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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 67 Documents
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Audio-Visual Media in Differentiated Economics Instruction: Effects on Students' Critical and Creative Thinking Muhammad Irsan; Husamah; Arina Restian
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.v3i2.483

Abstract

Developing higher-order thinking through equitable learning design remains a challenge in secondary economics education. This quasi-experimental study tested whether audio-visual media embedded in differentiated instruction improved critical and creative thinking among eleventh-grade students at State Islamic Senior High School (Madrasah Aliyah Negeri [MAN]) 3 Mataram, Indonesia. Two intact classes (N = 60) participated in a non-equivalent pretest-posttest control-group design. The experimental class received six 90-minute sessions integrating video, animation, infographics, economic cases, flexible learning processes, and product choice; the control class received conventional instruction. Critical-thinking essays and a creative poster project were scored using validated rubrics. MANCOVA, controlling for both pretests, showed a significant multivariate instructional effect, Pillai's Trace = .400, F(2, 55) = 18.303, p < .001, partial eta squared = .400. Univariate effects favored the experimental group for critical thinking, F(1, 56) = 5.662, p = .021, partial eta squared = .092, and creative thinking, F(1, 56) = 32.118, p < .001, partial eta squared = .364. The findings indicate that accessible multimodal resources coupled with differentiated learning pathways can strengthen higher-order thinking, particularly creative problem solving in unemployment-related economic cases.
Women’s Religious Authority in Islamic Education: Sitti Raihanun’s Leadership in Indonesia Husnul Haetami; Adi Fadli; Abdul Mujib
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.v3i2.485

Abstract

This study examines women’s religious authority in Islamic education through the leadership of Hajjah Sitti Raihanun Zainuddin Abdul Madjid and her contribution to educational transformation in Indonesia. Using qualitative library research with historical and sociological approaches, the study analyzes books, journal articles, biographies, organizational documents, institutional archives, and leadership records related to Nahdlatul Wathan. Data were examined through content analysis and interpretative-descriptive techniques. The findings show that Raihanun’s authority was constructed through genealogical legitimacy, personal charisma, leadership competence, religious credibility, and social recognition. Her leadership reflected transformational characteristics, including visionary orientation, consultative decision-making, organizational consolidation, institutional development, and commitment to Islamic educational values. During her leadership between 1998 and 2015, approximately 280 educational institutions, including madrasahs, schools, and Islamic boarding schools, were established or developed across Indonesia. She also founded the Syaikh Zainuddin NW Islamic Boarding School in Anjani, East Lombok, a major woman-led Islamic educational institution. Despite patriarchal resistance, internal organizational conflict, and governance constraints, her leadership strengthened educational networks and expanded women’s participation in religious and educational leadership. This study highlights women’s authority as a negotiated, performance-based, and institutionally sustained form of leadership in contemporary Islamic education.
Inclusive Leadership, Meaningful Work, and Midwives’ Contraceptive Access Service Performance: The Mediating Role of Psychological Capital Lilis Setyowati; Untung Lasiyono; Yusuf Iskandar
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.v3i2.493

Abstract

This study examines whether inclusive leadership and meaningful work enhance midwives’ performance in delivering contraceptive access services and whether psychological capital explains these relationships. A cross-sectional explanatory survey was conducted among 100 practicing midwives affiliated with 39 Independent Midwifery Practices (TPMBs) in Cengkareng, West Jakarta. Data were analyzed using partial least squares structural equation modeling. All constructs demonstrated adequate convergent validity (AVE = 0.584–0.653) and strong internal consistency (composite reliability = 0.944–0.958; Cronbach’s α = 0.935–0.952). Inclusive leadership positively predicted performance (β = 0.336) and psychological capital (β = 0.474), while meaningful work predicted performance (β = 0.194) and psychological capital (β = 0.509). Psychological capital was positively associated with performance (β = 0.459). The indirect effects of inclusive leadership (β = 0.218) and meaningful work (β = 0.234) were significant. Because both direct and indirect paths remained positive and significant, psychological capital operated as complementary partial—not full—mediation. The model explained 85.5% of psychological capital and 88.5% of performance variance. The findings position inclusive, psychologically enabling management as a human-centered pathway to more responsive contraceptive access services for women.
How Do Assignment Workload and Time Management Relate to Academic Stress in Early Adolescence? Khafifatu Syahraini; Nurhayati; Khusnul Fatimah
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.v3i2.504

Abstract

Academic stress can undermine adolescents' well-being during the transition to lower secondary education, particularly when assignment demands accumulate within limited completion windows. This cross-sectional correlational study examined the relationships of perceived assignment workload and time management with academic stress among 127 Grade VII students at a public lower secondary school in Kolaka, Indonesia. Data were collected using five-point Likert-scale questionnaires and analyzed through descriptive statistics, Pearson correlations, and multiple linear regression. Assignment workload was positively associated with academic stress (r = 0.363, p < 0.001, 95% CI [0.202, 0.505]). Time management was not significantly associated with stress (r = 0.136, p = 0.127, 95% CI [-0.039, 0.303]). Jointly, the predictors explained 13.2% of the variance in academic stress, F(2,124) = 9.454, p < 0.001. In the regression model, workload was a significant predictor (B = 0.387, p < 0.001), whereas time management was not (B = -0.027, p = 0.758). The findings position assessment coordination and manageable assignment design as human-centered educational priorities. Time-management support remains valuable, but it should complement rather than substitute institutional responsibility for preventing avoidable academic overload.
Generation Z’s Digital Civic Engagement and Welfare-Oriented Participation: Evidence from an Indonesian University Tengku Irmayani; Lina Sudarwati; Rio Sinaga
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.v3i2.512

Abstract

Generation Z students increasingly encounter public issues through digital media, yet the extent to which awareness becomes sustained civic and welfare-oriented participation remains unclear. This study maps media use, information trust, welfare concern, and political participation among 922 students aged 17–25 years at the University of North Sumatra, Indonesia. A descriptive cross-sectional survey was complemented by short semi-structured interview notes used only for contextual interpretation. Social media was the most frequently used source of socio-political information (78.2%) and the most trusted source (48.9%), while official government websites retained substantial trust (39.6%). Education and health were the most frequently accessed public-interest topics (53.7% each), followed by economic issues (51.0%). Fundraising was the most common welfare-oriented action (49.1%), but only 26.4% reported regular social participation. Voting was reported by 66.5% of respondents; in contrast, direct roles in political parties or campaigns were uncommon. The findings identify a concern-to-participation gap: students are digitally connected, welfare attentive, and communicatively engaged, but their engagement is episodic and weakly institutionalized. Universities should combine critical digital literacy, service-learning, student-led welfare projects, and safe deliberative spaces to convert issue awareness into sustained democratic participation.
Multicultural Values in Islamic Religious Education and Character Education for Equitable Learning: A PRISMA Systematic Review in the Context of Indonesian Pesantren-Based Schools Ariffah Nargis Tasliyah; Munif; Askhabul Kirom; Mochammad Faiz Sholichin
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.v3i2.521

Abstract

Indonesia’s religiously diverse society requires Islamic Religious Education (IRE) to cultivate both religious commitment and respect for difference. This study examines multicultural values in the 2021 Grade 11 IRE and Character Education textbook used as the core learning resource in an Islamic boarding school-integrated vocational upper secondary school in Mojokerto, Indonesia. A directed qualitative content analysis of all 331 instructional pages across ten chapters used four core codes: tolerance, deliberative participation, equality, and justice. Tolerance is the most explicit value, especially through religious harmony and protection of human life. The text also promotes peaceful preaching, respectful disagreement, social-media ethics, gender equality and educational rights, and justice in civic governance. However, values are unevenly distributed and are more consistently assessed as individual moral commitments than as observable practices of equitable participation. The analysis identifies a textbook-task-assessment alignment gap: discussion and collaborative activities are present, but explicit assessment criteria for non-discrimination, inclusive voice, and the handling of prejudice are limited. The study contributes a value-to-pedagogy framework for curriculum refinement and teacher development that connects IRE with student dignity, social cohesion, and educational welfare.
How Do Religious Teachers Strengthen Adolescent Qur’anic Literacy? Evidence from Community-Based Tahsin Al-Qira’ah Learning in Indonesia Suci Rahmadhani; Kartubi; Ismail Fahri
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.v3i2.522

Abstract

This study examines how religious teachers strengthen adolescent Qur’anic literacy through tahsin al-qira’ah learning at a community-based Islamic education center in Indonesia. A qualitative descriptive case study was conducted at TPA Al-Falah, Muara Bulian, involving tahsin teachers, adolescent learners, and program management. Data were collected through classroom observations, semi-structured interviews, and supporting documents, then analyzed through coding, thematic categorization, and triangulation. The findings show that teachers combined three main strategies: talaqqi, in which students listened to and imitated the teacher’s recitation; sorogan, in which students read individually and received direct correction; and drill, which strengthened fluency through repeated practice. These strategies were reinforced by patient teacher guidance, motivational communication, parental encouragement, a supportive learning environment, and available Qur’anic learning resources. However, differences in students’ reading ability, limited home practice, reduced concentration, and restricted instructional time remained challenges. Overall, the learning process improved students’ recitation fluency, pronunciation accuracy, confidence, and motivation. The study highlights the value of integrating modelling, individual feedback, and repeated practice to support adolescent Qur’anic literacy in community-based Islamic education.
Human Centered Interactive Animated Video to Enhance Primary Students' Learning Enthusiasm in Human Digestive System Instruction: A Classroom Action Study in an Indonesian Islamic Elementary School Fitria Fathkul Khotimah; Tabroni; Pauzan Azim
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.v3i2.526

Abstract

Elementary science teachers need digital media that are not only visually attractive but also instructionally meaningful for young learners who often struggle with abstract biological processes. This classroom action study examined how an interactive animated video could improve fifth-grade students' learning enthusiasm in human digestive system instruction at an Indonesian Islamic elementary school. The study involved 21 students and was implemented through two action cycles consisting of planning, action, observation, and reflection. Data were collected through student enthusiasm questionnaires, classroom observation sheets, teacher implementation observation, interviews, and documentation. The intervention used a short animated video showing the digestive pathway from the mouth to the anus, embedded with guiding questions, student worksheets, and group discussion. The findings show a consistent improvement in learning enthusiasm. The questionnaire mean increased from 2.26 in the pre-cycle to 3.00 in Cycle I and 3.39 after Cycle II, while classroom observation scores increased from 2.00 to 3.00 and then to 4.00. Students became more attentive, more willing to ask and answer questions, and more positive toward science learning. These results suggest that interactive animated video, when combined with teacher facilitation and reflective classroom improvement, can create a more engaging, enjoyable, and student-centered elementary science learning environment.
Faculty Members' Mindset Profiles in Research Career Development: Preliminary Evidence for Positive Psychology-Based Mentoring in a Muhammadiyah-Affiliated University Ainur Rosidah; Sunyono Sunyono; Hasan Hariri; Muhammad Nurwahidin; Rabiyatul Adawiyah
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.v3i2.552

Abstract

Research engagement is constrained not only by skills and resources but also by how faculty members interpret feedback, failure, and capability development. This preliminary cross-sectional survey mapped research-career mindset profiles among 32 faculty members representing five faculties at Universitas Muhammadiyah Pringsewu, a Muhammadiyah-affiliated university in Indonesia. A structured questionnaire addressed beliefs about research competence, publication challenges, academic failure, and career growth. Descriptive analysis and Wilson 95% confidence intervals were used. Three faculty members (9.4%; 95% CI: 3.2%-24.2%) were classified as fixed-mindset, seven (21.9%; 11.0%-38.8%) as growth-mindset, and 22 (68.8%; 51.4%-82.0%) as mixed-mindset. The predominance of mixed profiles indicates openness to developing research competence alongside continuing doubts about revision, rejection, and methodological demands. Rather than treating research engagement as merely a technical deficit, the findings identify a human-factors need for mentoring that combines research-skill support with strengths-based feedback, mastery experiences, and psychosocial support. The results are descriptive and cannot establish causality or psychometric validation. They provide a baseline for developing and testing a positive psychology-based research mentoring model.
Guided Discovery Learning for Equitable Islamic Cultural History Learning in a Rural Indonesian Islamic Junior Secondary School: A Classroom Action Research Suci Prastiwi; Nispi Syahbani
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.v3i2.572

Abstract

Teacher-centred instruction can constrain students' participation and learning in Islamic Cultural History (Sejarah Kebudayaan Islam; SKI), particularly when the subject is taught as memorization. This classroom action research examined whether guided Discovery Learning could improve participation and achievement in a Grade 8 class at a rural Indonesian Islamic junior secondary school (Madrasah Tsanawiyah; MTs). Twenty-two students participated in two planning-action-observation-reflection cycles. The intervention followed six phases: stimulation, problem identification, data collection, data processing, verification, and generalization. Observation sheets, achievement tests, interviews, and documentation were analysed descriptively using mean scores, classical mastery, and process indicators. Student activity increased from 62.21% in Cycle I to 79.09% in Cycle II, while teacher implementation rose from 68.18% to 90.90%. Mean achievement improved from 58.45 at baseline to 62.42 in Cycle I and 80.90 in Cycle II. Classical mastery increased from 40.90% to 45.45% and then 86.36%, exceeding the 80% criterion. The findings indicate that Discovery Learning becomes productive when it is explicitly scaffolded, collaboratively organised, and refined through reflection. The study contributes evidence on equitable learning opportunities in a rural madrasah context.

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