematic analysis. The findings revealed three major themes. First, web-based learning transformed instructional practices by promoting more interactive, flexible, and student-centered learning through digital platforms such as Google Classroom, Google Forms, and YouTube. Second, although internet connectivity, digital literacy, and infrastructural limitations remained significant challenges, teachers adapted instructional strategies to sustain learning activities. Third, web-based learning enhanced student engagement and learning autonomy by encouraging active participation, improving access to learning resources, and extending learning beyond classroom instruction. This study contributes to the growing literature on digital learning in Islamic Religious Education by providing qualitative evidence that web-based learning can support pedagogical transformation while strengthening student engagement and independent learning within the context of Islamic junior secondary schools.
Women's Social Readiness in Indonesia's National Economic Heroes Program (PENA): A Feminist Social Work Perspective from Special Region of Yogyakarta, Indonesia Bambang Rustanto; Dyah Asri Gita Pratiwi; Eri Susanto; Tuti Kartika; Ayi Haryani; Aryohaji Istyawan
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.567

Abstract

This study examines the social readiness of women beneficiaries transitioning from conditional cash assistance under the Family Hope Program (PKH) to productive entrepreneurship through the Indonesian Archipelago Economic Heroes Program (PENA) in the Special Region of Yogyakarta. Employing a qualitative phenomenological approach, the study involved ten women beneficiaries selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and document analysis and were analyzed using Miles, Huberman, and Saldaña’s interactive model and Creswell’s horizonalization technique. The findings reveal that social readiness is ambivalent and manifested across four interconnected dimensions: emotive-attitudinal, cognitive, behavioral, and aspirational readiness. Social accompaniment helped transform transitional anxiety into achievement motivation, although cognitive readiness remained limited by low micro-financial literacy. Women demonstrated strong work resilience, but their behavioral readiness was constrained by the double burden and unequal distribution of domestic labor. The beneficiaries also expressed a need for continued technical assistance and more accessible financing. Feminist social work analysis confirms that these limitations are shaped more by time poverty and patriarchal inequalities than by individual shortcomings.
Developing Public-Speaking Agency Through Muhadharah: An Exploratory Study of Female Students in an Indonesian Islamic Boarding School Era Sapitri; Rina Juliana
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.659

Abstract

This study aims to explore how Muhadharah, a structured religious public-speaking program, develops public-speaking agency among female students in an Indonesian Islamic boarding school. Using a qualitative institutional case-study design, data were drawn from three role-specific semi-structured interviews with the boarding-school leader, a female Muhadharah advisor, and one participating student. Interview data were analyzed through reflexive thematic analysis and role-based comparison. The findings reveal an institutional performance cycle consisting of protected weekly scheduling, rotating communicative roles, script preparation, peer-mentor support, repeated rehearsal, live delivery, collective feedback, and recognition. The student described a gradual transition from fear and embarrassment toward stronger confidence, clearer delivery, improved intonation, and greater responsibility. Program continuity was constrained by memorization demands, anxiety, limited time, competing activities, weather, and power interruptions, but was supported through group rotation, mentor assistance, alternative venues, portable lighting, and reward-based reinforcement. The study positions Muhadharah as a gender-responsive support system rather than merely a speech-training activity. It recommends a staged progression from full scripts to outline-based speaking, rubric-guided formative feedback, and protected low-stakes performance opportunities.
Challenges and Successes of Women’s Leadership in Higher Education in Qatar: The Case of the Community College of Qatar Amna Ahmed Obeid Abdelnur; Diana J. Fox
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.408

Abstract

This case study examines the cultural, institutional, and personal challenges experienced by women in academic leadership positions at the Community College of Qatar (CCQ), as well as their achievements and perceptions of leadership. Using a mixed-methods approach, data were collected from 26 women holding various leadership positions through a questionnaire, followed by a focus group discussion involving five participants. The findings reveal opportunities and barriers to attaining leadership positions, shaped by workplace culture, professional networks, cultural stereotypes, and domestic responsibilities. Women leaders also experienced burnout, stress, and anxiety after assuming leadership roles. Nevertheless, participants demonstrated strong decision-making skills, resilience, innovation, and collaborative leadership. They contributed to institutional governance by guiding their teams, supporting colleagues, making important decisions, and promoting an inclusive culture that challenges gendered assumptions about leadership. Support from coworkers, families, mentors, institutions, and communities helped participants balance professional and personal responsibilities and overcome cultural and workplace pressures. Appropriate policies, resources, mentoring, and institutional support systems were identified as essential to their success. Although limited in scope, this study contributes to the literature by documenting women’s lived experiences and recommending interventions to address persistent barriers and strengthen women’s leadership in higher education.

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