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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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Implementing a Love-Based Curriculum to Prevent Adolescent Radicalization in Islamic Religious Education Dina Indriana; Rijal Firdaus; Siti Ngaisah; Imroatun; Zainab Binti Muhamad Ahmad
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.v3i3.565

Abstract

This study examines the implementation of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) as a preventive educational framework for adolescent radicalization within Islamic Religious Education. A qualitative descriptive field design was applied in selected Madrasah Aliyah in Banten Province. Participants comprised school principals, vice principals for curriculum affairs, Islamic Religious Education teachers, and students selected purposively on the basis of their involvement in curriculum planning, classroom implementation, and character-building activities. Data were obtained through interviews, classroom observations, document review, and contextual analysis of relevant policy and scholarly literature. The material was analyzed descriptively through data reduction, data display, content interpretation, and conclusion drawing. The analysis identified four interrelated implementation domains: a humanistic-religious pedagogical orientation, integration of love-based values across Islamic Religious Education subjects, consistent habituation through school routines, and the strengthening of religious moderation within a safe and respectful school climate. These domains may support empathy, constructive belonging, dialogical learning, respect for difference, and resistance to hate-based narratives. The findings do not establish a causal reduction in radical attitudes; rather, they position KBC as a contextually relevant whole-school framework whose preventive potential depends on teacher modeling, institutional consistency, family engagement, and critical religious and digital literacy. Further multi-site and outcome-oriented research is needed to assess its longer-term effects.
Development of an Initial Prototype of an Electronic-Based Government Agency Performance Accountability System (SAKIP) at State Universities with Legal Entities Masita Nur Hayati; Yatim Riyanto; Sujarwanto; Amrozi Khamidi; Muhamad Sholeh; Karwanto
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.v3i3.669

Abstract

Digital transformation in performance management at legal-entity state universities remains constrained by fragmented data, manual document exchange, disconnected SAKIP stages, and limited access to integrated performance information. This study aims to develop an initial prototype of an electronic Government Agency Performance Accountability System for Universitas Negeri Surabaya (UNESA), named SAKINA. Using a research and development approach, the study applied the 4D model limited to the define, design, and develop stages. Data were collected from July 2023 to June 2026 through document review, regulatory analysis, semi-structured interviews, focus group discussions, and work-process observations involving 30 purposively selected informants and 80 institutional, regulatory, and scientific documents. The define stage identified user, functional, non-functional, regulatory, and user-experience requirements. The design stage produced a three-layer architecture, module structure, role allocation, interface specifications, and integrated workflows. The develop stage generated SAKINA version 1.0 using Laravel, PostgreSQL, and Nginx. The prototype includes six module groups covering monitoring, planning, measurement, reporting, evaluation, and supporting documentation. SAKINA integrates indicators, targets, realization data, evidence, evaluation results, and follow-up actions through centralized storage, role-based access, process status, and activity logging. Further testing is required to assess usability, security, acceptance, interoperability, and implementation effects.
Learning Difficulties in Islamic Jurisprudence (Fiqh): A Human-Centered Analysis of Cognitive, Instructional, and Family Support Factors in an Indonesian Islamic Senior Secondary School Harir Jhibran; Susy Pransiska
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.v3i3.718

Abstract

This study analyzes students’ learning difficulties in Islamic jurisprudence (Fiqh), their interacting causes, and the instructional responses implemented at an Islamic senior secondary school in Jambi, Indonesia. Using a qualitative descriptive case study, the research involved one Fiqh teacher and purposively selected Grade 10 students. Data were collected through in-depth interviews, classroom observations, and document review, then analyzed through data condensation, thematic display, and iterative verification. The findings identify three areas of difficulty: Islamic inheritance law, commercial contracts, and Arabic legal terminology. These difficulties arose from limited conceptual readiness, uneven prior knowledge, and the cognitive demands of legal reasoning. Instructional clarity, contextual examples, visual media, a supportive classroom climate, and family encouragement reduced, but did not fully remove, these barriers. The teacher responded through scaffolded explanations, question-and-answer interaction, role modelling, religious habituation, and authentic practice. The study offers a human-centered perspective in which content complexity triggers difficulty, learner readiness shapes vulnerability, and adaptive instructional and social support improves participation. It highlights the need for differentiated, low-stigma, and context-responsive learning support

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