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All Journal SocioEdu: Sociological Education Jurnal Pustaka Indonesia
Asnath Naftali Remtulla
Dodoma City Council
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Authority Fragmentation in the Digital Age: A ‎Social Network Analysis of Islamic Scholars and ‎Influencers' Networks in Indonesia Izza Amalia; Jacqueline Geofrey Makolo; Oman Sukmana; Tri Sulistyaningsih; Tonny Dian Efendi; Moulita Moulita; Asnath Naftali Remtulla
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2054

Abstract

The rise of digital media has fundamentally reconfigured the landscape of Islamic religious authority in Indonesia, enabling a proliferating class of social media influencers to operate alongside and often in competition with traditionally trained ulama. This study maps the structural dynamics of authority networks among Islamic scholars and digital influencers on Instagram and YouTube using Social Network Analysis (SNA). Data were collected from 52 Indonesian-language Islamic accounts (minimum 100,000 followers) active in 2020–2024, coded into a relational matrix of 134 edges. Network visualization and centrality analysis were conducted in Gephi 0.10.1, applying degree centrality, betweenness centrality, closeness centrality, and bridging coefficient measures alongside Louvain modularity-based community detection. Results reveal four structurally distinct communities: Traditional Scholarship, Popular Dakwah, Progressive-Critical Islam, and Islamism/Political Islam. Traditional scholars dominate degree centrality (mean degree = 8.3) but record the lowest bridging coefficients (mean = 0.18), indicating structural insularity. Digital influencers exhibit the highest bridging coefficients (mean = 0.71), confirming their role as inter-community bridges, while Progressive-Critical Islam appears completely isolated (zero cross-community edges). These findings confirm that digital media accelerates authority fragmentation rather than unifying it, producing structurally disconnected clusters with significant implications for Islamic normative contestation and social cohesion in Indonesia. This study contributes novel insights by (1) empirically demonstrating authority fragmentation through a network-based analytical framework, (2) integrating classical sociological theories of authority with computational Social Network Analysis in the context of digital religion, and (3) revealing the structural brokerage role of digital influencers as key intermediaries in shaping contemporary Islamic discourse.
Mapping Social Network Dynamics in the Implementation of Child-Friendly Schools Fritz Hotman Syahmahita Damanik; Oman Sukmana; Tri Sulistyaningsih; Asnath Naftali Remtulla
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3228

Abstract

Despite two decades of policy-driven expansion, the Child-Friendly School (CFS) initiative continues to show a pronounced gap between formal declaration and substantive realisation in Indonesian secondary education. A growing body of scholarship attributes this gap not primarily to resource shortages or regulatory ambiguities, but to the fragmented relational architecture through which multiple stakeholders engage with CFS norms. The present study addresses this structural explanation systematically. Drawing on a hybrid design that integrates a Systematic Literature Review (SLR) of 52 peer-reviewed articles (2018–2024) with Social Network Analysis (SNA) of a 35-node, 89-edge stakeholder network constructed from the extracted relational data, this study maps the collaborative topology underlying CFS implementation in Indonesian secondary education. The SLR was conducted using structured queries across Scopus and Google Scholar, applying PRISMA 2020 screening protocols, while the network was analysed using Gephi 0.10.1 and Python NetworkX 3.2. Four structurally distinct communities are identified: the Pedagogical Core, the Protective Surveillance cluster, the Policy and Knowledge Ecosystem, and the Institutional Governance hub. Centrality analysis reveals that the school principal occupies the highest betweenness position (BC = 0.232), functioning as the primary broker between institutional governance and classroom practice. Counselling teachers emerge as the most consequential professional bridge across community boundaries (BC = 0.134), while the City Education Office serves as the dominant governmental relay node (BC = 0.131). Three critical structural holes are identified — between passive parents and the protective services cluster, between student actors and the policy ecosystem, and between local civil-society organisations and academic knowledge networks — each representing a specific point of collaborative fragility. The findings carry direct implications for CFS governance design, professional development planning, and the localisation of child-rights policy.
Co-Authors Fritz Hotman Syahmahita Damanik Izza Amalia Jacqueline Geofrey Makolo Moulita Moulita Oman Sukmana Tonny Dian Efendi Tri Sulistyaningsih, Tri