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All Journal Litera Journal of English and Education International Journal of Community Service Learning Lingua Pedagogia
Wipsar Siwi Dona Ikasari
Universitas Negeri Yogyakarta
Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Schoolgirls in Indonesia: Ethnicity, Religion, and Education Wipsar Siwi Dona Ikasari
Journal of English and Education (JEE) Vol. 3 No. 1 (2009): VOLUME 3 NO 1 JUNE 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v3i1.6484

Abstract

This paper examines major historical and political events during New Order Era (Suharto's regime) and the Reformation Era. These two eras have shaped and continue to shape ethnic and religious identities of Indonesian in contemporary Indonesia. Using four conceptual frameworks of gender, ethnicity, religion and schooling, individual and collective experiences of Indonesian schoolgirls are scrutinized. Indonesian schoolgirls negotiate ethnic and religious practices and traditions as well as global flows of culture, creating new identities. Local cultures are capable of negotiating with the global flows which creates hybridity (Nilan & Feixa, 2006). Nilan's (2006) study in Indonesia shows that Muslim youth in Indonesia can negotiate their Muslimness with the global flows. With several high schools in Indonesia currently pioneering a program of being one of an 'international standard senior high school' to improve education quality and competitiveness in senior high school level, both nationally and internationally, schoolgirls in Indonesia continue to negotiate their identities producing 'hybrid' identities.
Education, Pedagogy, and Identity: The notion of historical, political, and sociopolitical experiences of Indonesia in educational research Wipsar Siwi Dona Ikasari
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (565.409 KB) | DOI: 10.21831/lingped.v1i1.27087

Abstract

Schooling and education are situated contexts to understand issues of identity, culture, representation, and agency (Giroux, 1996). Schools are shaped by specific cultural practices and values which reflect the norms of a particular society for which they have been developed (Hollins, 1996). For example, education and schooling in Indonesia is one of the situated contexts to scrutinize the concept of ‘Indonesian young girls’ and ‘Indonesian schoolgirls’ (Muthali’in, 2001; Blackburn, 2004; Smith-Hefner, 2005). Using the conceptual frameworks of gender, identity and schooling, the schoolgirls identify themselves of being Indonesian girls shaped by their ethnic and religious affiliations. The inextricable link between ethnicity and religion in Indonesia has been continuously shaped within the historical, cultural politics in Indonesia, from the ancient time, the Old Order, New Order, Reformation and Post-Reformation Era. Within the Indonesian context, religious values and social norms hold by the society is important because cultural development contributes to the image of Indonesia as a country (Junarsin, 2009). Keywords: Indonesian schoolgirls, academic achievement, identity, education
Ethnic and religious identities of Chinese-Kristen/Katolik schoolgirls in a high school setting: An ethnolinguistic case study Ikasari, Wipsar Siwi Dona; Widodo, Pratomo; Suryaman, Maman; Ashadi, Ashadi
LITERA Vol 23, No 2: LITERA (JULY 2024)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v23i2.75557

Abstract

The interplay of gender, ethnicity, and religious identifications plays an important role in the daily lives of Indonesians (Bertrand, 2004; Hoon, 2013; Ikasari, 2009; 2020; Suryadinata, et al., 2003).This study looks at Indonesian young girls’ ways of being ethnic and religious, in relation to their schooling experiences to determine the manner in which these schoolgirls construct their ethnic and religious identities in the school environment. It is expected to add on to previous and current studies of women/girls in the Indonesian context. Located in a public secondary co-educational school in Yogyakarta, the study involved three schoolgirls from the Chinese ethnicity and Christian religion. Drawing on cultural studies and feminism of identity and difference as the theoretical and methodological framework, the study attempted to explore Indonesian schoolgirls’ experiences and constructions of ethnicity and religion. This research is a qualitative descriptive study using case study as its method. The research data were collected from free-format, short autobiography essays written by the participants, individual and group interviews, and observation as well as online communications. Data analyses were initially carried out through data coding as determined by the research questions. The findings show that, first, the three ethnic-religious groups in this study namely the Chinese-Kristiani girls set up binaries of their essentialised understandings of being ethnic and religious members. Second, there are different ways of learning shaped by their ethnicity and religion. These two identities, in turn, shape their learning outcomes within and beyond their schooling site.
Workshop on TPACK-Based Differentiated Learning in Reading and Writing Skills Widiyati, Dewi Nur; Pratiwi, Dwiyani; Yulia, Yuyun; Ikasari, Wipsar Siwi Dona
International Journal of Community Service Learning Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v9i2.90289

Abstract

The rapid development of information technology has transformed the characteristics of students from the millennial generation to Generation Z. This shift requires teachers to design learning that not only focuses on content but also fosters creativity and 21st-century skills. This study aims to evaluate the effectiveness of training programs in enhancing teachers' ability to implement differentiated instruction based on Technological Pedagogical Content Knowledge (TPACK) in reading and writing skills. The research employed a quantitative approach with a pre-experimental design using the one-group pretest-posttest model. The research subjects consisted of 41 participants, including teachers and school principals, selected through purposive sampling. Data were collected through observation, interviews, and documentation, using observation sheets and interview guides as instruments. The collected data were analyzed using qualitative thematic analysis. The results showed a significant improvement in teachers' understanding of integrating technology and pedagogy into differentiated learning. Teachers were able to design adaptive, interactive, and student-responsive literacy instruction. The findings underscore the importance of TPACK-based training in strengthening teachers’ competencies to meet the demands of 21st-century education. The study implies the need to reinforce TPACK-based training programs as a strategy to improve teacher professionalism.
Co-Authors Ashadi Dewi Nur Widiyati Dwiyani Pratiwi Maman Suryaman Pratomo Widodo Yuyun Yulia