Gender-Sensitive Social Studies for Violence Prevention and Active Bystander Awareness in Sukabumi

Abstract

Gender inequality and violence against women and children are interconnected social problems shaped by unequal power relations, gender norms, silence, and limited awareness of protection mechanisms. This study examined how the experiences of women social activists and child protection stakeholders in Sukabumi, West Java, could inform gender-sensitive Social Studies education for active bystander and violence-prevention awareness among Madrasah Tsanawiyah (MTs) students. Using a two-phase qualitative design, Phase I applied critical ethnography with five women social activists and child protection stakeholders, complemented by interviews with three Social Studies teachers. Phase II used Emancipatory Action Research through a three-session classroom intervention with 92 Grade VIII and IX students from four MTs in Sukabumi City and Regency. Data were collected through interviews, pre- and post-intervention questionnaires, scenario-based reflections, student advocacy products, and classroom documentation, and were analyzed through thematic coding, qualitative pre-post comparison, and triangulation. Findings showed that gender inequality was understood through patriarchal expectations, normalized harmful behavior, underreporting, vulnerability, and limited knowledge of safe reporting pathways. After the intervention, students demonstrated more specific recognition of violence, stronger rejection of gender stereotypes, and more structured explanations of safe bystander responses. The study concludes that locally grounded, gender-sensitive Social Studies education can connect critical understanding of inequality with child protection, violence prevention, and safe bystander responsibility.