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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 20 Documents
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Gendered Parenting and Language Achievement: A Comparative Study of Children from Single-Mother and Single-Father Families in Arabic Language Learning Sufian, Muhammad; Erlina; Sabrina Octariani
Women, Education, and Social Welfare Vol. 1 No. 2 (2024): (December) Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v1i2.296

Abstract

This study investigates differences in Arabic language achievement between students raised by single mothers and single fathers and examines how affective support, academic control, and religious orientation influence students’ learning outcomes in Islamic education contexts. Employing a quantitative ex post facto design, 120 secondary students (60 from single-mother and 60 from single-father families) participated through a combination of Likert-scale questionnaires and standardized Arabic tests. Data were analyzed using t-tests, Pearson correlations, and multiple linear regression at a 0.05 significance level. The results reveal a significant difference between groups (p < 0.05), where children from single-mother families achieved higher mean scores (M = 84.60) than those from single-father families (M = 79.35). Regression analysis shows that affective support (β = 0.396), religious orientation (β = 0.327), and academic control (β = 0.181) jointly predict 52.3% of Arabic learning achievement (R² = 0.523). The findings highlight that emotional warmth and religious values are stronger determinants of success in Arabic language learning than academic supervision alone. Theoretically, the study extends Gendered Parenting Theory and Sociocultural Learning perspectives within Islamic education, while practically, it emphasizes the importance of family-based affective and spiritual engagement to foster student motivation and language mastery.
Creative Thinking Skills of Biology Education Students in a Gender Perspective Anita Rosiyanti; Nur Endah Susilowati
Women, Education, and Social Welfare Vol. 2 No. 1 (2025): (June) Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v2i1.297

Abstract

Creative thinking represents a crucial twenty-first-century skill that enables learners to generate original ideas, explore diverse perspectives, and develop innovative solutions to problems. This study aims to analyze the creative thinking skills of biology education students at UIN Raden Intan Lampung through a gender perspective. Using a descriptive qualitative design, the research involved a population of 87 students, with a purposive sample of male and female students from the 2021 cohort. Data were collected through an essay-based creative-thinking test adapted from validated instruments covering four indicators: fluency, flexibility, originality, and elaboration. The findings show that female students demonstrated higher mean scores in fluency (58%) and elaboration (49%), while male students scored higher in flexibility (52%) and originality (46%). Overall, students’ creative thinking skills fell into the “moderately creative” category across all indicators. The results highlight the importance of gender-responsive strategies in science education that nurture creativity, inclusivity, and equal opportunity in academic settings. The implication of this study suggests that biology educators should design learning environments that provide balanced opportunities for both genders to express, explore, and refine their creative potential in the context of higher education.
Women’s Self-Confidence in Education and Social Welfare: A Systematic Literature Review Based on International Women’s Day Insights Bella Satiyo Putri; Raicha Oktafiani; Nadya Ulfha Sabila; Dominikus Djago Djoa
Women, Education, and Social Welfare Vol. 2 No. 1 (2025): (June) Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v2i1.298

Abstract

This study systematically reviews and synthesizes recent research on women’s self-confidence within the intersecting domains of education and social welfare, viewed through the normative and symbolic framework of International Women’s Day (IWD). Adopting a systematic literature review (SLR) design based on the PRISMA protocol, the analysis integrated evidence from 100 articles retrieved from Scopus, Web of Science, and Google Scholar between 2020 and 2024, of which 10 met the inclusion criteria after rigorous screening and quality appraisal. The findings reveal that women’s self-confidence functions as both a psychological resource and a social capital that bridges educational attainment, economic participation, and welfare engagement. Education consistently emerged as the most influential determinant of confidence, enhancing women’s decision-making capacity, autonomy, and leadership readiness, while social welfare systems acted as contextual enablers that transform confidence into tangible well-being. The synthesis further indicates that confidence mediates the relationship between educational empowerment and welfare realization, underscoring its dual role as both outcome and driver of gender equity. The discussion situates these findings within feminist social theory, self-efficacy, and capability frameworks, arguing that self-confidence is a relational construct shaped by institutional inclusion and socio-cultural norms. This review highlights the need for integrated educational welfare programs that incorporate psychosocial mentoring and policy support to sustain women’s empowerment. The implications of this study emphasize that fostering women’s self-confidence is not merely a matter of individual growth but a strategic and structural pathway toward inclusive social transformation and equitable development.
A Sistematic Literatur Review : Women in Science Education and Social Welfare Bayu Anshor Mursalin; Vivin Tarbiyah; Winda Fadhila Saputri
Women, Education, and Social Welfare Vol. 2 No. 1 (2025): (June) Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v2i1.299

Abstract

This study presents a systematic literature review (SLR) that examines the interrelationship between women’s participation in science education and its contribution to social welfare within the context of sustainable development. The review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, covering international databases such as Scopus, Web of Science, Taylor & Francis, SpringerLink, SAGE Journals, and ScienceDirect, as well as open-access repositories indexed in SINTA for publications between 2020 and 2024. A total of 153 records were initially identified, and through a rigorous screening process, 10 high quality studies were selected for synthesis. The findings reveal three convergent domains: (1) cognitive and motivational development through education, (2) structural empowerment via inclusive and gender-responsive STEM curricula, and (3) socio-economic advancement mediated by leadership and entrepreneurship training. These studies collectively demonstrate that science education serves as a transformative mechanism that enhances women’s confidence, agency, and social responsibility while strengthening their roles as contributors to community welfare. Furthermore, the review underscores that access to science education not only narrows gender disparities in STEM but also generates ripple effects on family well-being, environmental stewardship, and sustainable livelihoods. By integrating insights from global and regional contexts, this study proposes an interdisciplinary framework positioning women’s education as a bridge between cognitive emancipation and social transformation. The findings imply that policies promoting gender-responsive science education, mentorship, and digital inclusion are essential to empower women as agents of innovation and welfare, thereby fostering equitable and sustainable human development.
Women and Mental Health: A Literature Review on Gender-Specific Challenges and Support Systems Rismala Dewi; Misbah; Endah Sulistiawati; Nabilla Novella Riyanti
Women, Education, and Social Welfare Vol. 2 No. 1 (2025): (June) Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v2i1.300

Abstract

Women’s mental health has become a major global issue, as women experience higher rates of psychological disorders than men due to the interaction of biological, social, and cultural factors. This study aims to synthesize research on gender-specific challenges and support systems influencing women’s psychological well-being. Using a literature review approach, the study systematically analyzed empirical and conceptual studies published between 2018 and 2025 from Scopus, Web of Science, Taylor & Francis, SpringerLink, SAGE Journals, and nationally accredited SINTA 1–2 sources. From 132 identified articles, nine met the inclusion criteria after screening and full-text evaluation. Data were analyzed thematically using Aveyard’s and Randolph’s frameworks to identify major patterns and conceptual links. The results reveal two dominant themes: gender-specific challenges such as role overload, social pressure, and gender-based violence and support systems involving family, community, policy, and digital networks that strengthen women’s mental resilience. The study concludes that effective approaches to improving women’s mental health must be gender-sensitive, interdisciplinary, and contextually grounded. Its implications call for inclusive mental health policies, stronger community support, and the development of ethical and accessible digital services for women worldwide.
Women’s Roles in Education and Social Welfare Development: Insights from a Qualitative Study Hamid, Shazia; Bushra Sumaya
Women, Education, and Social Welfare Vol. 2 No. 2 (2025): (December) Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v2i2.301

Abstract

This study explores the pivotal roles of educated women in advancing family and community welfare within the Indonesian context, where education intersects with cultural, moral, and socio-economic dimensions of empowerment. Grounded in the premise that education enhances women’s agency and social participation, the research employed a qualitative approach to capture the lived experiences of women in urban and peri urban areas of Bandar Lampung. Data were collected through semi structured interviews and non-participant observation involving purposively selected participants who had completed at least secondary or tertiary education and were engaged in welfare-related activities. Thematic analysis revealed four major findings: first, education functions as a catalyst that strengthens women’s decision-making, financial literacy, and community engagement; second, moral and ethical awareness derived from education motivates women to assume leadership roles in promoting collective welfare; third, women’s ability to balance domestic responsibilities and social involvement reflects adaptive strategies rooted in educational empowerment; and fourth, digital literacy emerges as a critical enabler for welfare innovation and socio-economic resilience. These findings align with and extend existing literature on women’s education and welfare, offering new insights into the integration of cognitive, moral, and social empowerment as a unified framework for sustainable development. The study concludes that education transforms women into agents of social transformation whose influence transcends the household, shaping intergenerational well-being and community sustainability. The implications of this research emphasize the need for gender-responsive educational policies, curriculum integration of leadership and digital literacy, and inclusive welfare programs that acknowledge women’s informal and moral contributions as vital components of national and community development.
Empowering Women through Language and Technology: A Study on Women’s Participation in Education in the Digital Era Kushieva Nodira Khabibjonovna; Bushra Sumaya
Women, Education, and Social Welfare Vol. 2 No. 2 (2025): (December) Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v2i2.302

Abstract

Women’s education has become one of the most essential dimensions of sustainable development in the digital age. This study explores how technology and language education empower women, focusing on their participation, challenges, and achievements in higher education contexts. Using a mixed-methods approach with survey data (n=420) and in-depth interviews (n=25) from female students and educators in Uzbekistan’s universities, the study identifies key enabling and limiting factors in women’s engagement in language and technology-based education. Results reveal that access to digital tools, supportive learning environments, and English language proficiency significantly increase self-efficacy, employability, and academic motivation among women. The study also finds that socio-cultural barriers, digital inequality, and traditional perceptions of gender roles remain major obstacles. The discussion highlights the role of educational institutions, language pedagogy, and technological empowerment in bridging gender gaps. Recommendations include integrating digital literacy into language curricula, promoting mentorship, and creating gender-sensitive online learning platforms.
Exploring the Role of Gen Z Women: A Case Study of Aqeela in the Television Drama Asmara Gen Z Faridha Noer Barkah; Chania Pitrisia
Women, Education, and Social Welfare Vol. 2 No. 2 (2025): (December) Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v2i2.303

Abstract

This study investigates the representation of Gen Z women in Indonesian television drama through a case study of Aqeela in Asmara Gen Z. The research addresses the growing importance of media in shaping perceptions of gender and youth identity, particularly among female Gen Z who negotiate between traditional expectations and modern aspirations. Using a qualitative research design, the study applied content analysis and Barthes’ semiotic approach to ten purposively selected episodes that highlight Aqeela’s character development. The analysis revealed a clear transformation in Aqeela’s portrayal: from an empathetic and caring figure in the early episodes, to a reflective and assertive individual in relational contexts, a socially engaged leader in collective settings, and ultimately an empowered character capable of confronting injustice. These findings demonstrate that Indonesian sinetron can function not only as a medium of entertainment but also as a cultural text that negotiates gender roles and articulates hybrid identities of young women. The study contributes to media and gender scholarship by offering evidence of how television narratives can construct multidimensional female characters, and it provides practical implications for educators and media practitioners to use popular culture as a platform for discussing gender equality and youth empowerment.
Enhancing Learning Outcomes through Discovery Learning: A Gender-Inclusive Approach in Secondary Education Raman, Kumutha; Haidaa Umiera Hashim
Women, Education, and Social Welfare Vol. 2 No. 2 (2025): (December) Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v2i2.304

Abstract

The persistent gap in student achievement and gender participation in secondary education, particularly in rural contexts, highlights the need for inclusive pedagogical strategies that enhance both learning outcomes and equity. This study aimed to examine the effectiveness of discovery learning in improving academic performance and fostering gender-inclusive participation in science classes at a secondary school in Purwodadi, South Lampung, Indonesia. A classroom action research design was applied across two cycles involving 20 students (11 female and 9 male), with data collected through achievement tests, classroom observation sheets, and teacher reflection notes. Quantitative data were analyzed descriptively to measure mastery of learning outcomes, while qualitative data were thematically analyzed to capture participation dynamics. The findings indicate that student mastery improved from 65% in the first cycle to 95% in the second, while active participation among female students increased from 40% to 90%. These results confirm that discovery learning is not only effective in enhancing cognitive achievement but also serves as a gender-inclusive pedagogical framework that empowers female learners to engage actively in collaborative and inquiry-based learning. The implication of this study is that discovery learning can support teachers, curriculum designers, and policymakers in promoting equitable and high-quality education aligned with Sustainable Development Goal 4.
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) 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.

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