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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 67 Documents
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Synchronized Sharia Reorganization of Coastal MSMEs: A Structural Model of Digital Transformation, Green Economy, Islamic Capital, and Multi-Stakeholder Collaboration Dewi Sundari Tanjung; Azhari Akmal Tarigan; Zuhrinal M. Nawawi
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.253

Abstract

This study tests a livelihood-oriented model of micro, small, and medium enterprise (MSME) reorganization in Sibolga City, Indonesia. Using survey data from 150 coastal food MSME actors and partial least squares structural equation modeling, the study examines whether Sharia digital transformation, Sharia green economy orientation, and Islamic capital enhance MSME reorganization directly and indirectly through multi-stakeholder collaboration. All direct paths are positive and significant (p < .001). Collaboration is the strongest predictor of reorganization (β = .556) and partially mediates the effects of digital transformation, green orientation, and Islamic capital. The model explains 41.7% of collaboration and 71.2% of reorganization. Multi-group analysis shows that digital transformation is more influential among enterprises with higher platform readiness, whereas green orientation, Islamic capital, and collaboration remain stable across groups. The study introduces a Synchronized Sharia Reorganization Model that treats technology, ecological responsibility, ethical-relational resources, and institutional coordination as complementary capabilities. The findings support inclusive coastal livelihood policy, particularly for women-participatory, household-based food enterprises.
Women Victims of Sexual Violence: How Does Indonesian Criminal Law Responsibility for Psychological Trauma? Rhesas Shalatan; Mega Fitri Hertini
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.434

Abstract

Sexual violence is a health problem affecting women and adolescents throughout the world, and the phenomenon is particularly prevalent in Indonesia. Sexual violence not only causes physical harm, but also psychological trauma that has long-term impacts on the mental, emotional, and social lives the victims. This study aims to examine psychological trauma from the perspective of Indonesian criminal law, and to analyze Indonesian criminal law responsibility toward the psychological trauma experienced by victims. This study adopts a normative-juridical research method with statute and conceptual approaches, which are then analyzed qualitatively through descriptive-analytical and prescriptive techniques with reference to Law No. 23 of 2004 on the Elimination of Domestic Violence, Law No. 31 of 2014 on the Protection of Witnesses and Victims, and Law No. 12 of 2022 on Sexual Violence Crimes. The findings show that Indonesian criminal law view psychological trauma as an inner wound like a physical injury, and therefore it must be compensated and restored. Indonesian criminal law responsibility for victims’ psychological trauma is channeled through preventive, curative, restitutive, and reintegrative dimensions oriented toward victim recovery. However, its implementation still faces several obstacles, including the dominance of a retributive approach, limited acces to psychological recovery services in regional areas, and lack a of understanding among law enforcement officers regarding victims’ trauma.
KATABEL Flashcards for Fable-Based Dance Learning in Primary School Marcella Nadya Irafany; Deasylina da Ary
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.435

Abstract

Dance instruction in primary school requires learning media that make movement concepts concrete, engaging, and usable for young learners. This study developed KATABEL, a fable-based dance flashcard medium, and examined its feasibility and preliminary effectiveness in Grade 4 dance learning. The study employed research and development using the ADDIE framework and involved 29 students at a public primary school in Pati Regency, Indonesia. KATABEL combines animal-fable narratives, illustrations, QR-code-linked movement videos, and prompts for imitating, adapting, sequencing, and presenting movement. Feasibility was assessed by content and media experts; implementation evidence was obtained through sequential small-group (n = 6) and large-group (n = 23) pretest-posttest trials. Content and media validation yielded 93% and 96%, respectively, placing the product in the highly feasible category. Shapiro-Wilk results supported normality, and paired-sample tests indicated significant gains in both trials (small group: t = -8.174, p < .001; large group: t = -18.325, p < .001). Mean normalized gains were 0.6879 and 0.7366. KATABEL offers a low-cost, human-centered physical-digital learning resource that supports movement exploration, participation, and equitable access to primary arts learning.
Women’s Collaborative Leadership in Technical and Vocational Education: A Systematic Review Widiani Trisnaningsih; Bujang Rahman; Riswandi; Tina Yunarti; Sowiyah
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.449

Abstract

Women’s leadership in Technical and Vocational Education and Training (TVET) remains underexamined despite the sector’s dependence on coordinated relationships among schools, employers, government, and communities. This systematic literature review synthesizes 22 peer-reviewed studies published from 2015 to 2025 to examine women’s collaborative leadership in TVET and directly relevant educational or structurally analogous contexts. Following PRISMA 2020 procedures, records were identified through ScienceDirect and Google Scholar and analysed using inductive thematic synthesis. Four themes were identified: persistent structural and cultural barriers; individual, relational, and institutional enablers; leadership practices associated with transformational and distributed approaches; and the strategic importance of external partnerships. The evidence indicates that women’s leadership is shaped less by an inherently gendered style than by access to authority, professional networks, care-sensitive organizational arrangements, and opportunities to lead cross-boundary collaboration. Direct evidence at the intersection of women, collaborative leadership, and TVET is notably sparse. The review therefore proposes a Contextual Collaborative Leadership Framework for Women in TVET, which integrates enabling conditions, collaborative practices, boundary-spanning practices, and institutional outcomes. The framework is a research proposition requiring empirical validation.
Gender-Responsive Islamic Sexuality Education: A Comparative Study of Ulwan and At-Tihami Abdul Fatah
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.453

Abstract

This study examines Islamic sexuality education through a comparative analysis of Abdullah Nasih Ulwan’s Tarbiyat al-Awlad fi al-Islam and Muhammad At-Tihami’s Qurrat al-‘Uyun. Using qualitative document-based research, the study analyzes each scholar’s views on the aims, content, developmental orientation, and social function of sexuality education. The findings show that both perspectives frame sexuality education as a value-based process integrating religious literacy, moral formation, bodily awareness, self-protection, and responsible family relationships. Ulwan emphasizes a developmental and preventive approach, including privacy etiquette, modesty, age-appropriate guidance, puberty education, separation of sleeping arrangements, and protection from harmful sexual stimuli. In contrast, At-Tihami situates sexuality education primarily within marital ethics, relational responsibility, emotional intimacy, and family well-being. The study’s novelty lies in integrating these complementary perspectives into a gender-responsive Islamic safeguarding framework that connects child and adolescent protection with healthy marital and family life. The findings suggest that Islamic Religious Education can provide culturally grounded guidance for preventing sexual violence, strengthening bodily autonomy, and promoting responsible sexuality education in families, schools, and community-based religious institutions.
High Reading Literacy, Low Character? Exploratory-Descriptive Study of Literacy Learning Based on Cognitive Level L1-L3 in Superior High School Students Siti Agustini; Ribut Wahyuni Eriyanti; Masduki; Lilis Ernawati
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.454

Abstract

This study is an exploratory-descriptive study to determine the factors that cause the misalignment between the achievement of reading literacy ability and the character achievement of students from three high schools in East Java. Using qualitative descriptive methods, data was collected through open-ended interviews and literature studies as well as school documents. Researchers choose key informants and specialists because they are considered to have the initial information needed. Data analysis techniques using the Miles-Huberman technique include: data condensation; data display; and conclusion drawing/ verivication. Hasil kategori data: (1) reading literacy achievement profile; (2) the profile of the achievement of the student character survey; (3) Factors causing the misalignment of reading literacy achievement and reading surveys. All three are considered by researchers to have construction as the cause of the problem, although it is still necessary to develop further research. This study recommends the development of test instruments that adapt AKM questions and adaptive-reflective literacy learning models. Schools can realize educational SDgS for their students and become a literacy learning model school based on L1-L3 cognitive levels.
Bridging the Gender Awareness-Participation Gap: A Quasi-Experimental Comparison of Psychoeducation and Group Counseling Among Young Adults Sigit Sanyata; Salma Salsabila Hasna; Rizqi Lestari
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.460

Abstract

Persistent social norms can sustain unequal gender roles even when individuals endorse equality in principle. This quasi-experimental pretest-posttest study compared structured psychoeducation with group counseling for strengthening gender equality orientation among young adults in Bantul Regency, Indonesia. Purposive sampling recruited 61 participants aged 20-30 years (psychoeducation, n = 31; group counseling, n = 30). Equivalent forms of the Gender Equality Scale assessed equality, access, participation, and harmony before and after the interventions. ANCOVA controlled baseline scores. The adjusted group effect was not statistically significant, F(1, 58) = 0.026, p = 0.873, partial eta squared = 0.0004; the full model was also nonsignificant, F(2, 58) = 1.762, p = 0.181. Descriptively, both conditions showed higher total posttest scores, but changes were uneven across dimensions, with participation remaining comparatively resistant. The study does not establish formal equivalence between interventions; rather, it indicates that a structured psychoeducational format can be considered a feasible awareness-building option alongside group counseling. Its principal contribution is the identification of participation as the priority target for subsequent behavior-oriented and gender-transformative intervention components.
Community-Based Inclusive Education for the Rights and Welfare of Students with Disabilities in Malang City Juli Astutik; Eko Rizki Purwo Widodo; Zaenal Abidin
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.464

Abstract

This study develops a community-based inclusive education model to strengthen the educational rights and social welfare of students with disabilities in Malang City, Indonesia. A qualitative multi-site descriptive design was employed across five special schools. Data were generated through classroom observations, semi-structured interviews with five principals and five teachers, document analysis, and a focus group discussion, then analysed using the interactive procedures of data condensation, display, and conclusion drawing. The findings show that community-based inclusion is enacted through five mutually reinforcing components: adaptive use of the national curriculum; curriculum modification and differentiated instruction according to learners’ functional profiles; flexible grouping and visual-demonstrative learning strategies; individualized assessment through Individualized Education Programs, progress records, and tailored worksheets; and structured collaboration among schools, parents, community organizations, and local support networks. These components form a rights-based ecosystem that expands access, participation, learning continuity, and social acceptance beyond the classroom. The proposed model positions community participation not as supplementary assistance but as an institutional resource for responsive educational services and student wellbeing. It offers an actionable framework for strengthening inclusive education and locally grounded social-welfare policy, while contributing to SDG 4 and SDG 10.
Holistic Personality and MBKM Decision-Making: Student Well-Being and Equitable Access in Indonesian Higher Education Endah Kurniawati Purwaningtyas; Andik Rony Irawan; Triyo Supriyatno; Abd. Rahman Ambo’ Dalle
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.471

Abstract

Independent Learning–Independent Campus (Merdeka Belajar–Kampus Merdeka; MBKM) promotes off-campus experiential learning, yet the psychological conditions shaping participation and the equity implications of access remain underexamined. This multisite cross-sectional study tested the association between holistic personality and decision-making among 260 undergraduate MBKM participants at a State Islamic University and a Muhammadiyah university in Indonesia. Proportional random sampling was applied within the available participant frame. A structured questionnaire assessed holistic personality (experiential, attitudinal, and creative values) and MBKM decision-making (self-control, external control, and absence of control). Descriptive statistics, Cronbach’s alpha, and Pearson correlation were used. Most respondents reported moderate decision-making (80.8%; M = 30.50, SD = 6.21) and moderate holistic personality (65.4%; M = 138.54, SD = 14.88). Reliability was acceptable for decision-making (α = .67) and good for holistic personality (α = .81). Holistic personality correlated positively and moderately with MBKM decision-making (r = .477, p < .001). Self-control and experiential value were the dominant dimensions. The study contributes a psychological-equity account of MBKM: students’ capacity to regulate goals and derive meaning from experience is associated with more deliberate participation, but equitable participation requires information, financial, mobility, safety, and mentoring support. Universities should embed gender-responsive and welfare-sensitive safeguards in MBKM governance.
AI-Enabled Plant Recognition for Business Plan Writing in Vocational Agribusiness Ayyid Sur’ataini; Arina Restian; Husamah
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.480

Abstract

This study evaluated a Google Lens-supported learning sequence for improving ornamental-plant business plan writing in a public vocational high school in Indonesia. A quasi-experimental nonequivalent pretest-posttest control-group design compared 31 students who received smartphone-mediated plant recognition and teacher-guided data verification with 32 students who received conventional instruction. Performance tests and structured classroom observations were analyzed using descriptive statistics, assumption tests, an independent-samples t-test, and derived effect-size indicators. Baseline performance did not differ significantly (M = 52.66, SD = 10.68 versus M = 54.29, SD = 7.41; p = .482). The intervention group achieved a higher posttest score (M = 73.46, SD = 9.35) than the control group (M = 63.98, SD = 8.84), t(61) = 4.138, p < .001, mean difference = 9.48, 95% CI [4.90, 14.07], Hedges’ g = 1.03. Observations showed that the learning sequence supported product identification, market-oriented analysis, collaboration, and more independent evidence gathering. The contribution is a pedagogical model that moves image recognition beyond taxonomy by linking AI output to verification, business judgment, and written entrepreneurial planning.

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