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Prio Utomo
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Journal of Gender and Millennium Development Studies
Published by Academia Edu Cendekia Indonesia
ISSN : 30633842     EISSN : 30633850     DOI : https://doi.org/10.64420/jgmds
Core Subject : Humanities, Social,
Humanities Social Sciences
Journal of Gender and Millennium Development Studies (JGMDS) (Online ISSN 3063-3850 - Print ISSSN 3063-3842) is a peer-reviewed, open-access academic journal dedicated to advancing and disseminating state-of-the-art knowledge in the field of gender and millennium development. The journal aims to serve as a platform for scientific publications, promoting high-quality research findings, supporting evidence-based theory and practice, and providing an academic forum for researchers, scholars, professionals, teachers, counslelors, and college students to explore, share, and discuss critical ideas, strategic issues, innovations, implications, and scientific contributions in gender and millennium development. JGMDS aims to promote excellence in the field by disseminating high-quality research findings and providing a global platform for researchers, academicians, professionals, counselors, psychiatrists, college students, and education practitioners to explore, share, and discuss emerging issues and developments related to gender and millennium development. Focus and Scope: JGMDS focuses on gender and millennium development issues, exploring key topics related to gender and development within local, national, and global frameworks. The scope includes, but is not limited to, the following areas: (1) Gender Issues; (2) SOGIESC Approach (Sexual Orientation, Gender Identity and Expression, Sex Characteristics); (3) Millennium Development Goals (MDGs).
Arjuna Subject : Ilmu Sosial - Stugi Gender
Articles 27 Documents
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Gender dalam Perspektif Aliran Feminisme: Analisis Wacana tentang Hakikat dan Kedudukan Perempuan Nurmadani, Nurmadani; Darmawan, M. Rama; Danny, Firdaus
Journal of Gender and Millennium Development Studies Vol. 2 No. 2 (2025): Journal of Gender and Millennium Development Studies, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jgmds.v2i2.380

Abstract

Background: Studies on gender issues remain an important topic of debate in social, cultural, and academic contexts, especially in relation to how women are positioned within deeply entrenched patriarchal systems. Objective: The objective of this research is to analyze feminist texts from various schools of thought, including liberal, radical, Marxist, socialist, and postmodern feminism, to understand how these perspectives contribute to the broader conversation on gender equality and justice. Method: This research employs a qualitative method, focusing on the analysis of feminist texts from different schools of thought. Data were collected through a comprehensive literature review, and the analysis involved examining representations of women and the use of language that reflects ideology and power relations. Result; Although each feminist school has its own approach, all aim to advance gender equality and justice. They offer valuable insights into how gender roles are constructed and influenced by power and ideology. The research highlights that understanding gender as a social construct shaped by culture and power is key to driving social change. Conclusion: Gender is not a fixed biological characteristic but a social construct shaped by cultural and power dynamics. The research underscores the importance of interpreting feminist perspectives in a contextual and critical manner to foster more equitable social change. It highlights the need for gender-responsive approaches that respect the diversity of women's identities and experiences. Contribution: This study contributes to the broader understanding of feminist theory and its application in promoting gender justice and equality in contemporary society.
Gender Perspectives in Education: Strengthening Gender-Responsive Values to Achieve Sustainable Development Goals in the Globalization Era Ramanan, Banu; Mohamad, Mua'zam
Journal of Gender and Millennium Development Studies Vol. 2 No. 2 (2025): Journal of Gender and Millennium Development Studies, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jgmds.v2i2.381

Abstract

Background: This study was motivated by the continued presence of gender bias in education in the era of globalization, where equality is often misunderstood as merely giving the same treatment to all students rather than addressing their diverse learning needs. Such misconceptions reinforce subtle forms of discrimination and limit students’ opportunities for equitable participation. Objective: This study aims to examine how gender-sensitive education strengthens students’ gender responsiveness and how these efforts align with the Millennium Development Goals (MDGs/SDGs), particularly those promoting gender equality and quality education. Method: A qualitative approach was employed using Fairclough’s Critical Discourse Analysis model. Data were collected through document analysis and interviews with teachers, counselors, and students to capture both textual and experiential dimensions. Results: The findings reveal that educational texts and practices continue to reproduce gender-role stereotypes and masculine leadership norms, although gradual improvements are evident through revised teaching materials, more inclusive classroom strategies, and increasing student agency. Conclusion: Gender-responsive education becomes effective when systematically embedded within the curriculum, guidance and counseling services, and school governance, and when aligned with SDG 4.7 and SDG 5 indicators. Contribution: This study provides theoretical, methodological, and practical insights that advance efforts to promote gender-equitable education in support of sustainable development.
The Role of Gender in Learning and Content Management: A Review from an Educational and Islamic Perspective Zubaidah, Zubaidah; Amaliyah, Aam
Journal of Gender and Millennium Development Studies Vol. 2 No. 2 (2025): Journal of Gender and Millennium Development Studies, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jgmds.v2i2.425

Abstract

Background: Gender issues in education, including Islamic education, remain an important issue because learning practices and educational content often reproduce gender bias and inequality. Although Islam normatively upholds the principles of justice and equality, in educational practice, there is still a gap between Islamic teachings and their implementation. Objective: This study aims to examine the concept of gender from an Islamic perspective and analyze its implementation in learning management and educational content. Method: This study uses a qualitative approach with a descriptive-analytical library research design. Data were collected through documentation techniques on the texts of the Qur'an and Hadith as well as relevant academic literature, then analyzed using content analysis. Result: Gender inequality in education is caused more by social constructs and partial religious interpretations than by Islamic teachings themselves. Gender-responsive learning management and the development of gender-sensitive educational content have been proven to be crucial in creating a fair and inclusive learning process. Conclusion: The integration of a gender perspective in Islamic education is a strategic step toward realizing an education that aligns with the values of justice and humanity. Contribution: This study strengthens the conceptual framework of gender-perspective Islamic education, serving as both an academic and practical reference for creating more inclusive and equitable education.
Post Post Infidelity Stress Disorder and Violence among Intimate Partners in Nigeria Ulo, Edafe; Okoli, Annmarie Nkem
Journal of Gender and Millennium Development Studies Vol. 3 No. 1 (2026): Journal of Gender and Millennium Development Studies, 3(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jgmds.v3i1.483

Abstract

Background: Infidelity represents a severe relational stressor that may trigger Post-Infidelity Stress Disorder (PISD) and increase the risk of intimate partner violence (IPV), yet empirical evidence within the Nigerian context remains limited. Objective: This study examined the predictive relationship between PISD and IPV and assessed the moderating role of coping strategies, while exploring differences across gender and age groups. Method: A quantitative cross-sectional design was employed. Data were collected from intimate partners using standardized instruments measuring post-infidelity stress, coping strategies, and IPV. Multiple regression and moderation analyses were conducted to determine predictive effects and interaction patterns. Result: PISD significantly predicted IPV, accounting for 38% of the variance in violent behaviour. Individuals with elevated PISD were 3.14 times more likely to engage in IPV. Females reported higher PISD levels, whereas younger adults demonstrated greater vulnerability to IPV and maladaptive coping. Adaptive coping strategies significantly reduced the strength of the PISD–IPV association. Conclusion: Post-infidelity stress constitutes a substantial psychological risk factor for intimate partner violence. The interaction between stress responses and coping styles plays a critical role in shaping behavioural outcomes within intimate relationships. Contribution: The findings provide empirical evidence to inform culturally responsive counseling and violence-prevention interventions in Nigeria.
Online Child Sexual abuse in the Gambia the Luring Strategies: The Perspective of Child Protection Officers (Case Study: Serekunda Tourism Development Areas) Bah, Yahya Muhammed; Artaria, Myrtati Dyah
Journal of Gender and Millennium Development Studies Vol. 3 No. 1 (2026): Journal of Gender and Millennium Development Studies, 3(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jgmds.v3i1.512

Abstract

Background: The rapid expansion of digital technology has increased global connectivity but simultaneously created new avenues for online child sexual abuse and exploitation, particularly in vulnerable tourism-driven settings such as The Gambia. Objective: This study aims to examine the luring strategies used by perpetrators, identify contributing factors, and explore existing prevention and support mechanisms from the perspective of child protection officers. Method: A qualitative case study approach was employed involving in-depth interviews with 29 child protection officers working with issues related to the Tourism Development Areas. Data were analysed thematically to capture patterns related to recruitment techniques, impacts, and institutional responses. Result: Findings reveal that perpetrators employ diverse strategies, including social media befriending, smartphone access, manipulation of families and communities, trafficking networks, peer influence, drug use, gifts, and intermediaries such as pimps. Limited parental supervision, poverty, and widespread digital access significantly increase children’s vulnerability. Conclusion: Online platforms have intensified both the scale and complexity of child sexual exploitation, requiring coordinated, multi-level interventions. Contribution: This study provides empirical insights to inform policy development, strengthen child protection systems, and support targeted prevention strategies in the tourism development areas and their environment.
Gender and Religion: A Discourse Analysis of Gender Roles and Status Across Religious Perspectives Silitonga, Wendi; Syahfitri, Ayu; Hasibuan, Johannes; Septia, Cindy
Journal of Gender and Millennium Development Studies Vol. 3 No. 1 (2026): Journal of Gender and Millennium Development Studies, 3(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jgmds.v3i1.498

Abstract

Background: Gender inequality is often legitimized through religious interpretations, even though religions fundamentally promote the value of equality.Objective: This study aims to analyze the construction of gender discourse from a religious perspective and to identify forms of equality and the challenges that arise in practice. Method: This study employs a qualitative approach using gender discourse analysis through a literature review of religious texts and academic sources. The analysis was conducted through stages of data reduction, thematic categorization, power relation analysis, and critical interpretation. Results: All religions examined in this study possess normative foundations that support gender equality in spiritual, social, and moral dimensions. However, social practices remain influenced by patriarchal culture, as reflected in the restriction of women’s roles, male dominance in leadership, and bias in the interpretation of religious teachings. Conclusion: Religion plays an ambivalent role as both a source of legitimization and a driver of social transformation toward gender justice. Contribution: This study contributes to strengthening a contextual and inclusive reinterpretation of religion as an effort to promote more equitable gender relations.
Generational Patterns in Digital Linguistic Styles: A Quantitative Study of Millennials, Gen Z, and Gen Alpha Macomis, Maria Angela; Alayon, Aviel I; Bihasa, Justine Mae; Pasion, Colleen Kate
Journal of Gender and Millennium Development Studies Vol. 3 No. 1 (2026): Journal of Gender and Millennium Development Studies, 3(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jgmds.v3i1.515

Abstract

Background: The rapid evolution of digital technology has transformed communication and shaped linguistic practices across generations, yet localised empirical evidence remains limited. Objective: This study aims to examine how communication-related variables influence the digital language practices of Millennials, Generation Z, and Generation Alpha. Method: A quantitative descriptive-comparative and correlational design was employed, involving 75 respondents. Data were collected through a structured survey and analysed using descriptive statistics, one-way ANOVA, and Pearson correlation. Results: The findings revealed high levels of symbolic-paralinguistic use, alongside moderate levels of lexical innovation and multimodal integration. Significant generational differences were identified in lexical innovation and overall digital language practices, with Generation Alpha demonstrating higher levels. Furthermore, a moderate positive relationship was found between communication-related variables and digital language practices, with communication goals emerging as the strongest predictor, while digital literacy showed minimal influence. Conclusion: The study concludes that digital language practices are driven more by communicative intent and interaction patterns than by technical skills. Contribution: This research contributes to the fields of digital communication and linguistics by providing localised, cross-generational empirical evidence and highlighting the importance of social and functional factors in shaping evolving digital language use.

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