This study aimed to investigate the use of technology in enhancing the quality of Islamic higher education in Indonesia. A mixed-method approach, with a sequential explanatory design, was applied in this research. The participants in the quantitative research were 608 students from 10 provinces in Indonesia, while those in the qualitative approach were 23 students. The quantitative data were collected using a questionnaire, and the qualitative data were collected through interviews. The quantitative data were analyzed descriptively, while the qualitative data were analyzed using the Miles and Huberman model, which included collecting, reducing and displaying the data, and drawing conclusions. The findings showed that students’ perceptions of the use of technology in improving the quality of Islamic higher education were categorized into three parts. First, the technology used in enhancing the quality of delivering materials includes LMS (38%), Zoom meetings (30%), Google Meet (18%), and Google Classroom (14%). Second, the technology used in improving the quality of monitoring or learning direction includes WhatsApp (55%), Telegram (25%), Line (9%), and Google Classroom (11%). Third, the technology used to improve the quality of learning evaluation includes Kahoot (9%), Quizizz (10%), Google form (48%), Turnitin (28%), and computer-based tests (5%). In addition, the respondents gave a positive response to the use of technology in learning in Islamic higher education. The use of technology in Islamic higher education shows an increase. It eases the lecturers, students, and other stakeholders to provide a more outstanding quality of Islamic education.

This article attempts to show women's education reality in pesantren, particularly pesantren that administers the two institutions at AbstrakTulisan ini berupaya menunjukkan beberapa realitas pendidikan perempuan di pesantren, utamanya pesantren yang mengelola dua lembaga sekaligus, yaitu pendidikan untuk laki-laki dan pendidikan untuk perempuan. Hal ini tentunya berbeda dengan pendidikan yang dilakukan di lembaga pendidikan yang memang didirikan khusus untuk perempuan. Indonesia dapat dikatakan telah mulai membuka peluang pendidikan bagi perempuan pada masa RA Kartini, dimana sebelumnya pendidikan bagi perempuan sangat dibatasi oleh budaya yang terjadi saat itu. Semangat untuk memperoleh pendidikan yang setara dengan para laki-laki tertuang dalam surat-surat-nya. Kartini telah memberikan inspirasi bagi beberapa perempuan di Indonesia untuk mendapatkan pendidikan sebagaimana laki-laki. Hingga muncul pada masa-masa setelahnya beberapa perempuan yang mempelopori pendidikan bagi perempuan itu sendiri. Sebut saja misalnya: Rahmah el-Yunusiyah, Rangkayo Rasuna Said, Dewi Sartika dan lain sebagainya, dimana masing-masing dari mereka mendirikan sekolah khusus bagi perempuan dengan berbagai kajian yang berbeda yang diajarkan di sekolah tersebut.Kata kunci: pendidikan wanita, pesantren

Women’s representation in politics in Indonesia has been secured despite inequal percentage compared to the men. For instance, the results of the 2019 legislative elections for women only accounted for 20.5% or 118 seats of the 560 existing seats. On the other hand, it seems that the performance of women in parliament is also questionable. Thus, this research was conducted to find out and understand how was the performance of women politicians, their contribution to women empowerment and the obstacles they faced. This descriptive-explorative qualitative research was conducted in Ponorogo as a district in the former Residency of Madiun which always gets the highest number of women politicians in each elections until 2019. The research subjects were selected using purposive sampling toward women legislature members of DPRD Ponorogo. Meanwhile, the data was obtained through interviews, observation, and documentation. Furthermore, for the data analysis the author employed Harvard gender analysis and used data triangulation as one of the data verification techniques. The results of this study concluded that the performance of women legislative members was less satisfactory. This can be seen from 3 aspects; responsiveness, accountability and effectiveness. In addition, some obstacles they faced are (a) the strong patriarchal culture in the legislative environment, (b) weak coordination among women legislative members, (c) patterns of relationships that are built on a transactional basis, and (d) politically charged programs.

Sekolah Luar Biasa (SLB) yang didirikan untuk membantu Anak Berkebutuhan Khusus (ABK) dalam mengakses pendidikan, ternyata di sisi lain menjadikan anak-anak ini terkelompokkan berdasar pada kategorisasi kekhususannya, sehingga mereka menjadi eksklusif. Hal ini berbeda dengan pendidikan inklusif yang memberikan kesempatan kepada semua anak untuk belajar bersama-sama di sekolah umum. Kesempatan belajar tersebut dilaksanakan dengan memperhatikan keragaman dan kebutuhan serta peran gender masing-masing individu. Paperini bertujuan untuk mendeskripsikan pembelajaran bernuansa Gender Equality and Social Inclusion ( GESI)di sekolah inklusi di Ponorogo. Analisis difokuskan pada aspek akses, partisipasi, kontrol, dan manfaat dalam pembelajaran di sekolah tersebut. Tahapan paperdimulai dari pengumpulan data (observasi, wawancara, dan dokumentasi), analisis data yang meliputi tahapan reduksi data, paparan data dan verifikasi data serta penarikan kesimpulan. Hasil penelitian menyatakan bahwa pembelajaran bernuansa GESI diterapkan dalam pelaksanaan pembelajaran dengan cara memperhatikan kebutuhan dan kemampuan siswa yang beragam terutama pada siswa berkebutuhan khusus dan tanpa membeda-bedakan antara peran laki-laki dan perempuan.[The Special School (SLB), which was established to assist Children with Special Needs (ABK) in accessing education,  in fact makes these children were grouped into their specificity so that they become exclusive. This is different with  inclusive education, which provides opportunities for all children to learn together in public schools. These learning opportunities are implemented by considering each individual’s diversity and needs and gender roles. This study aims to describe learning process with Gender Equality and Social Inclusion (GESI) in inclusive schools in Ponorogo. The analysis focuses on access, participation, control, and benefits in learning at the school. The research stages began with data collection (observation, interviews, and documentation), data analysis that included data reduction, data exposure, data verification, and conclusion. The study results  that GESI-style learning is applied in learning by paying attention to students’ various needs and abilities, especially students with special needs, without differentiating between men’s and women’s roles.]

Early childhood is a basic time for children's further growth and development. They need conducive situation and conditions. One of the ways is by applying the Multiple Intelligences learning strategy that recognizes every child's different intelligences. This research shows that; (1) the application of Multiple Intelligences learning strategies in TK/RA Ponorogo, (2) the obstacles encountered in implementing the strategy, and (3) solutions used to overcome the obstacles they face. This study is a qualitative research. The sources of data were acquired from the TK/RA teachers through in-depth interviews, participant observation and documentation. While the analyses were performed by reduction, display, and data verification. The results of this study, are: (1) Multiple Intelligences Learning strategy implemented through the model of pure semi centers and groups. (2) The faced problems are the minimum number of teachers who are unbalanced and also less creative teachers. (3) The solution is to customize a theme that is being implemented through non learning model centers.