cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Aridan
Contact Email
m_aridan@wiseedu.co.id
Phone
-
Journal Mail Official
wesw.journal@wiseedu.co.id
Editorial Address
Karimun Jawa Street, Indah Sejahtera 2, L9, Bandar Lampung, Indonesia
Location
Kota bandar lampung,
Lampung
INDONESIA
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 36 Documents
 1   2   3   4 
“Look, I Have Been Working”: Professional Personalization and Gender Negotiation of Women Politicians on Instagram Eriyanto
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): 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.v3i1.396

Abstract

This study examines how Indonesian women members of parliament visualize their political identity through personalization strategies on Instagram. The study employs quantitative content analysis. The research population includes all Instagram posts of women members of the House of Representatives (DPR) for the 2024–2029 term who maintain active and publicly accessible accounts. A total of 98 women legislators have active official Instagram accounts. The unit of analysis consists of single-photo or carousel posts published during the first six months following their inauguration (1 October 2024–31 March 2025). From a total of 5,486 posts, a sample of 1,002 posts was selected using proportional stratified sampling based on each party’s posting distribution. The findings indicate a strong dominance of professional personalization through documentation of official activities and representations of personal qualities as active and competent politicians. Private and emotional personalization are present but appear in relatively smaller proportions, suggesting that these elements are used selectively by women politicians. Meanwhile, intellectual personalization (the articulation of policy positions and ideas) is the least frequently observed dimension.  This pattern suggests that women politicians primarily use social media to construct legitimacy through an image of work performance while simultaneously negotiating gender expectations. However, the dominance of activity-based representation without accompanying expressions of substantive ideas may reinforce a form of political visibility centered on performance rather than policy articulation.
Assessment Practices of Elementary School Teachers Based on Competency Mapping: An Equity-Oriented Perspective for Supporting Deep Learning Nasib Wasito; Herpratiwi
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): 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.v3i1.409

Abstract

Assessment and feedback play a critical role in supporting meaningful learning and promoting students’ higher-order thinking skills; however, many elementary school teachers continue to experience difficulties in designing student-centered assessments that support deep learning processes. This study aims to analyze elementary school teachers’ assessment practices based on competency mapping within a deep learning perspective and an equity-oriented framework of teacher professional development. The study employed a quantitative descriptive approach using secondary data from teacher competency mapping conducted by Balai GTK Lampung in 2025 involving 19,384 elementary school teachers. Data were analyzed using descriptive statistical techniques to examine the distribution of pedagogical competencies, particularly in the assessment domain. The findings indicate that teachers demonstrate relatively adequate competence in establishing safe learning environments and implementing student-centered learning, while competencies related to formative assessment design and feedback provision remain comparatively lower than other pedagogical domains. These results suggest that assessment literacy supporting deep learning has not yet been optimally implemented in elementary classrooms and requires targeted professional development interventions. From an inclusive education perspective, strengthening assessment competence is essential for improving equitable classroom participation and supporting teachers’ instructional agency and professional wellbeing. This study contributes to the literature by providing large-scale competency mapping evidence on teachers’ assessment practices and highlighting assessment literacy as a strategic component of welfare-oriented and equity-responsive teacher development aligned with Sustainable Development Goals 4 and 5.
What Are the Determinants of Employability for Vocational Graduates in Jakarta: The Role of Curriculum, Internships, Family Support, and Women's Gender Perspectives? Kwartama, Agung
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): 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.v3i1.399

Abstract

This study explores the factors influencing employability for vocational higher education graduates in Jakarta, focusing on industry-based curriculum, internships, family support, and gender. Using a quantitative approach, Partial Least Squares Structural Equation Modeling (PLS-SEM) and Necessary Condition Analysis (NCA) were employed to analyze the relationships between these variables. Data were gathered through a survey of vocational graduates using purposive sampling. Results show that industry-based curriculum, internship experience, educational infrastructure, campus environment, and family support significantly contribute to employability. The study emphasizes the importance of integrating industry practices into education and providing strong family support, especially for women. This research presents a novel model that combines these factors, offering insights for improving vocational education and supporting female graduates in a competitive labor market. Strategies such as strengthening the curriculum, enhancing internship programs, and ensuring gender-sensitive support structures are essential for improving employability. This study contributes to employability literature by providing a comprehensive framework that can guide educational reforms, particularly focusing on gender equality and practical experience.
Maternal Work Motivation, Work–Family Balance, and Family Subjective Well-Being Muflikhati, Istiqlaliyah; Cahayani, Octaria Intan; Muljono, Pudji; Johan, Irni Rahmayani; Pratiwi, Ismayanti
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): 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.v3i1.407

Abstract

The participation of women, particularly mothers, in the workforce has continued to increase, bringing various challenges in balancing work demands and family responsibilities, which may affect family well-being. This study aimed to analyze the effects of maternal work motivation and work–family balance on family well-being and to examine their implications for children’s educational development.  The study employed a quantitative approach with a cross-sectional design using a survey method conducted across Indonesia. Data were collected through a survey method involving families with working mothers who had preschool- and school-aged children. The respondents were mothers, and the study covered several regions in Indonesia. A total of 108 families participated in this study. Data were analyzed using descriptive statistics and Structural Equation Modeling (SEM). The results indicated that maternal work motivation, work–family balance, and family well-being were generally at a moderate level (57.4%). Economic motivation was identified as the dominant reason for mothers to engage in paid work. The SEM analysis revealed that work–family balance had a significant positive direct effect on family well-being. In addition, maternal work motivation had a positive effect (with coefficient 0.577) on both work–family balance (with coefficient 0.479) and family well-being. These findings highlight the importance of maternal work motivation and balanced role management in promoting family well-being among working-mother families. One implication of this research is that working mothers can continue to play an active role in their children's educational development while effectively maintaining a conducive learning environment at home, thereby contributing significantly to the implementation of education within the family.
The Evolution of the Jilbāb in Indonesia: From Cultural Tradition to Symbol of Religious Identity and Political Resistance Rahmawati, Ana; Jamil, M Mukhsin; Junaidi, Akhmad Arif
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): 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.v3i1.421

Abstract

This study examines the transformation of the jilbāb in Indonesia, exploring its evolution from pre-Islamic head-covering traditions to its current role as a symbol of piety, resistance, and cultural identity. Through a qualitative historical analysis combined with Critical Discourse Analysis (CDA), the study traces the dynamic interaction of cultural, religious, and political factors that have shaped the jilbāb over time. The results show that local practices such as rimpu in Bima, tudung among the Bugis, and tengkuluk in Jambi were integrated into Islamic norms, creating hybrid forms of modest dress. The New Order regime’s prohibition of the jilbāb in public schools politicized the garment, transforming it into a symbol of resistance against state control. In the Reformasi era, greater civil liberties and the rise of Islamic movements led to the resurgence of the jilbāb as a symbol of religious identity, while also being commodified in the expanding Muslim fashion industry. This study demonstrates that the jilbāb in Indonesia is not a static symbol but one that has been continuously reshaped by political, cultural, and religious forces. By offering a diachronic analysis of the jilbāb, this research contributes to broader discussions on religious symbolism, gender norms, and the role of modest dress in Indonesian society, highlighting its significance as both a personal and political statement.
Implementation of Policies for the Prevention and Handling of Sexual Harassment Against Women in Sidenreng Rappang Regency Herman, Fitriani; Erfina; Samiri, Muliani; Kawaru, Sundari
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): 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.v3i1.414

Abstract

Sexual harassment against women is a public issue that requires the implementation of effective policies at the local government level. The Indonesian government has enacted Law No. 12 of 2022 on Criminal Acts of Sexual Violence as the legal basis for the prevention and handling of sexual violence. This study aims to analyze the implementation of policies for the prevention and handling of sexual harassment against women in Sidenreng Rappang Regency carried out by the Office of Community Empowerment, Village, Women and Child Protection (DPMDPPA), as well as to identify the supporting and inhibiting factors in its implementation. This study uses a qualitative descriptive approach with data collection techniques in the form of in-depth interviews, non-participatory observation, and documentation studies. Informants were determined using the snowball sampling technique. Data analysis was conducted using the interactive analysis model of Miles, Huberman, and Saldana with the policy implementation theoretical framework of George C. Edwards III, which includes the aspects of communication, resources, implementer disposition, and bureaucratic structure. The results of the study show that policy implementation has been carried out through cross-sector coordination and supported by the commitment of officials, but still faces obstacles in the form of limited resources, supporting facilities, and social stigma that affects case reporting. Therefore, it is necessary to strengthen coordination and improve.
Academic Resilience and Growth Mindset of Senior High School Students in Relation to Their Early Learning Experiences Monica, Mega Aria; Sunyono, Sunyono; Mujiyati; Hariri, Hasan; Adawiyah, Rabiyatul
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): 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.v3i1.419

Abstract

This study aims to examine senior high school students' early learning experiences, growth mindset, and academic resilience to provide baseline data for developing digital guidance services. A quantitative descriptive design was used, involving an online survey with 3,746 students. The survey included both open-ended questions to explore early learning experiences and closed-ended Likert scale questions to assess growth mindset and academic resilience. Data analysis revealed that 66.20% of students reported mixed early learning experiences, 30.25% reported positive experiences, and 3.55% reported less positive experiences. Regarding growth mindset and academic resilience, 77.95% and 83.08% of students, respectively, were categorized at moderate levels. The results indicate that while students exhibit adaptive potential, their growth mindset and coping strategies are still developing. These findings highlight the importance of understanding the factors influencing students' mindset and resilience. This study suggests the need for reflective e-guidance services to help students strengthen their growth-oriented beliefs and improve their academic resilience, providing a promising approach to supporting students' learning and development.
The Impact of Inclusive Leadership and Psychological Capital on Women’s Employee Performance: The Mediating Role of Job Crafting in Islamic Organizations Rizal, Azwad; Soelistya, Djoko
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): 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.3064-469.421

Abstract

This study examines the impact of inclusive leadership and psychological capital on women's employee performance, with a focus on the mediating role of job crafting. Using a quantitative approach, data were collected from 100 employees at the Baitul Maghfiroh Cooperative, an organization operating under Islamic leadership values. The analysis, conducted using Structural Equation Modeling (SEM), revealed that inclusive leadership positively influences women’s performance, with a stronger effect observed for women employees compared to their male counterparts. Psychological capital was found to enhance women's performance by fostering resilience and optimism. Furthermore, job crafting was identified as a significant mediator between inclusive leadership and employee performance. These findings highlight the importance of fostering inclusive leadership and psychological capital in creating supportive work environments for women employees, ultimately improving their performance and career progression. The contribution of this research lies in providing valuable insights into gender-responsive leadership practices within the context of Islamic organizations, offering practical recommendations for improving women's performance and empowerment in the workplace.
Non-Formal Islamic Education in Building Social Harmony of Multicultural Farming Communities Faruk Fauzi, Moh Ibnu; Haris, Abd.; Kholis, Maulana Nur
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): 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.v3i1.438

Abstract

This research explores how ethnic, cultural, and religious diversity can lead to social conflicts if not managed through inclusive, dialogical, and tolerance-based education. In Kaubun’s farming community, where time, human resources, and the quality of Islamic education are limited, non-formal Islamic education becomes crucial for teaching social and religious values. Using a qualitative case study approach, this study examines the social dynamics and religious practices within the community. Data was gathered through participatory observation, semi-structured interviews, and documentation with religious leaders, traditional leaders, village officials, and farming community members. Findings reveal that non-formal Islamic education plays a key role in promoting social harmony by transmitting religious knowledge and instilling values like tolerance, cooperation, and justice. Religious activities are adapted to fit the farming schedule, with sessions held after Maghrib prayers and integrated into local traditions like tahlilan and harvest celebrations. Factors supporting this include community awareness, the leadership of local figures, and government support. However, challenges such as limited time, a shortage of educators, difficult geography, and cultural and linguistic diversity impact participation and the effectiveness of the education provided.
Developing and Validating a 4D Reflection Rubric for Assessing Teacher Professional Reflection in Narrative Writing Ernawati, Lilis; Eriyanti, Ribut Wahyu; Masduki; Agustin, Siti; Riyanti, Apriani
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): 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.v3i1.440

Abstract

Assessing teacher reflection in narrative texts remains challenging because existing rubrics often privilege explicit analytical writing and may overlook reflective meanings embedded in stories. This study aimed to develop and validate a multidimensional, genre-sensitive 4D Reflection Rubric for assessing pedagogical reflection in teacher-authored short stories. Using a Research and Development design adapted from the 4D model, the study involved 30 in-service elementary school teachers who produced classroom-based narratives, five expert validators, and five independent raters. The rubric was developed across four dimensions: cognitive, affective-relational, ethical, and action-oriented reflection. Data were analyzed using the Content Validity Ratio, Aiken’s V, Intraclass Correlation Coefficient, and descriptive statistics. The findings showed that nine of twelve indicators achieved full expert agreement, while three indicators required refinement. All indicators demonstrated satisfactory clarity, with Aiken’s V values ranging from 0.80 to 0.93. The rubric also showed excellent inter-rater reliability, with an ICC value of 0.90. Ethical reflection emerged as the most prominent dimension, followed by action-oriented and affective-relational reflection, whereas cognitive reflection was less explicitly articulated. These findings indicate that the 4D Reflection Rubric is valid, reliable, and responsive to both explicit and implicit forms of teacher reflection. This study contributes a genre-sensitive assessment tool for strengthening teacher professional development, feedback quality, and institutional capacity building in educational settings.

Page 3 of 4 | Total Record : 36

 1   2   3   4 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2026): March 2026 | Women, Education, and Social Welfare Vol. 2 No. 2 (2025): (December) Women, Education, and Social Welfare Vol. 2 No. 1 (2025): (June) Women, Education, and Social Welfare Vol. 1 No. 2 (2024): (December) Women, Education, and Social Welfare Vol. 1 No. 1 (2024): (June) Women, Education, and Social Welfare