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All Journal Jurnal Papatung : Jurnal Ilmu Administrasi Publik, Pemerintahan dan Politik Perspektif : Jurnal Ilmu Administrasi Influence: International Journal of Science Review Indonesia Journal of Engineering and Education Technology (IJEET) Inovasi Sosial : Jurnal Pengabdian Kepada Masyarakat Jurnal Abdimas Peradaban ENDLESS : International Journal of Future Studies Indonesian Journal of Studies on Humanities, Social Sciences and Education Jurnal Pendidikan Nusantara
Hikmat
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Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Law, Crime, Criminology & Criminal Justice Library & Information Science Mechanical Engineering Public Health Social Sciences Other

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The Hidden Curriculum Revisited: A Literature Review on Power, Ideology, and Social Reproduction in Education Hikmat
INFLUENCE: INTERNATIONAL JOURNAL OF SCIENCE REVIEW Vol. 6 No. 3 (2024): INFLUENCE: International Journal of Science Review
Publisher : Global Writing Academica Researching and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/influencejournal.v6i3.281

Abstract

This article revisits the concept of the hidden curriculum by examining its intersections with power, ideology, and social reproduction in education. The hidden curriculum has long been recognized as an implicit mechanism through which values and norms are transmitted beyond formal instruction. In this literature review, previous studies are systematically analyzed to uncover how educational institutions shape and reinforce social hierarchies. The review highlights the role of power relations in defining classroom dynamics and institutional practices. It also explores how ideology operates as a subtle yet pervasive force in legitimizing dominant cultural narratives. Social reproduction emerges as a central outcome, where existing inequalities are sustained through educational structures and practices. By synthesizing diverse theoretical and empirical works, the review provides a comprehensive understanding of the hidden curriculum’s enduring influence. The findings reveal both the persistence of traditional critiques and the emergence of new perspectives that challenge deterministic interpretations. This review contributes by bridging classical insights with contemporary debates, emphasizing the relevance of the hidden curriculum in current educational contexts. The study underscores the importance of critical reflection on how education simultaneously empowers and constrains learners within broader social frameworks.
Inclusive Education and Social Justice: A Sociological Literature Review of Equity and Access in Learning Environments Hikmat
INFLUENCE: INTERNATIONAL JOURNAL OF SCIENCE REVIEW Vol. 7 No. 1 (2025): INFLUENCE: International Journal of Science Review
Publisher : Global Writing Academica Researching and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/influencejournal.v7i1.282

Abstract

This article explores the intersection of inclusive education and social justice through a sociological lens, focusing on issues of equity and access in learning environments. Inclusive education has emerged as a critical framework for addressing systemic inequalities that marginalize diverse learners across different contexts. By employing a literature review method, this study synthesizes theoretical perspectives and empirical findings to highlight how inclusive practices contribute to broader goals of social justice. The review draws on scholarly works from sociology, education, and policy studies to provide a comprehensive understanding of inclusive education as both a pedagogical and social project. Findings indicate that while inclusive education policies have been widely adopted, persistent disparities remain in the implementation of equitable learning opportunities. The analysis reveals that structural barriers, cultural attitudes, and resource inequalities continue to undermine the realization of genuine inclusivity. Furthermore, the literature demonstrates that inclusion cannot be separated from broader struggles for equity in society, as schools often reflect and reproduce social hierarchies. This review underscores the need for more critical engagement with power relations and systemic reforms in advancing inclusive education. The paper also emphasizes the importance of linking inclusive practices to community participation, teacher training, and supportive policies. This article contributes to the academic discourse by framing inclusive education as a sociological issue central to achieving social justice in contemporary education systems.
The Role of Education in Social Mobility: A Systematic Literature Review of Structural and Cultural Barriers Hikmat
Jurnal Abdimas Peradaban Vol. 5 No. 2 (2024): Jurnal Abdimas Peradaban
Publisher : Global Writing Academica Researching and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/a71jh582

Abstract

This article presents a systematic literature review that investigates the role of education in promoting social mobility while examining the structural and cultural barriers that hinder this process. Education has long been regarded as a critical pathway for individuals to improve their socioeconomic positions, yet its effectiveness is often constrained by unequal access and persistent cultural norms. By synthesizing findings from prior studies, this review identifies key structural obstacles, including economic disparities, limited educational resources, and policy shortcomings that perpetuate inequality. At the same time, it highlights cultural barriers such as gender roles, ethnic biases, and societal expectations that restrict individuals from fully benefiting from educational opportunities. The review employed a systematic search across major academic databases to ensure comprehensive coverage of relevant literature. A total of selected studies were analyzed based on predefined inclusion and exclusion criteria, enabling the extraction of thematic insights. The findings demonstrate that both structural and cultural dimensions interact in complex ways to shape educational outcomes and mobility trajectories. This article contributes to sociological discourse by offering a critical synthesis of existing research while identifying gaps for further investigation. The review underscores the necessity of holistic approaches that address both structural inequalities and cultural dynamics in order to enhance the transformative power of education in advancing social mobility.
Gender, Power, and Education: A Critical Literature Review of Sociological Theories on Gender Inequality in Schools Hikmat
Jurnal Abdimas Peradaban Vol. 4 No. 2 (2023): Jurnal Abdimas Peradaban
Publisher : Global Writing Academica Researching and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/2m42mt69

Abstract

This study critically examines the intersection of gender, power, and education through a comprehensive review of sociological theories addressing gender inequality in schools. It highlights how schools often serve as sites where structural power relations reproduce existing social hierarchies, thereby reinforcing gender disparities. The literature review method was employed to synthesize theoretical perspectives and empirical findings from diverse academic sources. Key sociological frameworks, including functionalism, conflict theory, feminist theory, and intersectionality, provide a multidimensional understanding of the issue. The analysis reveals that schools not only transmit knowledge but also perpetuate social norms that privilege male authority and marginalize female voices. A critical reading of existing scholarship demonstrates both the strengths and limitations of these theories in explaining persistent inequalities. Moreover, the review identifies gaps in integrating intersectional perspectives that account for race, class, and cultural diversity within educational contexts. By foregrounding these dynamics, the study underscores the role of education as both a site of oppression and potential empowerment. The findings emphasize the need for transformative pedagogical practices and inclusive policies that challenge traditional power structures. Ultimately, this review contributes to advancing sociological debates on gender and education by mapping theoretical developments and suggesting directions for future research.
Cultural Capital and Educational Success: A Systematic Review of Bourdieu’s Theory in Contemporary Educational Sociology Hikmat
ENDLESS: INTERNATIONAL JOURNAL OF FUTURE STUDIES Vol. 7 No. 3 (2024): ENDLESS: International Journal of Future Studies
Publisher : Global Writing Academica Researching & Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/endlessjournal.v7i3.341

Abstract

This article presents a systematic review of Bourdieu’s theory of cultural capital in relation to contemporary educational success. The study aims to synthesize and critically evaluate the existing body of literature that applies Bourdieu’s framework to educational sociology. A literature review method was employed, focusing on peer-reviewed articles published in leading journals across sociology and education. The analysis highlights how cultural capital, manifested through language proficiency, cultural practices, and family background, continues to shape academic achievement. Findings reveal that the reproduction of social inequalities within schools remains strongly influenced by differences in cultural resources among students. Moreover, the review identifies variations in the interpretation of cultural capital across diverse socio-cultural contexts, particularly in non-Western educational systems. Several studies emphasize the adaptability of Bourdieu’s framework in explaining new forms of educational stratification in the era of globalization. At the same time, critical scholarship challenges the deterministic aspects of Bourdieu’s theory and calls for a more dynamic understanding of cultural practices. This review underscores the importance of integrating cultural capital with broader structural and policy considerations to foster equitable education. The article concludes that while Bourdieu’s theory remains highly relevant, it requires contextual reinterpretation to address contemporary educational challenges.
SOCIAL CAPITAL AND STUDENT ACHIEVEMENT: A SYSTEMATIC LITERATURE REVIEW OF FAMILY, COMMUNITY, AND INSTITUTIONAL INFLUENCES Hikmat
Indonesian Journal of Studies on Humanities, Social Sciences and Education Vol. 2 No. 1 (2025): Indonesian Journal of Studies on Humanities, Social Sciences, and Education (IJ
Publisher : GoAcademica CRP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/d0zr2n35

Abstract

This study conducts a systematic literature review to explore the relationship between social capital and student achievement by examining family, community, and institutional influences. Social capital, as a multidimensional construct, plays a critical role in shaping educational outcomes through networks, trust, and reciprocal norms. The review synthesizes findings from peer–reviewed journal articles retrieved from major academic databases, with a focus on studies published within the last two decades. Family involvement, including parental support and socioeconomic resources, consistently emerges as a fundamental determinant of academic success. Community factors such as peer networks, neighborhood safety, and cultural expectations also demonstrate significant but varied impacts on student learning trajectories. Institutional influences, particularly school resources, teacher–student interactions, and extracurricular participation, further enhance the development of educational capital. The review highlights how these three domains interact dynamically, suggesting that student achievement cannot be explained by isolated factors. Despite the abundance of studies, notable gaps remain in integrating these influences into a comprehensive theoretical framework. The findings emphasize the importance of adopting holistic approaches in policy and practice to leverage social capital for educational improvement. This study contributes to the discourse by providing a consolidated understanding of how family, community, and institutional dimensions collectively shape student achievement.
SOCIAL INEQUALITY AND ACCESS TO EDUCATION: A LITERATURE REVIEW ON THE IMPACT OF SOCIAL STRATIFICATION ON EDUCATION IN DEVELOPING COUNTRIES Hikmat
Indonesian Journal of Studies on Humanities, Social Sciences and Education Vol. 1 No. 1 (2024): Indonesian Journal of Studies on Humanities, Social Sciences, and Education (IJ
Publisher : GoAcademica CRP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/by3jbn19

Abstract

Educational inequality remains a persistent challenge in many developing countries, where social stratification significantly shapes access to learning opportunities. This literature review examines the relationship between social inequality and educational access, with particular attention to socioeconomic status, gender, cultural background, and geographical disparities. Using an integrative approach, this study synthesizes findings from peer-reviewed articles, reports from international organizations, and theoretical contributions in the sociology of education. The review identifies five recurring themes: (1) the impact of family socioeconomic status on school participation and attainment; (2) gender disparities that reflect broader cultural and structural biases; (3) the urban–rural divide in terms of resources and institutional quality; (4) the role of state policies and global frameworks, such as the Sustainable Development Goals, in mitigating inequalities; and (5) the implications of social stratification for long-term social mobility. The analysis highlights that while education is often perceived as a pathway to equal opportunity, in practice it frequently reproduces existing social hierarchies. The review concludes by stressing the importance of affirmative policies, digital inclusion, and community-based interventions to reduce educational disparities. It also suggests future research directions, particularly in the context of post-pandemic transformations and the growing role of technology in bridging inequality.
SOCIOLOGICAL PERSPECTIVES ON EDUCATIONAL INEQUALITY: A SYSTEMATIC LITERATURE REVIEW OF SOCIAL STRATIFICATION, CULTURAL CAPITAL, AND ACCESS TO LEARNING OPPORTUNITIES Hikmat
PAPATUNG: Jurnal Ilmu Administrasi Publik, Pemerintahan dan Politik Vol 6 No 3 (2023): PAPATUNG Volume 6 Nomor 3 Tahun 2023
Publisher : GoAcademica Research dan Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/japp.v6i3.1376

Abstract

Educational inequality has long been a central concern in sociological inquiry, as it reflects the persistent disparities in access to resources, opportunities, and outcomes across social groups. This study conducts a systematic literature review to examine how sociological perspectives illuminate the mechanisms through which social stratification and cultural capital shape unequal educational trajectories. By synthesizing findings from diverse academic sources, the review highlights the multidimensional nature of inequality that extends beyond economic resources to include symbolic and cultural assets. The analysis draws extensively on Bourdieu’s theory of cultural capital, demonstrating how family background, linguistic practices, and cultural exposure reinforce social hierarchies in education. Moreover, the review underscores that access to learning opportunities remains unequally distributed across class, gender, and geographic lines. Existing studies consistently reveal that institutional structures often reproduce, rather than mitigate, social inequalities in education. The findings suggest that educational inequality is not merely a reflection of individual shortcomings but a structural issue embedded within broader social dynamics. In synthesizing these perspectives, this article contributes to a deeper theoretical understanding of how inequality persists within education systems. The review also identifies critical gaps in the literature, including limited comparative studies across contexts and insufficient attention to intersectionality. Ultimately, the study provides theoretical insights and policy-relevant implications for addressing educational inequality from a sociological standpoint.
DIGITAL TRANSFORMATION IN EDUCATION: A SOCIOLOGICAL LITERATURE REVIEW ON TECHNOLOGY, INEQUALITY, AND SOCIAL CHANGE Hikmat
PAPATUNG: Jurnal Ilmu Administrasi Publik, Pemerintahan dan Politik Vol 7 No 3 (2024): PAPATUNG Volume 7 Nomor 3 Tahun 2024
Publisher : GoAcademica Research dan Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/japp.v7i3.1377

Abstract

Digital transformation has profoundly reshaped the landscape of education, creating both opportunities and challenges that demand critical sociological inquiry. This article employs a literature review methodology to synthesize existing research on the intersection of technology, inequality, and social change in educational contexts. The review highlights that while digital tools enhance access to knowledge and innovative learning models, they also exacerbate persistent inequalities rooted in socioeconomic status, geography, and institutional capacity. Studies consistently reveal that the digital divide reinforces structural disadvantages, limiting the benefits of technology for marginalized groups. The sociological perspective emphasizes how technology is not merely a neutral instrument but a socially embedded phenomenon that reflects power relations and cultural dynamics. Literature further indicates that digital transformation in education contributes to broader processes of social change, including shifts in teacher–student relationships, institutional norms, and labor market demands. At the same time, findings underscore the role of policy frameworks and governance structures in mediating the equitable adoption of digital education. The analysis also points to the importance of integrating sociological theories to interpret the contradictions between technological promise and lived realities. By critically engaging with prior studies, this review reveals both progress and persistent challenges in creating inclusive digital education systems. Ultimately, the article contributes to scholarly debates by framing digital transformation in education as a multifaceted social phenomenon rather than a purely technological advancement.
GLOBALIZATION AND ITS IMPACT ON EDUCATIONAL PRACTICES: A SOCIOLOGICAL REVIEW OF CULTURAL INTEGRATION AND SOCIAL STRATIFICATION Hikmat
PAPATUNG: Jurnal Ilmu Administrasi Publik, Pemerintahan dan Politik Vol 8 No 1 (2025): PAPATUNG Volume 8 Nomor 1 Tahun 2025
Publisher : GoAcademica Research dan Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/japp.v8i1.1378

Abstract

Globalization has profoundly reshaped educational practices by fostering cross-cultural interactions and redefining the role of education in diverse societies. This article, based on a systematic literature review, examines how globalization influences cultural integration and social stratification within educational systems. The findings reveal that globalization encourages the diffusion of cultural values, yet simultaneously reinforces inequalities in access and outcomes. Literature suggests that educational institutions increasingly serve as arenas for negotiating cultural diversity, but persistent stratification often limits the inclusivity of such integration. Studies highlight that cultural integration within schools enhances intercultural competence, whereas social stratification perpetuates unequal opportunities among students. The review also indicates that globalization contributes to both homogenization and hybridization of educational practices, creating tensions between global standards and local identities. Comparative insights from various contexts demonstrate the uneven impact of globalization, with marginalized groups frequently experiencing systemic disadvantages. The synthesis emphasizes the sociological significance of understanding these dynamics in shaping equitable educational frameworks. The article contributes by bridging discussions on globalization, culture, and inequality, offering theoretical and practical implications for educational policy. It underscores the necessity of addressing stratification to realize the transformative potential of globalization in education.
Co-Authors Hermawan, Sapto Parlindungan Sinaga