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All Journal Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Cendekiawan: Jurnal Pendidikan dan Studi Keislaman Journal of Contemporary Gender and Child Studies
Asroruddin Lubis
International Islamic Call College Tripoli
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Religious Moderation as a Resolution in Responding to Social and Cultural Modernization in Indonesia Rommy Muhammad Rijalul Fahmi; Asroruddin Lubis
Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 5 No 1 (2026): March: Multiple Intelligences of Students in Formal, Informal, and Nonformal Educ
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/cendekiawan.v5i1.521

Abstract

The acceleration of social and cultural modernization in Indonesia has had two impacts: on the one hand, it has strengthened the dynamics of social and cultural life, but on the other hand, it has given rise to challenges such as value divisions, identity conflicts, and religious polarization. This article analyzes how religious moderation can be a solution to address this modernization. Applying qualitative research methods focused on a literature review of primary sources (including documents in Arabic, English, and Javanese) and a critical analysis of the Indonesian context, this paper investigates the ability of religious moderation to bridge socio-cultural change and interfaith harmony. The research findings suggest that religious moderation, characterized by the principles of balance, inclusivity, and intercultural dialogue, has the potential to ease social tensions and maintain cultural diversity in a modernizing environment. However, the success of this moderation is highly dependent on factors such as institutions, religious education, and local cultural awareness. The implications of this research point to the need for increased literacy in pluralistic and culturally diverse religions, the development of moderation programs in digital platforms and local cultural contexts, and collaboration between religious leaders, civil society, and government institutions.
LITERATURE REVIEW QUALITY IN INDONESIAN GUIDANCE AND COUNSELING RESEARCH: IMPLICATIONS FOR SDGS-ALIGNED EVIDENCE-BASED PRACTICE Muhammad Buchori Ibrahim; Hardiansyah Hardiansyah; Asroruddin Lubis
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 1 (2026): February-May
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i1.2759

Abstract

Despite the proliferation of guidance and counseling (BK) research in Indonesian higher education, prior studies reveal a persistent gap: literature review practices remain largely descriptive, failing to generate conceptual synthesis or connect empirical findings to evidence-based counseling models aligned with SDGs Goal 4 (Quality Education) and Goal 3 (Good Health and Well-Being). This study aimed to investigate the epistemic nature and functional roles of literature review in Indonesian BK research, with emphasis on its capacity to identify research gaps, strengthen theoretical foundations, and support evidence-based practice development. Employing a qualitative library research methodology, the study systematically gathered and analyzed 25 peer-reviewed sources from Scopus, Web of Science, and DOAJ (2013–2024) through thematic content analysis. Findings reveal six core functions of literature review in BK research: constructing theoretical foundations, identifying research gaps, guiding methodology, preventing duplication, strengthening academic argumentation, and fostering SDGs-aligned evidence-based practice. Crucially, Indonesian BK researchers frequently overlook the conceptual synthesis function, limiting the scholarly impact of their work. This study contributes a contextually grounded framework for literature review practice in Indonesian BK research, with implications for graduate supervision, curriculum design in counselor education, and the advancement of culturally responsive, globally relevant counseling science.
Civic Education and Nationalism Attitudes of Elementary School Students: Implications for Child Well-Being and SDGs in Indonesia Mikyal Hardiyati; Noni Putri; Asroruddin Lubis
Journal of Contemporary Gender and Child Studies Vol 5 No 1 (2026): April: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i1.546

Abstract

Previous studies on civic education and nationalism have predominantly focused on secondary or tertiary levels, leaving a critical gap regarding how Pancasila and Civic Education (PPKn) shapes nationalism attitudes among elementary school students and its connections to child well-being aligned with Sustainable Development Goals (SDGs). This study investigates the role of PPKn instruction in cultivating nationalism attitudes among elementary school students in Kendari, Southeast Sulawesi, Indonesia, and explores implications for child well-being and SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). A quantitative survey design was employed, involving 312 Grade V and VI students, 24 PPKn teachers, and 9 school principals across three public and private elementary schools selected through stratified random sampling. Data were collected using validated Nationalism Attitude Scales (Cronbach's α = .87) and PPKn Learning Quality Inventory (α = .83), then analysed via multiple regression and structural equation modelling (SEM). Results reveal that PPKn instructional quality significantly predicts nationalism attitudes (β = .61, p < .001), with participatory methods and contextual content as strongest mediators. Extracurricular integration amplified this effect. However, digital literacy gaps and inconsistent pedagogical competencies among teachers moderated outcomes. These findings suggest that strengthening PPKn through innovative, inclusive pedagogy contributes not only to nationalism formation but also to broader child well-being and democratic citizenship, advancing Indonesia’s SDG commitments.
Co-Authors Hardiansyah Hardiansyah Mikyal Hardiyati Muhammad Buchori Ibrahim Noni Putri Rommy Muhammad Rijalul Fahmi