Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Saneskara: Journal of Social Studies
Masduki Ahmad
Universitas Islam As-Syafi’iyah, Indonesia
Arts Humanities Economics, Econometrics & Finance Education Social Sciences

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Dari Partisipasi Simbolik ke Keterlibatan Substantif: Peran Masyarakat sebagai Sumber, Pelaksana, dan Pengguna Hasil Pendidikan Catharina Clariza Kartika; Nabila Fakhirah; Nur Kalimah Mahiroh; Ovinda Oktaviana; Masduki Ahmad
Saneskara: Journal of Social Studies Vol. 3 No. 1 (2026)
Publisher : Sahabat Akademia Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/sjss.v3i1.2026.94

Abstract

Community participation in education still faces various obstacles, such as low levels of active involvement, a lack of communication between schools and the community, and the underutilization of the community in supporting education. This study aims to analyze the role of the community as a source, implementer, and user of educational outcomes. The study employs a qualitative approach using an integrative literature review method through the analysis of various journals, books, scientific articles, and policy documents relevant to the role of the community in education. The results indicate that the community serves as a source of education through the social and cultural environment, as an implementer of education through families, social organizations, and non-formal education, and as a user of educational outcomes who utilize and evaluate the quality of graduates. However, community participation remains largely administrative in nature and has not been optimally integrated into educational development, particularly in decision-making and providing feedback on educational outcomes. Therefore, this study underscores the importance of strengthening partnerships between schools and the community through collaborative forums, mapping community potential, and establishing feedback mechanisms from graduates to improve the quality and relevance of education. A limitation of this study is its reliance on secondary data sources, meaning that the findings depend on the scope and quality of the literature analyzed.
Pendidikan Berbasis Masyarakat sebagai Upaya Penguatan Relevansi Pendidikan Formal di Indonesia: Systematic Literature Review Nurul Hikmah; Firyal Aulia Indira; Hera Distya Ramadhania; Andika Maulidi; Masduki Ahmad
Saneskara: Journal of Social Studies Vol. 3 No. 2 (2026)
Publisher : Sahabat Akademia Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/sjss.v3i2.2026.112

Abstract

This study aims to analyze and synthesize empirical research on community-based education to provide a comprehensive understanding of how it strengthens the relevance of formal education in Indonesia. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines, using Publish or Perish with the Google Scholar database. From an initial 200 articles identified using the keywords "Pendidikan Berbasis Masyarakat" and "Community Based Education" (2021–2025), a rigorous screening and eligibility process resulted in 8 articles that met all inclusion criteria for in-depth analysis. The findings reveal that community-based education strengthens the relevance of formal education through four interrelated dimensions: community participation, multi-stakeholder collaboration, integration of local wisdom, and sustainable financing support. Community participation shifts from passive support toward collaborative governance, though it remains largely representative rather than fully deliberative. Multi-stakeholder collaboration proves effective when built on bottom-up initiatives rather than formal structures alone. Local wisdom integration enhances contextual and meaningful learning but shows inconsistent implementation patterns across regions. Sustainable financing requires diversification beyond government budgets through partnerships, philanthropy, and community self-reliance schemes. Overall, the success of community-based education depends on three key prerequisites: substantive community capacity, participatory institutional support, and clear coordination and resource diversification mechanisms. 
Co-Authors Andika Maulidi Catharina Clariza Kartika Firyal Aulia Indira Hera Distya Ramadhania Nabila Fakhirah Nur Kalimah Mahiroh Nurul Hikmah Ovinda Oktaviana