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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 36 Documents
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Islamic Legal Perspectives on Gender Equality and Human Rights: Contributions to the 2030 Sustainable Development Goals Ibrahim, Muktamar; Hadi, Imron
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.v3i1.415

Abstract

This study aims to analyze Islamic legal perspectives on gender issues and human rights in contemporary society and to examine their contribution to the achievement of the Sustainable Development Goals (SDGs) 2030, particularly Goal 5 on gender equality and Goal 16 on peace, justice, and strong institutions. This study employed a qualitative library research design using secondary data from academic books, peer-reviewed journal articles, Qur’anic exegesis, legal documents, and scholarly publications related to Islamic law, gender equality, human rights, and sustainable development. The data were collected through documentation techniques and analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that Islamic law normatively upholds justice (al-‘adl), equality (al-musāwah), human dignity (karāmah al-insān), and public welfare (maṣlaḥah), which are compatible with contemporary human rights and SDG principles. However, its implementation remains challenged by patriarchal culture, conservative interpretations, and weak institutional translation into gender-responsive policies. This study contributes by positioning Islamic law as a contextual, maqāṣid-oriented, and policy-relevant ethical framework for advancing gender equality, human rights protection, and sustainable social development.
Strategy to Improve Digital Literacy in Public Service Delivery in North Sumatra Province Lumbanraja, Victor; Trimurti, Februati; Ginting, Wiro Oktavius
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.v3i1.437

Abstract

This study examines the planning, implementation, and service-quality implications of digital literacy strategies in North Sumatra’s public service delivery. Data were gathered from planning documents, including the Strategic Plan (Renstra), Work Plan (Renja), and the Government Agency Performance Accountability Report (LAKIP) of the Communication and Informatics Agency (Diskominfo), using a qualitative case study methodology. In-depth interviews were also conducted with key officials. The thematic analysis indicates a clear gap between policy planning, program implementation, and service outcomes. Although digital literacy has been incorporated into regional planning documents, its implementation is constrained by limited technical capacity among civil servants and the public, uneven program coverage, and the absence of legally binding cross-sectoral regulations. As a result, digital public service applications have not yet fully improved public engagement, service efficiency, and information transparency, particularly among vulnerable groups and rural communities. This study does not go into great detail about the role of national initiatives and private sector partners because it is restricted to provincial policy. However, in order to guarantee that digital literacy actually becomes a cornerstone of bureaucratic reform and inclusive public service delivery, the findings provide unique value in the form of a thorough understanding of the necessity of regional regulations, a critical competency-based literacy curriculum, behavior change based evaluation, and a multi-stakeholder collaborative ecosystem
Extending the Technology Acceptance Model with Scientific Sanad: Evidence from SIAKAD Adoption in Islamic Higher Education Hayat, Ade Putra; Sesmiarni, Zulfani; Supratman; Guspriadi, Yan; Prasetia, Agung Tri
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.v3i1.445

Abstract

This study examines students’ acceptance of the Academic Information System Platform (SIAKAD) at the State Islamic Institute (IAIN) Kerinci by extending the Technology Acceptance Model (TAM) with the construct of scientific sanad. Using a quantitative cross-sectional survey design, data were collected from 306 active students selected through purposive sampling and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings indicate that students’ acceptance of SIAKAD is generally moderate to high. Attitude Toward Using was the strongest predictor of Behavioral Intention to Use (β = 0.618; p < 0.001), while Sanad Urgency significantly influenced Perceived Ease of Use (β = 0.726; p < 0.001), Perceived Usefulness (β = 1.358; p < 0.001), and Behavioral Intention to Use (β = 0.190; p = 0.008). Conversely, Self-Efficacy showed a significant negative effect on Perceived Usefulness (β = −0.436; p < 0.001). These results suggest that integrating scientific sanad into academic platforms is not merely a technical innovation but also an epistemological need in Islamic higher education. This study contributes to TAM literature by incorporating Islamic scholarly authority into technology acceptance research and offers practical implications for developing a Digital Sanad feature in SIAKAD.
Hospital Safety Index and Healthcare Provider Preparedness for Disaster-Responsive Social Welfare in Lhokseumawe, Indonesia Putra, Rahmat Hidayat; Rosemary, Rizanna; Husna, Cut
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.v3i1.446

Abstract

Hospitals are critical institutions for maintaining health service continuity and social welfare during disasters, particularly in hazard-prone regions where emergency care, patient safety, and community protection depend on institutional readiness. This study aimed to assess the Hospital Safety Index (HSI) and describe healthcare provider preparedness for disaster response at Metro Medical Center General Hospital, Lhokseumawe, Indonesia. A descriptive exploratory case study was conducted from 25 to 31 March 2026 involving 100 healthcare providers and hospital personnel selected through purposive sampling. Data were collected using the HSI checklist and a 42-item preparedness questionnaire covering knowledge, attitudes, and practices. HSI data were processed using the official HSI calculator, while preparedness data were analyzed descriptively using SPSS version 27. The findings showed that the hospital achieved an overall HSI score of 0.98, placing it in Category A, with high structural safety, non-structural safety, and emergency and disaster management capacity. Healthcare provider preparedness was also generally favorable, as 70% of respondents demonstrated high disaster knowledge, 61% showed very good attitudes, and 47% reported very good disaster-related practices. However, 69% of respondents had not attended disaster training, indicating a critical gap between institutional safety status and sustainable workforce preparedness. This study implies that disaster-responsive hospitals require not only safe infrastructure and emergency management systems but also continuous, inclusive, and competency-based disaster training to strengthen healthcare workforce readiness, protect vulnerable populations, and support resilient social welfare in disaster-prone communities.
Gender-Responsive Peer Tutoring in Qur’anic Literacy through the Ash-Shafi’i Tahsin Method Al Ghifari, Muhammad Shafiq; Kosasih, Aceng; Jenuri
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.v3i1.455

Abstract

A survey by the Institute of Qur’an Sciences (IIQ) Jakarta involving 3,111 respondents across 25 provinces found that 72.25% of Indonesian Muslims are still unable to read the Qur’an correctly. A similar condition was also observed at Daarul Umi, Bandung, where elementary school children had difficulty applying basic tajweed rules and pronouncing makharijul letters correctly, worsened by an unbalanced teacher–student ratio and a teacher-centered learning approach. This study aims to examine the implementation of peer tutoring in Tahsin learning using the Ash-Shafi’i method at Daarul Umi and its contribution to improving students’ basic tajweed and makharijul skills. The study used a qualitative single case study involving 29 students aged 6–10 years, 1 Tahsin teacher, and 5 female peer tutors aged 12–15 years. Data were collected through six participatory observations (60 minutes each), in-depth interviews, and documentation, then analyzed using the Miles, Huberman, and Saldana model. Results show that peer tutoring was implemented through structured stages that encouraged repeated practice and direct feedback. Students gradually improved their ability to apply tajweed rules such as mad, idzhar, idgham, ikhfa, iqlab, ghunnah, and qalqalah, as well as the correct pronunciation of Arabic letters such as ث, ح, خ, ذ, ص, ض, ط, ظ, ع, and غ. These findings indicate that integrating peer tutoring with the Ash-Shafi’i method is a potential participatory learning strategy for non-formal Tahsin institutions facing teacher limitations.
Pedagogical Deep Learning for Student Character Formation: A Systematic Literature Review and Conceptual Synthesis Liesdiana, Nana; Syaifuddin, Mohammad; Kusnaini
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.v3i1.475

Abstract

The growing emphasis on character-oriented education requires pedagogical approaches that move beyond knowledge transmission toward reflective, contextual, and value-laden learning experiences. This study aims to synthesize how deep learning approaches are conceptualized and implemented in education and how they contribute to student character formation. A Systematic Literature Review was conducted using PRISMA procedures. Articles were searched in the Scopus database on November 4, 2025, covering publications from 2016 to 2025 with the keywords “deep learning approach” and “character education.” After screening 4,244 initial records through title, abstract, document type, language, and eligibility criteria, 41 articles were included for thematic qualitative synthesis. The findings show that deep learning is implemented through diverse pedagogical models, including project-based learning, problem-based learning, contextual learning, flipped classroom, technology-supported media, reflective activities, and collaborative learning. Across the reviewed studies, deep learning supports character formation by promoting mindful engagement with content, meaningful connections to real-life contexts, and joyful learning experiences. These processes strengthen discipline, responsibility, independence, empathy, tolerance, collaboration, integrity, and critical thinking. This study contributes a conceptual synthesis that positions deep learning as an integrative pedagogical mechanism linking cognitive depth, reflective self-regulation, and character development, thereby offering a foundation for future empirical research and classroom-based innovation.

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