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All Journal SAINSMAT Jurnal Studi Islam Martabat: Jurnal Perempuan dan Anak Ta'dibuna: Jurnal Pendidikan Islam SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Filsafat Indonesia Rabbani: Jurnal Pendidikan Agama Islam Edukasia: Jurnal Pendidikan dan Pembelajaran SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam Jurnal Arsitektur, Sains Bangunan, Kota dan Pemukiman JOTTER Sahwahita: Community Engagement Journal Arsy Collaborative
Mannan, Abd
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Journal : SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme

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Integration of Social Life Cycle Assessment Principles in Holistic Evaluation of Islamic Education Hukamak, Moh Tahrikul; Mannan, Abd; Kusaeri, Kusaeri; Suparto, Suparto
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i2.7380

Abstract

This article aims to analyze the integration of the social life cycle assessment (S-LCA) principle in the holistic evaluation of Islamic education. This study employed a systematic literature review method consisting of four stages: identification, selection, eligibility assessment, and inclusion. A total of 2,084 scientific articles were identified through the Scopus database using keywords such as "S-LCA," "social impact assessment," and "Islamic education evaluation." Most of these articles were published in international journals and conference proceedings from various countries. After applying the inclusion criteria, 32 articles were selected that specifically discussed the application of the Social Life Cycle Assessment (S-LCA) approach in the evaluation of Islamic education. According to the results of a systematic review of thirty-two chosen articles, S-LCA is a method for assessing social factors and social impacts at every stage of a product or service's life cycle, from the extraction of raw materials to the production process, distribution, use, and management. This systematic review identified at least five core ethical principles as the theoretical and practical foundation for the use of S-LCA: social and humanitarian justice, full life cycle analysis, transparency and participatory involvement, social and cultural contextualization, and sustainability and social transformation. Three fundamental approaches can be used to implement the concept of adaptation: the classification of stakeholders in Islamic education, the reformulation of social indicators, and the research of adaptation units. With adjustments to the unit of analysis, indicators, and stakeholders, S-LCA can be a thorough alternative approach for assessing the value and merits of Islamic education.
Co-Authors Ainul Yaqin Amin, Moh. Roqibul Amir Maliki Abitolkha Dwi Yanti Margareta Fathorrozy, Fathorrozy Fitriyah, Eliyatul Haris, Nurul Afdal Hukamak, Moh Tahrikul Hunain, Ishaq Juanda, Faisal Khoirun Niam Kusaeri Kusaeri Kutsiyyah Leli Lestari Maghfiroh, Muliatul Mas’udi, Ahmad Maulana, Hendra Moh. Muhrim Tamrin Muhammad Yusuf Muhammad, Najihul Huda Nismawati Nismawati Nor Hasan Rahman, Fadali Ramadhana, Maghfiroh Romadhoni, Alvi Rozy, Fathorrozy S. Puluhulawa, Faisal Salam, Nurul A. Sa’i, Mad Siti Nur Farida Sri Nurhayati Sri Wulandari Sulaiman Zhiddiq, Sulaiman Suparto Suparto Suwantoro Syaifudin, Mokhamad Tamami, Badrut