Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Social Political Sciences (JSPS) International Journal of Education and Social Science (IJESS)
Qonitah Basalamah
Universitas Nasional, Jakarta, Indonesia
Humanities Decision Sciences, Operations Research & Management Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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TARBIYAH AND MORAL MODERNITY IN AN URBAN INDONESIAN ISLAMIC SCHOOL Qonitah Basalamah; Syamsiah Badaruddin; Sarah Imtinan Basalim
Journal of Social Political Sciences Vol 7 No 3 (2026): August 2026
Publisher : Universitas Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jsps.v7i3.391

Abstract

This article examines how Tarbiyah-oriented schooling at SIT Nurul Fikri in Depok connects Islamic piety with contemporary educational aspirations. Drawing on interpretive school ethnography conducted between July 2019 and March 2021, involving participant observation, semi-structured interviews, and documentary analysis, it investigates the organisation of moral expectations through everyday routines, educator roles, and school-family relationships. Moral modernity is used as an analytical lens for understanding how academic competence, independence, and social responsibility are interpreted through Islamic ethics. The analysis identifies three connected processes: the communication of moral expectations through the hidden curriculum, the positioning of educators as murabbi or ethical guides, and the extension of educational responsibilities through family engagement. Together, these processes constitute an institutional project of ethical formation that connects religious commitments with participation in contemporary social life. The argument distinguishes the school’s desired student profile from the practices intended to cultivate it and from students’ responses. Participation in the national education system provides a context for considering civic belonging, but does not establish a uniform form of nationalism or pious citizenship. The article contributes to the sociology of religious education by explaining how moral aspirations are organised across institutional and relational settings, while treating their internalisation and longer-term civic effects as open empirical questions.
Inclusion That Is Not Yet Fully Inclusive: Stigma, Institutional Ableism, and Accommodation Barriers for Children with Disabilities in Indonesian Primary Schools Syifa Aulia Fairuza; Syamsiah Badruddin; Qonitah Basalamah
IJESS International Journal of Education and Social Science Vol. 7 No. 2 (2026): VOL 7 NO 2 OCTOBER 2026
Publisher : INTERNATIONAL PENELITI EKONOMI, SOSIAL, DAN TEKNOLOGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56371/ijess.v7i2.794

Abstract

Inclusive education cannot be evaluated merely by the presence of children with disabilities in mainstream classrooms. This article examines how stigma, pedagogical ableism, and limitations in accessibility and reasonable accommodation can reproduce exclusion even when schools are administratively designated as inclusive. The study employs an integrative literature review of 39 verifiable sources, comprising 32 peer-reviewed journal articles and seven legal or institutional documents. Twenty-seven sources (69.2%) are articles published in reputable international journals. Thematic synthesis was organized across three domains: symbolic-interactional, pedagogical, and structural. The findings show that stigma operates through labeling, low expectations, social separation, and heightened bullying risk; pedagogical ableism emerges when a single standard of ability, learning pace, instruction, and assessment is treated as universally normal; and structural exclusion occurs through inaccessible facilities, insufficient support personnel and learning resources, and inconsistent implementation of reasonable accommodation. The article conceptualizes a presence-participation gap to describe situations in which learners are physically present but do not yet experience belonging, social participation, curriculum access, and equitable support. Its analytical contribution is a three-layer model of substantive inclusion: recognition and belonging, participation and learning, and accommodation and governance. The findings imply that primary schools need to integrate anti-stigma culture, inclusive pedagogy, Universal Design for Learning, anti-bullying systems, reasonable accommodation, and accountable governance.
Co-Authors Sarah Imtinan Basalim Syamsiah Badaruddin Syamsiah Badruddin Syifa Aulia Fairuza