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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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Structured Questioning for Equitable Classroom Participation and Higher-Order Moral Reasoning in Aqidah Akhlak Education Roslaini; Yuliana Afifah; Ismail Fahri; M Thontawi; Husarida
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.v3i2.573

Abstract

Aqidah Akhlak learning in madrasahs often emphasizes memorization and teacher-centered instruction, limiting students’ opportunities to engage in analytical, evaluative, and creative moral reasoning. This study aimed to enhance students’ higher-order thinking skills through structured questioning techniques in Aqidah Akhlak learning. Using Classroom Action Research, the study was conducted in two cycles involving 26 eleventh-grade science students at an Islamic senior high school in Jambi, Indonesia. Each cycle consisted of planning, action, observation, and reflection. Data were collected through HOTS-based written tests, classroom observation sheets, teacher interviews, field notes, and documentation. The intervention used open-ended, probing, evaluative, and reflective questions supported by scaffolding, wait time, peer discussion, and constructive feedback. The findings showed a substantial improvement in students’ classroom participation and HOTS achievement. Active participation increased from 38.5% in Cycle I to 73.1% in Cycle II, while the mean HOTS score rose from 68.4 to 82.7. The proportion of students achieving the minimum mastery criterion also increased from 57.7% to 84.6%. Improvements were observed across analysis, evaluation, and creation dimensions. These findings indicate that structured questioning techniques can transform Aqidah Akhlak learning into a more dialogic, reflective, and inclusive process that supports students’ moral reasoning and higher-order thinking.
Guided Discovery Learning for Student Participation and Educational Well-Being in Islamic Religious Education: A Qualitative Case Study Fuad Imali; Hasirah
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.v3i2.578

Abstract

This study aims to examine how guided discovery learning is implemented in Islamic Religious Education (IRE) and how it supports learner motivation, participation, and educational well-being in a junior secondary school setting. A descriptive qualitative case study was conducted in one Grade VII IRE class at State Junior Secondary School 17 of Jambi City, Indonesia. Evidence was generated through classroom observation of 32 learners, interviews with the principal, one IRE teacher, and five students, and relevant instructional documents. Iterative thematic analysis and source-technique triangulation were used to interpret the evidence. The findings show that the teacher enacted discovery learning through stimulation, problem identification, evidence seeking, collaborative processing, verification, and generalization. This guided sequence promoted curiosity, peer-assisted reasoning, independent information seeking, confidence to voice ideas, and the application of Islamic values to everyday conduct. Peer support, school encouragement, and constructive competition enabled implementation, whereas constrained lesson time, classroom-management demands, and unequal confidence limited participation. The study positions guided discovery learning as a human-centered instructional system that can broaden equitable participation and strengthen educational well-being in values-based education.
Qur’anic Reading Support as an Inclusive Student Service: Preliminary Qualitative Evidence from Tahsin in an Indonesian Public Junior Secondary School M. Rafi Rizqullah; J.M. Ekafitrianda
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.v3i2.579

Abstract

This study aims to examine how a school-based Qur’anic recitation improvement program (tahsin) functions as an inclusive student-support service for Arabic letter articulation (makhārij al-ḥurūf) in an Indonesian public junior secondary school. A qualitative descriptive case analysis was undertaken using the documented preliminary evidence available for Grade IX D at SMP Negeri 7 Tanjung Jabung Timur: the program schedule, classroom observation mapping, and pedagogical documentation. The analysis identified a 30-minute pre-Dhuhr routine structured around whole-class reading, teacher modeling, corrective repetition, and selective small-group support. The most salient difficulties were clustered around perceptually or articulatorily close phonemes: sīn /s/, shīn /ʃ/, and ṣād /sˤ/; tāʾ /t/ and ṭāʾ /tˤ/; and dhāl /ð/, zāy /z/, and ẓāʾ /ðˤ/. Three interacting constraints limited individualized correction: compressed instructional time, the practical demands of a full class, and linguistic diversity shaped by Javanese, Buginese, and Malay speech backgrounds. Tahsin is therefore best understood not only as technical tajwid instruction, but also as a human-centered support practice that can expand equitable participation and confidence in Islamic Religious Education (IRE). Findings are bounded to preliminary case evidence and do not establish causal effects.
From Habituation to Moral Internalization: Honesty Education, Psychosocial Safety, and Student Welfare in an Islamic Boarding School Namira; Najmul Hayat
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.v3i2.586

Abstract

This study investigates the internalization of honesty values through habituation practices at Sa’adatuddaren Islamic Boarding School and identifies the structural and relational conditions that support or hinder this process. Honesty is a central concern in character education, particularly in Islamic boarding schools where moral values are cultivated through religious discipline, communal living, and daily routines. Using an interpretive qualitative case study design, data were collected over three months through participant observation, semi-structured interviews with students, teachers, an administrator, and the pesantren leader, as well as document analysis. The findings show that honesty is promoted through institutionalized routines, including truthful attendance reporting, independent academic work, transparent financial responsibility, communal duties, and religious participation. However, habituation alone does not ensure deep moral internalization. Students’ honesty develops from external compliance to behavioral habituation, reflective awareness, and relational internalization when routines are supported by teacher modeling, reflective discipline, peer accountability, and psychosocial safety. This study contributes by conceptualizing honesty internalization in pesantren as an interaction between structural habituation and relational moral support within a welfare-oriented moral ecology.
Human-Centered Digital Housing Information and Transaction-Stage Purchase Decisions in Government-Subsidized Housing: Evidence from Lampung, Indonesia Trian Hermawan; Novita Sari; Anggalia Wibasuri
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.v3i2.632

Abstract

This study aims to examine the association between human-centered digital marketing strategy and transaction-stage purchase decisions for government-subsidized housing in Lampung, Indonesia. A cross-sectional quantitative survey involved 100 purposively selected adults who had been exposed to housing information through digital channels and had reached a formal transaction stage, namely a subsidized mortgage application, booking-fee or down-payment payment, or completed purchase. A 40-item questionnaire measured perceived digital marketing strategy and consumer purchase decision. Item-total correlations supported item screening, and internal consistency was high for digital marketing strategy (α = 0.942) and purchase decision (α = 0.936). Regression assumptions were met. Digital marketing strategy was positively associated with purchase decision (B = 0.869, β = 0.968, t = 38.406, p < 0.001), and the model accounted for 93.8% of score variance (R² = 0.938). The findings position digital housing communication as a human-centered welfare service when it improves information clarity, credibility, responsiveness, and access across platforms. Because the data were cross-sectional, self-reported, and purposively sampled, the result is associational rather than causal.
Ecopedagogy for Equitable Green Skills Development in School Education: A Systematic Literature Review Fitri Sholihah; Yusuf Tri Herlambang; Yeni Yuniarti
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.v3i2.637

Abstract

Environmental disruption requires school education to develop green skills that combine ecological literacy, systems thinking, collaboration, and action. This systematic literature review synthesizes how ecopedagogic approaches support equitable green-skills development and identifies reporting gaps relevant to inclusive education and social welfare. Following a PRISMA 2020-aligned protocol, the review examined an author-supplied corpus of 100 records retrieved from Scopus and Google Scholar for 2021–2026. After duplicate removal, title–abstract screening, and full-text eligibility assessment, 15 studies were included. Thematic synthesis identified five recurring pathways: critical and relational inquiry, interdisciplinary curriculum integration, place-based and outdoor learning, action-oriented projects, and critically mediated digital learning. Reported outcomes clustered around ecological literacy, critical and systems thinking, participation, collaboration, and environmental responsibility. However, gender-disaggregated outcomes and intersectional access conditions were seldom reported, preventing a defensible synthesis of differential benefits for girls, women, or other marginalized groups. The review proposes an Equity-Responsive Ecopedagogic Pathway framework linking pedagogy, green-skill outcomes, and reporting requirements.
Teacher Strategies for Strengthening Learning Motivation in Islamic Religious Education: An Exploratory Case Study in an Indonesian Public Senior High School Fesa Nurpika; Ismail Fahri; M. Thontawi
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.v3i2.651

Abstract

Learning motivation is central to inclusive student support because it shapes whether learners attend to, participate in, and persist with classroom activity. This exploratory qualitative case study examines documented preliminary observations of Islamic Religious Education (IRE) instruction in Grade X E8 at an Indonesian public senior high school. The evidence concerns one IRE teacher and a class of 34 students. The analysis identifies a heterogeneous motivation profile: some students were attentive and participatory, whereas others were less focused, hesitant to respond, or minimally involved. Teacher practices comprised aperception, communication of learning objectives, motivational prompts, everyday-life examples, lectures, question-and-answer, and discussion. The findings are synthesized as a Motivational Alignment Cycle linking value framing, participation architecture, relational reinforcement, and responsive observation. The contribution is a context-sensitive framework that explains why method variation alone may not be sufficient unless students also perceive relevance, psychological safety, and attainable opportunities to contribute. The study informs teacher professional development and school-level psychosocial support in IRE and comparable value-oriented subjects. Because the source evidence is preliminary and does not include completed interviews, transcripts, or outcome measures, the article makes no causal or generalizable effectiveness claims.

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