Musawa: Journal for Gender Studies

IMPLEMENTASI NILAI KESETARAAN GENDER DALAM KEBIJAKAN DAN KEGIATAN AKADEMIK ORGANISASI DI UIN DATOKARAMA PALU

2026-08-13T06:48:23+00:00

This study aims to analyze the implementation of gender equality values in institutional policies and the academic activities of student organizations at UIN Datokarama Palu. Employing a qualitative approach with a descriptive design, data were collected through in-depth interviews, participant observation, and document analysis of university regulations, student organizational structures, and ongoing academic programs. The findings indicate that UIN Datokarama Palu has established a foundation for gender-responsive policies through leadership commitment to preventing sexual violence, equitable access to scholarships regardless of gender, and the involvement of women in academic and organizational structures. However, the implementation of gender equality at the student organization level continues to face challenges, including patriarchal dominance in leadership positions, gender-role stereotypes reflected in the distribution of organizational responsibilities, and the limited availability of programs that promote equal participation. The study recommends strengthening gender mainstreaming through formal rector regulations, enhancing the role of a campus gender studies unit, and providing inclusive leadership training for student organizations.

PENDEKATAN GURU DAN ORANG TUA DALAM MENANAMKAN BUDAYA RELIGIUS: ANALISIS GENDER TERHADAP PERILAKU SISWA DI MADRASAH ALIYAH ALKHAIRAAT POSO

2026-08-13T06:49:21+00:00

This study aims to describe the approach of teachers and parents in instilling religious culture in Madrasah Aliyah Alkhairaat Poso students, identify the obstacles faced, and analyze them from a gender perspective. Methods: This field research is supported by a literature review. The research sample consisted of 60 respondents who were randomly selected from teachers, parents, and students. Data was collected through observation, interviews, questionnaires, and documentation, then analyzed inductively, deductively, and comparatively. Results: Teachers inculcate religious culture through religious guidance, advice, habituation of prayer and reading of the Quran, practice of prayer and ablution, congregational zuhur prayers, recitation, and flash Islamic boarding schools. Parents instill religious culture through guidance from an early age, the habit of praying five times, fasting, reading the Quran, communication, supervision of social and media use, and example in daily life. The questionnaire showed that the implementation of the zuhur prayer in madrassas was considered very beneficial by 70% of respondents, religious guidance from childhood by parents was considered very useful by 75% of respondents, and the habit of praying five times was considered very beneficial by 90% of respondents. Conclusion: The cultivation of religious culture requires the partnership of teachers, fathers, and mothers and equal opportunities for both male and female students. However, the research data have not been presented disaggregated by gender, so differences in experience and impact on male and female students cannot be specifically compared.

MODEL KAMPUS RESPONSIF GENDER DALAM MEWUJUDKAN PENDIDIKAN TINGGI YANG INKLUSIF DAN BERKEADILAN

2026-08-13T06:48:05+00:00

This study aims to develop a gender-responsive campus model for promoting inclusive and equitable higher education through an institutional governance perspective. Employing a qualitative approach with a library research design, the study analyzes theories, empirical studies, policy documents, and international publications on gender mainstreaming, university governance, and inclusive education. Data were examined using content and thematic analysis to formulate a conceptual framework for gender-responsive higher education governance. The findings indicate that a gender-responsive campus should be implemented as an integrated governance system consisting of nine key components: gender-responsive leadership, institutional policies and regulations, gender-responsive curriculum, human resource management, inclusive academic services, gender-friendly facilities and infrastructure, prevention and response mechanisms for sexual violence, active participation of the academic community, and continuous monitoring and evaluation. The effectiveness of the model depends on institutional commitment, comprehensive regulations, adequate resources, and collaborative stakeholder engagement, while limited gender awareness, organizational resistance, and weak institutional coordination remain major challenges. This study contributes a conceptual governance model that can guide higher education institutions in strengthening gender equality, inclusiveness, and social justice while supporting the achievement of Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 5 (Gender Equality).

HABITUS, DOMINASI SIMBOLIK, DAN GENDER DALAM AGAMA: STUDI KOMPARATIF PIERRE BOURDIEU DAN SEYYED HOSSEIN NASR

2026-08-13T06:47:46+00:00

Artikel ini mengkaji relasi habitus, dominasi simbolik, dan gender dalam agama melalui studi komparatif Pierre Bourdieu dan Seyyed Hossein Nasr. Penelitian ini bertujuan menganalisis bagaimana ketimpangan gender dalam kehidupan keagamaan dibentuk tidak hanya oleh doktrin teologis, tetapi juga oleh struktur sosial-historis serta pandangan metafisis. Penelitian menggunakan metode kualitatif berbasis studi pustaka dengan pendekatan komparatif-dialogis, melalui analisis konsep habitus, field, doxa, dan symbolic violence dari Bourdieu serta perspektif metafisika Nasr tentang sacred knowledge, kosmologi spiritual, dan tradisionalisme Islam. Hasil penelitian menunjukkan bahwa kerangka Bourdieu efektif untuk mendekonstruksi struktur patriarki dalam institusi keagamaan melalui pembongkaran mekanisme kuasa simbolik yang mereproduksi ketimpangan gender melalui internalisasi norma sosial. Sementara itu, Nasr menawarkan kritik pelengkap dengan menegaskan bahwa krisis gender modern juga bersumber dari sekularisasi yang memutus manusia dari nilai sakral dan keseimbangan ontologis. Dalam pandangan Nasr, agama autentik pada dasarnya tidak melegitimasi patriarki, melainkan distorsi historis dan reduksi materialistiklah yang melahirkan ketidakadilan gender. Studi ini menegaskan bahwa reformasi gender dalam konteks agama membutuhkan dua gerak epistemologis sekaligus: dekonstruksi sosial terhadap habitus patriarkal dan rekonstruksi spiritual terhadap nilai-nilai sakral agama. Dalam konteks Indonesia, sintesis ini menawarkan kerangka alternatif yang mampu menghindari reduksionisme sekuler maupun konservatisme tradisional. Dengan demikian, dialog Bourdieu dan Nasr menunjukkan bahwa agama dapat berfungsi bukan hanya sebagai mekanisme dominasi simbolik, tetapi juga sebagai kekuatan etis-transformatif bagi keadilan sosial, spiritual, dan gender.

Signifikansi, Tujuan, dan Fungsi Studi Agama Multidisipliner, Interdisipliner, dan Transdisipliner: Transformasi Epistemologis dan Praksis dalam Menghadapi Wicked Problems

2026-08-13T06:49:40+00:00

Contemporary phenomena such as the climate crisis, the disruption of artificial intelligence (AI), and digital polarization demand an academic response that transcends traditional scientific barriers. This article analyzes the fundamental paradigm shift in religious studies from a monodisciplinary approach to multidisciplinary, interdisciplinary, and transdisciplinary models amid the complexity of 21st-century global challenges. Through a systematic literature review of Scopus- and Sinta-indexed publications from 2019 to 2025, this study explores the operational functions of the three approaches. The findings show that multidisciplinary approaches function additively to enrich perspectives, interdisciplinary approaches function synthetically to produce new scientific hybridities such as digital religion and neurotheology, while transdisciplinary approaches function transformatively to solve humanitarian problems through collaboration with non-academic actors. The analysis is enriched by a 2026 empirical case on gender equality at UIN Datokarama Palu, demonstrating that transdisciplinary integration must connect Islamic ethical principles, social-construction analysis, institutional regulation, and inclusive organizational practices. This study also highlights the implementation of the integration-interconnection paradigm of Spider Web Theory at Indonesian Islamic higher education institutions as a significant praxis model.

DAMPAK BENCANA TERHADAP ANAK USIA DINI DAN INTERVENSI PSIKOSOSIAL

2026-08-13T06:47:28+00:00

Disasters can have a significant impact on early childhood, both physically, emotionally, socially, and psychologically. This article discusses the impact of disasters on children aged 0–6 years and the importance of psychosocial interventions to support their recovery process optimally. The research uses a descriptive qualitative approach through observation of children's behavior, interviews with parents or caregivers and volunteers, and analysis of children's play activities and work. The results show that effective and structured interventions refer to five main principles, namely ensuring safety, promoting calmness, strengthening connectedness, encouraging self- and group efficacy, and instilling hope. This principle is manifested through moving children to a safe place, providing play and educational activities, active involvement of parents and the community, and symbolic activities that are able to arouse enthusiasm and confidence. The psychological condition of post-disaster children is affected by a shaken sense of security, weakened self-positivity, disrupted meaning of life, and the quality of social support during recovery. Therefore, interventions need to include emotional, social, educational, and family aspects on an ongoing basis. A sensitive approach to the stage of child development is expected to be able to reduce symptoms of trauma, strengthen resilience, restore social function, and help children adapt to the environment in a healthy and gradual manner, according to the individual needs and cultural context of the communities affected by local disasters.

STRATEGI GURU DALAM MENGINTEGRASIKAN MODEL TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) UNTUK PENINGKATAN KUALITAS PEMBELAJARAN DI MTsN 2 KOTA PALU

2026-08-13T06:47:10+00:00

This study aims to analyze teachers' strategies in integrating the Technological Pedagogical Content Knowledge (TPACK) model to improve the quality of learning at MTsN 2 Palu City. A qualitative descriptive approach was employed. Data were collected through in-depth interviews, participant observation, and document analysis involving the principal, vice principal for curriculum, teachers, and students. Data were analyzed using the Miles, Huberman, and Saldaña model, while data credibility was ensured through triangulation and member checking. The findings indicate that teachers have integrated TPACK into lesson planning, implementation, and evaluation by utilizing digital technologies such as LCD projectors, PowerPoint, instructional videos, Google Classroom, and WhatsApp. The implementation of TPACK has enhanced interactive and student-centered learning; however, it remains constrained by varying levels of teachers' digital competence, limited technological facilities, and unequal access to professional training. The study recommends continuous professional development and improved digital infrastructure to strengthen TPACK implementation and enhance learning quality in Islamic secondary schools.