Divorce Narratives and Class Inequalities in Indonesia

Rinaldo, R., Nisa, E. F., & Nurmila, N. (2024). Divorce Narratives and Class Inequalities in Indonesia. Journal of Family Issues, 45(5), 1195-1216. https://doi.org/10.1177/0192513X231155657

 

 

 

 

Abstract

In the past 20 years, divorce has increased in Indonesia. Indonesian statistics show that divorces initiated by women exceed those by men. One issue that is often neglected is how socioeconomic differences also play a role in this matter. Drawing on our collaborative research on Muslim divorces in Indonesia, this paper focuses on the interplay between divorce strategies and socioeconomic differences among Muslim couples. Our in-depth interviews with 93 Muslim men and women and 19 judges from Islamic courts show that class differences shape distinctive dynamics of divorce among Muslim Indonesians. Couples from less educated, lower-income backgrounds accept marriage dissolution more easily, with women becoming much less tolerant of men’s behaviors such as infliction of domestic violence, infidelity, and failure to provide financial support. Educated, middle-class urban couples divorce for similar reasons but tend to experience a lengthier process accompanied by complex layers of conflict. Many educated women’s narratives emphasize their ability to support themselves through working, and a desire to be free of a bad marriage at any cost. Class and education thus contribute to significant differences in the experience and trajectories of divorce in Indonesia.

by Muhammad Sufyan

Understanding the Complexities of Child Marriage and Promoting Education to Prevent Child Marriage in Indramayu, West Java

Nurmila, N., & Windiana, W. (2023). Understanding the Complexities of Child Marriage and  Promoting Education to Prevent Child Marriage in Indramayu, West Java. Ulumuna, 27(2), 823-853. https://doi.org/10.20414/ujis.v27i2.680 

 

 

 

Abstract

The problem of child marriage in Indonesia is complex. There are many factors affecting the incidence of child marriage, such as poverty, lack of education, religious belief, social pressure, and limited employment opportunities. This paper aims to understand the complexities of child marriage in Indramayu, West Java. The Indonesian government has tried to eliminate child marriage, such as by amending the Law on the minimum age of marriage from 16 to 19 years old for girls. This paper argues that due to the complex problems of child marriage, eliminating child marriage requires many efforts to address the causes of child marriage, not only by amending the Law. This research is feminist research, which combines knowledge production with activism. It does not merely produce "knowledge what" but also "knowledge for" by encouraging girls to continue their studies to prevent child marriage. The finding shows that most women regretted marrying underage because they were financially unprepared. This implies that child marriage can result in economic insecurity, leading to a cycle of poverty in society.

by Bambang Sumintono

Extending the Dialogue: Responding to Indonesian Multicultural Children’s Literature Cap Go Meh

Durriyah, T., & Dewayani, S. (2024). Extending the Dialogue: Responding to Indonesian Multicultural Children’s Literature Cap Go Meh. Journal of Language and Literature, 24(1), 240-251. doi:https://doi.org/10.24071/joll.v24i1.7310

 

 

 

 

Abstract

Cap Go Meh is an Indonesian picture book with interreligious and multiethnic themes and has been translated to English and been awarded for promoting multiculturalism. Studies that focus on reader response to interreligious theme of children’s literature are scarce. This study examines a reading engagement of a group of Muslim preservice to Cap Go Meh read aloud. Using a framework of reader response theory that pays attention to cultural influences including religions, this qualitative study posed a question: How do Indonesian Muslim preservice teachers respond to the multicultural story in Cap Go Meh. The respondents’ writing responses generated two major themes. One was concerned with how the preservice teachers relate to Cap Go Meh and how its narrative leads to their reflections about diversity. The other one focused on how the participants might extend the story of Cap Go Meh and highlighted the preservice teachers’ concerns with the role of adults (parents) in the story. Additional data from one participant could potentially show a case for furthering literary experiences using multicultural children’s literature. The researchers note that responses to sensitive issues such as religious diversity occur mostly in a context where there is encouragement from teachers. In this case, it is crucial to highlight the importance of bringing multicultural children’s literature like Cap Go Meh as a medium to discuss the lives and perspective of others.

by Bambang Sumintono

Beyond the classroom walls: exploring parental involvement on children’s interest development in EFL learning (A case from Indonesia)

Wahyuni, N. T., & Bee Tin, T. (2024). Beyond the classroom walls: exploring parental involvement on children’s interest development in EFL learning (A case from Indonesia). Education 3-13, 1–15. https://doi.org/10.1080/03004279.2024.2340548

 

 

ABSTRACT

This study reports the findings of a case study that followed a group of Indonesian primary school EFL learners (10–11 years old). They were observed in school and at home and interviewed with their parents. The study highlights various ways children can develop an interest in learning English and how parents help shape their children’s interests. Four students who demonstrated different patterns of interest development were selected for detailed analysis. Through these cases, the study attempts to understand the role of parents in developing interest in EFL learning. All four child participants were provided with a similar supportive learning environment at school, suggesting that their differences may have primarily been attributed to their different home learning environments, parental involvement, and parenting styles.

by Bambang Sumintono

Indonesian literacy teachers’ efforts to integrate children’s literature in literacy classrooms.

Durriyah, T.L., Parlindungan, F., Dewayani, S. et al. Indonesian literacy teachers’ efforts to integrate children’s literature in literacy classrooms. The Australian Journal of Language and Literacy AJLL (2023). https://doi.org/10.1007/s44020-023-00056-0

 

 

 

 

Abstract

Literacy is now an essential part of teaching for Indonesian teachers. This qualitative case study reports on three Indonesian teachers as they integrate the use of children’s literature into their literacy instruction. For 4 months, the teachers’ efforts to use children’s literature were documented through multiple sources such as focus group discussions and interviews, teachers’ reflections, and classroom observational notes. The study uses the reader-response theory framework, especially the notion of teachers as part of the learning context in promoting students’ engagement with a text. The study highlighted some case study teachers’ classroom practices centering on children’s literature, giving access to books, infusing children’s literature in teaching, and using books to discuss difficult topics with students. The findings discussion sheds light on some contributing factors to the teachers’ decision to integrate children’s literature into their classrooms and how they could make such decisions. The discussion points to a larger picture of how these teachers were empowered to make decisions to integrate children’s literature, particularly with diverse themes.

by Bambang Sumintono

Profile of teacher leaders in an Indonesian school context: How the teachers perceive themselves

Hariri, H., Mukhlis, H., & Sumintono, B. (2023). Profile of teacher leaders in an Indonesian school context: How the teachers perceive themselves. Asia Pacific Journal of Educators and Education, 38(2), 67–87. https://doi.org/10.21315/apjee2023.38.2.5

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by Bambang Sumintono

Exploring teacher collaboration: what’s inside the Malaysian PLC black box?

Mohd Zabidi, Z., Abdullah, Z. and Sumintono, B. (2023), “Exploring teacher collaboration: what’s inside the Malaysian PLC black box?”, Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-03-2023-0020

 

 

 

 

 

Abstract

Purpose

The purpose of this study is to explore mathematics teachers' collaboration within their professional learning communities (PLCs), and to gain insight into how the teachers developed their collective efficacy through it to focus on improving student learning.

Design/methodology/approach

Using a qualitative approach, data were collected from three high-performing secondary schools, mainly through semi-structured in-depth interviews with the Heads of Mathematics Unit. For explication and triangulation purposes, focus group interviews with the mathematics teachers and students and document analysis were also conducted.

Findings

The findings indicate that PLCs were the vessel through which a culture of disciplined teacher collaboration was fostered. More importantly, this culture encouraged teachers to participate in reflective dialogues that became a driver for their learning, and eventually led to their changed professional practice for improved student learning. The collaborative setting within the PLCs allowed teachers to pool their resources, knowledge and individual expertise to identify their student learning focus, and administer and measure their student intervention strategies. This collaborative professional learning reduced professional isolation, and as a result, improved teachers' collective pursuit of professional growth to impact student outcomes.

Research limitations/implications

The aim of this qualitative study was to provide a detailed description of the teachers' collaboration within their PLCs based on the researchers' interpretation of how the participants make sense of their PLC practices and experiences. Hence, findings are indicative, and not definitive. In addition, the Heads of the Mathematics Unit, and the mathematics teacher participants in this study illustrated salient aspects of subject subcultures, where their beliefs, norms and practices were non-generic, or specific only to their subject context. Therefore, the implications to practice were built from commonalities shared only among the mathematics units.

Originality/value

This is a study in a Malaysian context that provides empirical evidences that are concerned primarily with the process of teachers developing their collective efficacy through disciplined collaboration within their PLCs.

by Bambang Sumintono

A Rasch analysis of the International Personality Item Pool Big Five Markers Questionnaire: Is longer better?

Akhtar, H., & Sumintono, B. (2023). A Rasch analysis of the International Personality Item Pool Big Five Markers Questionnaire: Is longer better?. Primenjena Psihologija, 16(1), 3-28. https://doi.org/10.19090/pp.v16i1.2401

 

 

 

 

 

 

Abstract

The 50-item International Personality Item Pool version of the Big Five Markers (IPIP-BFM) is an open-source and widely used measure of the big five personality traits. A short version of this measure (IPIP-BFM-25) has been developed using the classical test theory approach. No study was performed to examine the psychometric properties of a longer and shorter version of IPIP-BFM Indonesia using modern test theory. This study aimed to evaluate the psychometric properties of the Indonesian version of IPIP-BFM as well as IPIP-BFM-25 using Rasch analysis. The analysis was conducted in order to test their dimensionality, rating scale functioning, item properties, person responses, targeting, reliability, and item bias on 1003 Indonesian samples. The findings showed that both IPIP-BFM and IPIP-BFM-25 Indonesia have some adequate psychometric properties, especially regarding category function, item properties, reliability, and item bias. However, the emotional stability and intellect scales did not meet the assumption of unidimensionality, and all items on the scales were too easy to endorse by participants. In general, longer measures outperformed shorter measures in terms of person separation and reliability. Further testing and refinement must be conducted.

by Bambang Sumintono

The relationship between school climate and students’ non-cognitive skills: A systematic literature review

Zynuddin, S.N., Kenayathulla, H.B. and Sumintono, B. (2023). The relationship between school climate and students’ non-cognitive skills: A systematic literature review. Heliyon, Volume 9 (4), e14773, https://doi.org/10.1016/j.heliyon.2023.e14773 

 

 

 

 

A B S T R A C T
The school climate plays a substantial part in student development. A positive and nurturing school climate encourages the growth of all-rounders and holistic individuals. Past literature has highlighted several domains related to the school climate, including academic performance, wellbeing, student engagement, attendance in school, delinquent behaviors, bullying, and school safety. However, little is known about the development of other related domains, like noncognitive skills, in school. The purpose of the study is to review the linkages of school climate with the development of students’ non-cognitive skills. The current study employs a systematic literature review that adheres to PRISMA to determine the association between school climate and students’ non-cognitive skills. First, this study conducted three stages of rigorous and systematic searching: identification, screening, and eligibility. As a result of the search, this study identified 65 relevant articles from Scopus, Web of Science, and ScienceDirect as the leading databases and Google Scholar and Dimension. ai as supporting databases. Next, the current study highlights five clusters based on the analysis of network visualization by the VOSviewer software. These clusters are: the non-cognitive skills’ intrapersonal and interpersonal key characteristics, a nurturing school climate and the presence of non-cognitive skills mitigate deviant behaviour in school settings, the non-cognitive skills as a predictor of academic outcomes, the multifaceted antecedents of school climate in promoting the development of student non-cognitive skills, the role of school domains and non-cognitive attributes towards students’ cognitive development. This systematic literature review contributes a novel framework and an in-depth understanding of the relationship between school climate and students’ non-cognitive skills. The current research serves as a starting point for future researchers to delve deeper into this subject matter to provide educational organisations with valuable guidance when navigating for better educational outcomes. In addition, the current review will shed light on the school climate and students’ noncognitive skills to further examine what has already been learnt and the missing links, contributing to the body of knowledge on this topic.

by Bambang Sumintono

Mental Health Condition of Vocational High School Students During COVID-19 Pandemic in Indonesia

Julianto, V., Sumintono, B., Wilhelmina, T.M., Almakhi, N.P.Z., & Avetazain, H. (2023). Mental Health Condition of Vocational High School Students During COVID-19 Pandemic in Indonesia. Asian Journal of Psychiatry, Vol 82, 103518, https://doi.org/10.1016/j.ajp.2023.103518.

 

 

 

 

 

 

A B S T R A C T
This study aimed to determine the mental health condition of vocational high school students in Indonesia during the pandemic using the Rasch analysis method with the DASS-42 instrument. A total of 1381 vocational students in Indonesia participated in this study through the questionnaire. The results showed that more than 60 % of Indonesian vocational students experienced mental health problems during the COVID-19 pandemic due to social restrictions, and online learning. Furthermore, the findings of this study showed that mental health issues were mostly experienced by female students, firstborn children, and students who live in rural areas, and from middle income backgrounds.

by Muhammad Sufyan