Browsing by Author "Nina Nurmila"

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    Afghan girls' child marriage and its impact on their educational journey in Afghanistan
    (Universitas Islam Internasional Indonesia, 2024) Delju, Zulaikha; Nina Nurmila; Destina Wahyu Winarti
    Through the historical lens, education in Afghanistan has gone through many ups and downs, especially regarding women’s education and the challenges Afghan women face due to instability in female education. Education is essential for personal and societal advancement, but gender inequities, cultural norms, and continuous violence in Afghanistan limit access, especially for girls through child marriage. This study has three objectives: (1) to investigate the elements influencing parents' choices regarding their daughters' young marriages, emphasizing their lack of concern for education; (2) to explore the consequences of early marriage on Afghan girls’ educational opportunities, (3) to explore how educational opportunities contribute to a better life for Afghan girls. This study uses qualitative research methodology to investigate Afghan girls' child marriage and its impact on their educational journey in Afghanistan. The data were collected through semi-structured or in-depth online interviews. This study involved three types of participants: (1) parents, (2) married girls who continued their education, and (3) girls who married young and were unable to continue their education. The participants in this study are from different provinces of Afghanistan, comprising 20 participants. The study's findings identified (1) multiple factors that lead parents to decide on the early marriage of their daughters, such as safety concerns, cultural norms and expectations, economic pressure, a lack of parental education, and the ban on female education; (2) the consequences of early marriage on Afghan girls’ educational opportunities are the interruption of education, mental and physical health issues, and limited educational support; (3) education has a positive impact on Afghan girls' lives in terms of empowerment and independence, improved quality of life, resistance to harmful practices, and enhanced social status. This research addresses the data gap concerning child marriage and its educational consequences, offering new insights where limited studies exist. By highlighting the role of girls' education in sustainable development, the research aims to raise awareness and potentially reduce child marriages. It emphasizes the human rights violations inherent in child marriage and advocates for young girls' educational rights. The findings can assist national and international organizations in community awareness initiatives and inform evidence-based policymaking to end child marriage and promote girls' education. Ultimately, the study seeks to influence stakeholders to prioritize investments in girls' education and protection from early marriage, enhancing the quality and number of educated females in Afghanistan's workforce. Lastly, this research recommends a permanent international policy for Afghan women's education and human rights. In case of any political instability, women's education should be safeguarded.
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    ItemOpen Access
    Divorce Narratives and Class Inequalities in Indonesia
    (SAGE Publications, 2023-02-02) Rachel Rinaldo; Eva F. Nisa; Nina Nurmila
    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.
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    Gender differences in stress perception, stress causes, stress coping strategies among student parents
    (Universitas Islam Internasional Indonesia, 2024) Ghufronakallah; Nina Nurmila; Charyna Ayu Rizkyanti
    Carrying out many roles and responsibilities that must be completed simultaneously by student parents may cause them to experience stress, which can affect their well-being. The objectives of this study are: (1) To understand how male and female student parents perceive stress, (2) To explore factors that cause stress between male and female student parents, (3) To find out the differences in stress coping strategies used by male and female student parents. This research explores the theoretical framework of stress and coping based on Lazarus and Folkman's Transactional Model of Stress and Coping (1984) to understand the interaction between individuals and their environment in responding to stress. Coping strategies were categorized into problem-focused coping and emotion-focused coping, highlighting the different approaches used by student parents to deal with stress. This research uses a qualitative approach, with semi-structured interviews and observations as data collection methods, to obtain an in-depth picture of the perception of stress, factors that cause stress, and stress coping strategies among male and female student parents at one of the universities in Depok. A purposive sampling technique was used to select participants, where participants had to meet the criteria to achieve the research objectives. 14 participants in total consisting of seven male student parents and seven female student parents were involved in this study. The findings of this research reveal: (1) various perceptions of stress by student parents, namely overthinking, unreadiness, burnout, unstable emotion, confusion, and incapability; (2) factors faced by student parents include family problems, especially those related to children's health, academic pressure, financial problems, and sexual needs; (3) the coping strategies used by student parents show that most participants both male and female student parents used Emotional Focus Coping (EFC) to deal with stress, in which male student parents tend to use avoidance-based EFC, such as engaging in activities such as sports, hobbies and entertainment, while female student parents are more likely to utilize self-reflection and positive reappraisal through writing and prayer. Based on the above findings, this study recommends that the university provide a counseling center (which applies therapeutic methods), peer support groups, and health services to help student parents deal with stress and other well-being difficulties.
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    Gender, female principalship, and student's achievements : a case study of a female principal leading an Islamic school
    (Universitas Islam Internasional Indonesia, 2023) Difa Mahya Zahara; Didin Syafruddin; Nina Nurmila
    The hegemonic masculinity that perpetuates the larger educational leadership culture persists to this day, making it important to understand the kind of gender construction that is working for existing female leaders, especially in the context of Islamic schools. However, these constructs also need to be understood for their implications on educational practices, such as on students' achievements. Indeed, there have been few studies that highlight these three elements of the gender of the principal, leadership, and students' achievements despite their interrelatedness. Therefore, this study seeks to explore how gender construction facilitates female principalship in an Islamic school and the implication for students' achievements. The study applies the post-structuralist feminist theory of Gendered Educational Leadership as will become clear how an Indonesian private Islamic school discursively presents the gender of the female principal. This study employs a qualitative case study of the leadership of a female principal at Al-Wahid Islamic Elementary School (pseudonym) in light of feminist perspectives. In collecting the data, observation, interviews, and analysis of documents were conducted for triangulation. Meanwhile, the data analysis is done through thematic analysis. The findings show that (1) gender concept in the Islamic school indicates binary construction of the ikhwan and akhwat categories reflected through school facilities, regulation, and social interaction. (2) Within this context, the acceptable ideal female principal is someone who performs both masculine and feminine leadership styles. In practice, the female principal also accordingly performs masculine and feminine styles. However, the overall evaluation by school members seems to stabilize it to be exclusively feminine. This masking is revealed as rooted in the essentialist view of gender and feminization of the elementary school level and its leadership position. (3) Finally, the implication is found to be central to how the principal and school members approach students' achievement issues; how the principal approaches students' achievements with a socioemotional emphasis, how the school members downplay the female principal's role in promoting students' achievements, and how there are discernible gender differences in students' achievements. Therefore, this study indicates the need to be more critical and aware of possible bias in evaluating the performance of female leaders. Further research is recommended to explore more than just one case of a female principal in this issue or on a different level of education, such as in secondary or higher education. Finally, incorporating more of the perspective of students as those who benefit from the issues of achievement is also encouraged. Keywords: Gender, leadership, female principal. gendered educational leadership, students' achievements. Therefore, this study indicates the need to be more critical and aware of possible bias in evaluating the performance of female leaders. Further research is recommended to explore more than just one case of a female principal in this issue or on a different level of education, such as in secondary or higher education. Finally, incorporating more of the perspective of students as those who benefit from the issues of achievement is also encouraged.
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    Principal's leadership styles in implementing non-academic programs : a case study of a private senior high school in Indonesia
    (Universitas Islam Internasional Indonesia, 2023) Dhian Sintapertiwi; Charyna Ayu Rizkyanti; Nina Nurmila
    Education field has shown great interest in the scope of school leadership. Many education stakeholders begin to see the figure of the school principals as a determinant of the success of a school. However, school success is not easy due to the multilayered roles and challenges that principals face daily. One of the principals’ priorities is to fulfill the students’ needs. In practice, academic achievement is not the only thing that students concern. Particularly at the senior high level, completing school is not the only thing in students’ minds. Students begin to think about their future after graduation. Numerous life choices have the potential to be a heavier burden such as thinking about what to do after school, worrying about university, and wondering about career. In this regard, non-academic programs that emphasize selfpotential development at school play an important role. In Indonesia, the non-academic programs provided for self-potential development purposes at all levels of education are stated in the Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia (Permendikbud) No. 62 Year 2014 for extracurricular and No. 111 Year 2014 for Bimbingan Konseling (BK). The way principals implement the school programs can be seen in how they adopt leadership styles. Even though leadership styles sound familiar as principals’ daily practice, a deep understanding of this topic is still lacking. Moreover, not much research has been shed on the topic of school non-academic programs. This study aims to (1) Find out the non-academic programs provided by the school to support students’ needs (2) Explore the leadership style practiced by the principal to running the non-academic programs provided by the school to support students’ non-academic needs. (3) Explain the principal’s strategies in overcoming the challenges faced by the school in implementing the non-academic programs, and (4) Elaborate the efforts that can be carried out by the principal to improve the ongoing leadership style for the non-academic school programs’ improvement in the future. This study employed a Qualitative case study approach. The participants in this study were one school principal, one curriculum assistant, one Bimbingan Konseling (BK) teacher, one extracurricular coordinator, one student, and one parent from one selected private senior high school in Depok, Indonesia. Semi-structured interviews, school activity observations, and school document analysis were conducted to collect data. The data was analyzed thematically through several steps such as getting familiar with the data, generating the codes, constructing the themes, reviewing for any possible themes, naming the themes, and producing the reports. The findings from this study showed: (1) Extracurricular and BK are non-academic programs provided in the school which consist of programs that are held outside the classroom learning hours, programs that highlight noncognitive outcomes, and programs that uphold Multiple Intelligence (MI), (2) The principal at the selected school adopted the Participative leadership style in running the extracurricular program and the Laissez-faire (Delegative) leadership style in running the BK program, (3) The principal applied a tiered support system to overcome the constraints and weaknesses of the extracurricular and BK programs at the selected school, and (4) The principal’s initiative to enrich knowledge regarding the two non-academic programs emerged as the theme for improving the current leadership style in the selected school of this study. Based on the above findings, this study recommends further exploration of principals’ leadership styles in implementing non-academic programs at varied levels of education since students at different levels of education have different needs.
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    Providing access to education through community-based education : a case study of two provinces in Afghanistan
    (Universitas Islam Internasional Indonesia, 2023) Kayen, Hazrat Shah; Nina Nurmila; Charyna Ayu Rizkyanti
    Afghanistan has traditionally faced educational decline, despite the country's enormous academic potential. Throughout the history of modern education in the country, the primary areas of underdevelopment have been education quality, access, gender equality in education, school infrastructure, teacher development, national curriculum, and developing a responsive school system. At the same time, plans have been made to improve access to education and meet the needs of everyone. Aside from the general education system, two programs, community-based education and accelerated learning, have been created to help provide access to education in remote regions and to people over the age of enrolling in the public education system. The current study investigated the quality and accessibility of community-based education programs. This study focuses on three main areas: (1) the quality of education for community-based education envisioned by the program's policy, (2) the extent to which the community-based education program is effective in providing access to education in rural and remote areas, and (3) factors that impacted the quality of education in actual community-based education classes after the policy was implemented. This study applied a qualitative research methodology to investigate quality and access in a community-based education program. The primary data collection approach was semi-structured interviews with students, teachers, community leaders, and implementing organizations. Thematic analysis was used to search for repeating patterns in the study data. The study's findings demonstrated that: (1) community-based education policy visioned a high quality of education given the urgency and makeshift arrangement of community-based education program. It was also found that community-based education provided enhanced access to education in rural and remote covering almost every rural and remote community under the community-based education program. (2) Regarding access to education and policy effectiveness, the study found that factors like reduced distance, gender-appropriate classes, and community support increased access to education. On the other hand, factors such as lack of infrastructure, families not allowing children sometimes, and cultural barriers (for girls) hindered access to community-based education programs. Overall, the community-based education program project has been viewed as a successful alternative to education in rural and remote locations. (3) While the policy stated that the community-based education program would provide high-quality education, the classrooms still required adequate attention regarding class facilities and instructors competence. These two factors negatively impacted the quality of community-based education program. Better cooperation and coordination, supervision, and teacher training were identified as factors contributing to quality in community-based education classes. Teacher competence and adequate learning and teaching facilities are two areas the study recommends for improvement in this program. The current research is critical for bridging the gap between communities and government agencies. Similarly, the study informs policymakers about the policy's strengths and weaknesses. This study gives insights into policy change and recommendations from this program's communities to develop further and enrich community-based education. Finally, the study proposed additional empirical research into community-based education programs.
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    Renegotiating piety, identity, and modernity : Islamic education system of Salafi women in Lampung
    (Universitas Islam Internasional Indonesia, 2023) Murni Mupardila; Nina Nurmila; Tati Lathipatud Durriyah
    The rapid development of gender studies has given rise to various feminist movements worldwide, leading to a wide range of perspectives on gender equality issues. Conservative and progressive groups have emerged, each holding their own interpretations of the relationships between men and women. Salafi women, who adhere to a patriarchal and conservative system, are often seen as passive and subordinated by secular liberal feminists. However, they also play an active role in spaces where men were previously dominant. This aligns with the growing number of Salafi followers and their educational institutions. This research aims to: 1. Explore the curriculum and the women's program at the Salafi Islamic boarding school; 2. Understand the implementation of the curriculum and the women's program which justify their practice of what they practise as authentic Islam; 3. Know how Salafi women negotiate piety, identity, and modernity with the existing relationship between men and women within the Salafi circle. This study employed a qualitative methodology using a case study approach. Data were collected through three distinct methods: Document analysis, which included the review of curricula, lesson plans, and specific school rules. Observations to assess interactions between teachers and students, peer interactions among students, and the overall learning process. Interviews with six participants, comprising three teachers and three students. A triangulation method, drawing on multiple data sources, was employed to analyses the data, this ensured the credibility and validity of the findings. The findings of this research showed: (1) The Islamic boarding school of Salafi women has embraced educational autonomy by integrating its curriculum with elements sourced from the Middle East. Gontor, and the Ministry of Religious Affairs. In addition, the women's program at this school is implemented through extracurricular activities such as sports and entrepreneurship. Moreover, there are special classes like Tarbiyah al-nisa and Figh subjects. (2) They use the Qur'an and Hadith as the main sources of their practice particularly concerning women's issues. They refer to lessons that come directly from the Middle East and consistently implement the knowledge gained in their everyday lives. (3) They focus on studying religious sciences and emphasize personal piety. They reinterpret the concepts and practices of Salafi teachings without intending to oppose or discard them. They also utilize advances in technology and information as a foundation for da'wah. In this setting, women, as active participants, harmonize and negotiate with modernity rather than defying the system. This allows them to follow divine orders while remaining relevant in modern society.
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    Strategies for preventing physical violence in Islamic boarding school : a case study
    (Universitas Islam Internasional Indonesia, 2023) M. Syauqi Asfiya' R.; Nina Nurmila; Lukman Nul Hakim
    Islamic Boarding Schools (pesantren) play a crucial role in education, as they are expected to foster safe, comfortable, and conducive learning environments. Nevertheless, a major challenge Pesantren faces is the prevalence of physical violence. Despite their historical success in producing national figures and holding significant positions in the country, the reputation of pesantren has been tarnished by several documented cases of violence, including tragic student deaths allegedly resulting from abuse by seniors. Despite the prominence of this issue, there is a lack of scientific data that comprehensively examines the matter, particularly regarding how pesantren ensures a safe and comfortable learning environment. The research will be guided by three main questions: 1). What are the pesantren's strategies to prevent violence, and to what extent it has been implemented? 2). What are the constraints of pesantren's strategies based on the victim's perspective? 3). How does pesantren nurture their santri in cultivating nonviolent behaviour? This study employs a qualitative approach and utilizes various techniques of data collection: interviews, focus group discussions (FGD), observations, and documentation. The collected data were analyzed by a multistage process involving data organization, categorization, synthesis, analysis, and writing. The study findings shed light on the diverse range of strategies implemented by pesantren to create a safe and conducive educational environment, with a particular emphasis on preventing physical violence. These strategies include limiting the authority of senior students (mudabbir), establishing discipline guidelines, imposing sanctions, assigning guardians (wali asuh), designing infrastructure, segregating dormitories, conducting socialization and non-violence programs, and inculcating moral values. Pesantren claims that these strategies have resulted in positive outcomes, effectively reducing incidents of violence, with some semesters reporting minimal or no violent occurrences. However, victims of physical violence highlight certain constraints within these strategies. Strict sanctions may deter victims from reporting incidents and creating a culture of silence, the involvement of ustadz and mudabbir in perpetrating violence, Insufficient ustadz supervision, the understanding of the discipline still leans towards physical punishment, and there is a lack of psychological support for traumatized santri. The study also explores implementing the authoritative nurturing style within Pesantren, which involves administering punishments and setting limits and controls on students' behavior to prevent violence. This parenting style offers benefits such as student monitoring, fostering friendly relations, facilitating responsible learning, informed decision-making, and developing leadership skills. However, the potential misuse of authority by ustadz and mudabbir poses a weakness that demands proper oversight and intervention to ensure fairness in disciplinary actions. Future studies could compare strategies employed by traditional pesantren or other types of Islamic Boarding Schools to gain a comprehensive understanding of the violent situation within pesantren.
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    Understanding the Complexities of Child Marriage and Promoting Education to Prevent Child Marriage in Indramayu, West Java
    (Universitas Islam Negeri (UIN) Mataram, 2023-12-31) Nina Nurmila; Wiwin Windiana
    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.
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    Women empowerment through education : a case study of nurturing entrepreneurship in a female pesantren
    (Universitas Islam Internasional Indonesia, 2024) Mayola Andika; Nina Nurmila; Lukman Nul Hakim
    Women empowerment is a theme of interest and importance to many academics and policy makers today.United Nations Development Programme (UNDP) in its program Suistainable Development Goals (SDGs) encourages the protection and empowerment of women:. In Indonesia, the issue is also one of the agendas in the National LongTerm Development Plan (RPJPN) 2005-2025. The echoing of the women's empowerment program above stems from several cases of women's inequality that still occur in many sectors, one of which is the unbalanced participation of men and women in the world of work. One way to support this is to provide entrepreneurship training for women to make them more independent and empowerthem economically. Women entrepreneurs can contribute significantly to economic growth if they have equal opportunities and access to resources. Pesantren, as the first Islamic educational institution in Indonesia, also responds to this case where entrepreneurship coaching programs are made part of the curriculum. This study aims to find out: 1) how female leader manage entrepreneurship program in a femalepesantren;. 2) the extent to which the pesantren entrepreneurship program can contribute to women's empowerment; 3) how students perceive entrepreneurship coaching program in pesantren as a form of women's empowerment. This research uses a qualitative case study method in a female pesantren in West Sumatera by using observation, interviews, and documents analysis as data collection and for triangulation. Data analysis was conducted through manual thematic analysis using Nayla Kabeer's empowerment theory including 3 dimensions; resource, agency, and achievement. This research finds: 1) A female leader manages entrepreneurship coaching programs in three aspects; planning, organizing and implementing, evaluating. The planning process starts from designing the vision and mission of the pesantren, the organizing and implementation process start by providing training to all teachers and conducting the program once a month. For evaluation there are two types. Internal evaluation of each unit a week after the display event, secondly,external evaluation with all units during a work meeting at the beginning of the new school year. 2) To measure the extent to which the entrepreneurship program contributes to women's empowerment, it can be seen from three dimensions. First, for the resource dimension: the pesantren only provides human resources in strengthening skills and social resources to assist students in conducting promotions and marketing products. For the achievement dimension, the students have produced a variety of products. Furthermore, all of these works were exhibited in the end-of-semester project exhibition and some of them were sold during the event. 3) Female students perceive entrepreneurship coaching program in pesantren can increase creativity, support female students to be independent, and support female students to be economically productive. Based on the findings above, this study recommends expanding the research by comparing the types of programs in this female pesantren with other female pesantren to enrich the research on female pesantren and support women's empowerment.