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All Journal IJoASER (International Journal on Advanced Science, Education, and Religion) Jurnal Al-Qiyam Jurnal Tana Mana
Ali Hanafi
Universitas Megarezky, Indonesia
Religion Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Learning Strategies in the Era of Society 5.0 in Overcoming Students' Social Inequality Andriani Andriani; Ali Hanafi; Harifuddin Harifuddin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1711

Abstract

This research is motivated by the emergence of social gaps in students' learning in the Society 5.0 era, characterized by differences in access to technology, quality of learning experiences, social participation, and opportunities for self-development at SMPN 7, Sinjai Regency. This study aims to analyze teacher learning strategies, forms of social gaps in students, as well as supporting and inhibiting factors in overcoming these gaps. This research uses a qualitative approach with a case study type, which was conducted at SMPN 7, Sinjai Regency. Data collection techniques were carried out through in-depth interviews, observation, and documentation with key informants students and key informants teachers. The results show that the learning strategies implemented by teachers include differentiated learning, the use of learning technology, collaborative learning through heterogeneous groups, and providing motivation and appreciation to students. Forms of social gaps in students include gaps in access to learning, gaps in the quality of learning experiences, gaps in social participation in the classroom, and gaps in opportunities for self-development. Meanwhile, supporting factors include the availability of school technology facilities and teachers' digital competence, while inhibiting factors include differences in students' economic backgrounds and variations in students' learning motivation and digital readiness. The conclusion of this study shows that effective learning strategies must be supported by equal distribution of facilities, increased teacher competency, and an adaptive pedagogical approach to create inclusive and socially just learning.
Learning Strategies in the Era of Society 5.0 in Overcoming Students' Social Inequality Andriani Andriani; Ali Hanafi; Harifuddin Harifuddin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1711

Abstract

This research is motivated by the emergence of social gaps in students' learning in the Society 5.0 era, characterized by differences in access to technology, quality of learning experiences, social participation, and opportunities for self-development at SMPN 7, Sinjai Regency. This study aims to analyze teacher learning strategies, forms of social gaps in students, as well as supporting and inhibiting factors in overcoming these gaps. This research uses a qualitative approach with a case study type, which was conducted at SMPN 7, Sinjai Regency. Data collection techniques were carried out through in-depth interviews, observation, and documentation with key informants students and key informants teachers. The results show that the learning strategies implemented by teachers include differentiated learning, the use of learning technology, collaborative learning through heterogeneous groups, and providing motivation and appreciation to students. Forms of social gaps in students include gaps in access to learning, gaps in the quality of learning experiences, gaps in social participation in the classroom, and gaps in opportunities for self-development. Meanwhile, supporting factors include the availability of school technology facilities and teachers' digital competence, while inhibiting factors include differences in students' economic backgrounds and variations in students' learning motivation and digital readiness. The conclusion of this study shows that effective learning strategies must be supported by equal distribution of facilities, increased teacher competency, and an adaptive pedagogical approach to create inclusive and socially just learning.
Learning Strategies in the Era of Society 5.0 in Overcoming Students' Social Inequality Andriani Andriani; Ali Hanafi; Harifuddin Harifuddin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1711

Abstract

This research is motivated by the emergence of social gaps in students' learning in the Society 5.0 era, characterized by differences in access to technology, quality of learning experiences, social participation, and opportunities for self-development at SMPN 7, Sinjai Regency. This study aims to analyze teacher learning strategies, forms of social gaps in students, as well as supporting and inhibiting factors in overcoming these gaps. This research uses a qualitative approach with a case study type, which was conducted at SMPN 7, Sinjai Regency. Data collection techniques were carried out through in-depth interviews, observation, and documentation with key informants students and key informants teachers. The results show that the learning strategies implemented by teachers include differentiated learning, the use of learning technology, collaborative learning through heterogeneous groups, and providing motivation and appreciation to students. Forms of social gaps in students include gaps in access to learning, gaps in the quality of learning experiences, gaps in social participation in the classroom, and gaps in opportunities for self-development. Meanwhile, supporting factors include the availability of school technology facilities and teachers' digital competence, while inhibiting factors include differences in students' economic backgrounds and variations in students' learning motivation and digital readiness. The conclusion of this study shows that effective learning strategies must be supported by equal distribution of facilities, increased teacher competency, and an adaptive pedagogical approach to create inclusive and socially just learning.
A Study of Social Interaction Between Principals and Teachers in Building an Inclusive Organizational Climate Andi Muhlis; Muh. Tahir Malik; Ali Hanafi
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1710

Abstract

This study aims to analyze the social interaction patterns of the principal and teachers, understand the application of inclusive values ​​in school social interactions, and identify structural and cultural barriers in building an inclusive organizational climate at the UPT SDN Kohala No. 10 Selayar Islands. This study uses a qualitative research type with a phenomenological approach. The research location was carried out at the UPT SDN Kohala No. 10 Selayar Islands for six months. The main informant of the study was the principal, while key informants consisted of several teachers who actively interacted in the school organization. Data collection techniques were carried out through in-depth interviews, observation, and documentation. Data analysis used the Miles and Huberman model through data reduction, data presentation, and drawing conclusions. Data validity tests were carried out using triangulation of sources, techniques, and time. The results of the study indicate that the social interaction patterns between the principal and teachers develop through open two-way communication, collective work coordination, and social relationships built in an atmosphere of family and mutual trust. Inclusive values ​​are understood as attitudes of equality, openness, respect, and togetherness that are applied in the daily life of the school organization. The obstacles found consisted of structural obstacles in the form of time constraints, workload, geographical conditions of the islands, and limited facilities, as well as cultural obstacles in the form of seniority, feelings of embarrassment, and potential communication misunderstandings.
A Study of Social Interaction Between Principals and Teachers in Building an Inclusive Organizational Climate Andi Muhlis; Muh. Tahir Malik; Ali Hanafi
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1710

Abstract

This study aims to analyze the social interaction patterns of the principal and teachers, understand the application of inclusive values ​​in school social interactions, and identify structural and cultural barriers in building an inclusive organizational climate at the UPT SDN Kohala No. 10 Selayar Islands. This study uses a qualitative research type with a phenomenological approach. The research location was carried out at the UPT SDN Kohala No. 10 Selayar Islands for six months. The main informant of the study was the principal, while key informants consisted of several teachers who actively interacted in the school organization. Data collection techniques were carried out through in-depth interviews, observation, and documentation. Data analysis used the Miles and Huberman model through data reduction, data presentation, and drawing conclusions. Data validity tests were carried out using triangulation of sources, techniques, and time. The results of the study indicate that the social interaction patterns between the principal and teachers develop through open two-way communication, collective work coordination, and social relationships built in an atmosphere of family and mutual trust. Inclusive values ​​are understood as attitudes of equality, openness, respect, and togetherness that are applied in the daily life of the school organization. The obstacles found consisted of structural obstacles in the form of time constraints, workload, geographical conditions of the islands, and limited facilities, as well as cultural obstacles in the form of seniority, feelings of embarrassment, and potential communication misunderstandings.
A Study of Social Interaction Between Principals and Teachers in Building an Inclusive Organizational Climate Andi Muhlis; Muh. Tahir Malik; Ali Hanafi
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1710

Abstract

This study aims to analyze the social interaction patterns of the principal and teachers, understand the application of inclusive values ​​in school social interactions, and identify structural and cultural barriers in building an inclusive organizational climate at the UPT SDN Kohala No. 10 Selayar Islands. This study uses a qualitative research type with a phenomenological approach. The research location was carried out at the UPT SDN Kohala No. 10 Selayar Islands for six months. The main informant of the study was the principal, while key informants consisted of several teachers who actively interacted in the school organization. Data collection techniques were carried out through in-depth interviews, observation, and documentation. Data analysis used the Miles and Huberman model through data reduction, data presentation, and drawing conclusions. Data validity tests were carried out using triangulation of sources, techniques, and time. The results of the study indicate that the social interaction patterns between the principal and teachers develop through open two-way communication, collective work coordination, and social relationships built in an atmosphere of family and mutual trust. Inclusive values ​​are understood as attitudes of equality, openness, respect, and togetherness that are applied in the daily life of the school organization. The obstacles found consisted of structural obstacles in the form of time constraints, workload, geographical conditions of the islands, and limited facilities, as well as cultural obstacles in the form of seniority, feelings of embarrassment, and potential communication misunderstandings.
Co-Authors Andi Muhlis Andriani Andriani Harifuddin Harifuddin Muh. Tahir Malik