درخت حوزه‌های تخصصی

This research focuses on analyzing the extent of Muhammadiyah's role in translating the human rights narrative and its relationship with Sharia principles, which are the guidelines in its movement to protect vulnerable groups of victims of human rights violations in Indonesia. Through Al-Ma'un theology, Muhammadiyah has transformed the discourse of human rights within religious contexts but also in practical efforts to protect vulnerable groups of victims of structural human rights violations and victims of national strategic projects, such as in the Wadas andesite mining case, the Rempang Eco-city case, the Pakel agrarian conflict case, the Trenggalek gold mining case, and various other cases. This research seeks to answer the following questions: (1) To what extent does Muhammadiyah play a role in disseminating human rights discourse in Indonesia? (2) How can the model of protecting vulnerable communities affected by human rights violations by Muhammadiyah be a best practice for the protection of human rights and also for the movement of civil society in the Eastern States? This research employs a socio-legal approach to identify struggles in defending the rights of vulnerable groups in Indonesia. Through an examination of its organizational pronouncements, advocacy initiatives, and grassroots activities, this paper explores the extent to which Muhammadiyah actively contributes to the protection and promotion of human rights for vulnerable populations in Indonesia, highlighting both its potential and its limitations in navigating the intricate landscape of human rights within a predominantly Muslim nation. Ultimately, this research contributes to a nuanced understanding of the role of Islamic civil society organizations in shaping and implementing human rights agendas in Indonesia and beyond.

This study aimed to explore the impact of special education policies on the psychological well-being of exceptional students. This qualitative research employed a phenomenological approach, utilizing semi-structured interviews with 33 exceptional students recruited through online platforms. The study relied on theoretical saturation to determine the final sample size. Data were analyzed using thematic analysis with the support of NVivo software, following an inductive coding process to identify key themes related to emotional and psychological well-being, policy implementation, and future prospects of exceptional students. The results revealed three primary themes: emotional and psychological impacts, the effectiveness of special education policies, and long-term student outcomes. Participants reported experiences of stigmatization, social exclusion, and policy-related stress, which significantly affected their emotional well-being. While some students benefited from individualized education plans and supportive teacher interactions, others faced inconsistencies in policy implementation, leading to increased anxiety and uncertainty. The study also highlighted the crucial role of parental advocacy and teacher preparedness in ensuring the effectiveness of special education policies. Long-term concerns included access to higher education, career readiness, and independent living skills, with many participants expressing uncertainty about future accommodations and opportunities. The study underscores the critical influence of special education policies on the psychological well-being of exceptional students, emphasizing the need for stable, well-implemented policies, improved teacher training, and stronger parental engagement. Addressing inconsistencies in policy application and enhancing emotional support mechanisms within educational settings are essential steps toward fostering the well-being and long-term success of exceptional students.

Reading comprehension is a fundamental skill for language learners, yet EFL students often encounter obstacles in developing this ability. Grounded in the sociocultural theory, the current study explored the impact of teacher interactional scaffolding and peer collaborative scaffolding on the reading comprehension of Iranian EFL learners in a blended learning context. A mixed-methods approach was employed, incorporating quantitative analysis of pre-and post-reading comprehension tests as well as qualitative examination of semi-structured interviews. The findings revealed that both teacher interactional scaffolding and peer collaborative scaffolding significantly enhanced learners' reading comprehension. However, no statistically significant difference was found between the two scaffolding approaches. Qualitative data analysis uncovered EFL learners' positive attitudes toward both forms of scaffolding, citing the dynamic support, collaborative problem-solving, and development of metacognitive skills as key benefits. The study underscores the pivotal role of scaffolding in facilitating EFL reading comprehension, with teacher interactional and peer collaborative scaffolding serving as complementary pedagogical strategies. Implications of this research include the need for EFL instructors to incorporate a judicious blend of teacher-led and peer-mediated scaffolding techniques to optimize learners' reading comprehension development. Additionally, the study highlights the adaptability of scaffolding approaches to blended learning environments, where the interactions between teachers, peers, and learners may necessitate innovative scaffolding implementations. This research contributes to the growing body of literature on the efficacy of sociocultural learning principles in enhancing EFL reading comprehension.