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TABRANI. ZA
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Jurnal Ilmiah Peuradeun
Published by SCAD Independent
ISSN : 23388617     EISSN : 24432067     DOI : 10.26811
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences
Jurnal Ilmiah Peuradeun (JIP), the International Journal of Social Sciences, is a leading peer-reviewed and open-access journal, which publishes scholarly work, and specializes in the Social Sciences, consolidates fundamental and applied research activities with a very wide-ranging coverage. This can include studies and reviews conducted by multidisciplinary teams, as well as research that evaluates or reports on the results of scientific teams. The main objectives are to promote interdisciplinary thinking and to provide scholars a platform to exchange knowledge from a variety of perspectives and locations, which had a significant impact and a real contribution to the community at large, practical and academic worlds. JIP published by SCAD Independent. Published 3 times per year (January, May, and September) with p-ISSN: 2338-8617 and e-ISSN: 2443-2067. JIP to offer open access to its content, with the principle that making research freely available to the public and supports a greater global exchange of knowledge. JIP is licensed under a Creative Commons 4.0 International License (CC-BY-SA) or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly works. Access permissions beyond the scope of this license may be available at the digital libraries and open access journal databases
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 836 Documents
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Educational Service Promotion and Enrollment Interestin Aceh’s Islamic Higher Education Zulfikar Ali Buto Siregar; Abdul Kadir; Muhammad Anggung Manumanoso Prasetyo; Muhibuddin Muhibuddin; Mohd Ridhuan Mohd Jamil
Jurnal Ilmiah Peuradeun Vol. 14 No. 3 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i3.1577

Abstract

This study examines the influence of transformational leadership, personal motivation, and educational service promotion on prospective students’ enrollment interest in Islamic higher education institutions in Aceh, Indonesia. Using a quantitative approach, data were collected from 1,230 respondents selected through random sampling across five districts in Aceh Province. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test direct and indirect relationships among the variables. The findings reveal that transformational leadership significantly influences personal motivation and educational service promotion, both of which positively affect students’ enrollment interest. Educational service promotion was also found to mediate the relationship between transformational leadership and enrollment decisions significantly. Furthermore, the study demonstrates that local cultural values, religious commitment, and digital communication strategies contribute substantially to increasing the attractiveness of Islamic higher education institutions. The findings extend transformational leadership theory by emphasizing the integration of leadership practices, motivational factors, and culturally responsive promotional strategies within a distinctive socio-religious context. Practically, the study offers strategic insights for policymakers and institutional leaders seeking to strengthen institutional competitiveness through adaptive leadership, technology-based promotion, and community engagement.
Corporate Power and the Entrenchment of Political-Economic Oligarchy in Indonesia's Presidential Elections Effendi Hasan; Chairul Fahmi
Jurnal Ilmiah Peuradeun Vol. 14 No. 3 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i3.1597

Abstract

This study examines the growing influence of business oligarchs on Indonesia's 2024 presidential election by analyzing the relationship between corporate financing, political coalitions, and state institutions. Although previous studies have extensively explored money politics, campaign financing, and oligarchic networks, limited attention has been paid to the institutional mechanisms through which corporate actors transform economic resources into long-term political influence. Using a qualitative approach, this study draws upon reports, academic publications, news articles, and other documentary sources, which are analyzed through thematic analysis. The findings reveal that presidential candidates rely heavily on financial support from business elites and large corporations throughout the electoral process. Corporate actors strategically distribute their support across competing political coalitions to preserve access to political power and influence policymaking processes, particularly in the extractive sector. These relationships contribute to the concentration of economic and political power, reinforce oligarchic networks, and create conditions that facilitate state capture. This study contributes to the literature on oligarchy, corporate political participation, and democratic governance by demonstrating how economic power is institutionalized through formally democratic processes. The Indonesian case also offers broader insights into contemporary debates concerning democratic accountability, institutional integrity, and the relationship between political and economic power.
Bridging Local Wisdom and Digital Transformation: The Role of Ki Hajar Dewantara-Based Leadership in Enhancing Teacher Competency Muhammad Ihsan Dacholfany; Cipto Handoko; Agus Wibowo; Norma Fitria; Muhammad Rijal Fadli; Hasbullah Hasbullah; Mohd Kasturi Nor Abd Aziz
Jurnal Ilmiah Peuradeun Vol. 14 No. 3 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i3.1632

Abstract

The rapid expansion of digital technology has transformed educational practices worldwide while simultaneously intensifying concerns regarding teachers' competencies and the preservation of educational values within increasingly digitalized learning environments. Although previous studies have extensively examined educational leadership and digital competence independently, limited attention has been given to the interaction between culturally grounded leadership and digital skills in shaping teacher competency. This study aimed to examine the direct and indirect relationships among leadership based on the Ki Hajar Dewantara trilogy, digital skills, and teacher competency among Indonesian elementary school teachers. Employing a quantitative approach with an ex post facto correlational design, the study involved 197 teachers from Lampung Province, Indonesia, selected through cluster sampling. Data were collected using structured questionnaires and analyzed through Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 3.0. The findings reveal that trilogy-based leadership significantly influences digital skills and teacher competency, while digital skills positively affect teacher competency and mediate the relationship between leadership and professional development. These findings demonstrate that technological competence and culturally grounded leadership function as complementary rather than competing forces within educational transformation. The study contributes to the literature on educational leadership by proposing an integrative framework that combines ethical values, cultural identity, and technological adaptation, thereby providing insights into the development of more humanistic, inclusive, and sustainable educational systems in both national and international contexts.
Integrating Digital Learning, Local Knowledge, and Community Participation to Enhance Elementary Students' Disaster Awareness Tengku Muhammad Sahudra; Ary Kiswanto Kenedi; Rachmatsyah Rachmatsyah; Mufti Riyani; Arwin Arwin
Jurnal Ilmiah Peuradeun Vol. 14 No. 3 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i3.1793

Abstract

Disaster education for elementary students often remains information-oriented, while digital learning, local knowledge, and community participation are frequently examined separately rather than as an integrated pedagogical approach. This study examined whether integrating these three elements through the Ethno-Social Community-Based Digital Disaster Learning Model was associated with a greater improvement in student disaster awareness than conventional instruction. A quasi-experimental non-equivalent control group design involved 400 fifth-grade students from disaster-prone areas in four Indonesian provinces, with 200 students in each group. Disaster awareness was assessed before and after a six-month intervention, and the data were analyzed using descriptive statistics, paired- and independent-sample t-tests, effect-size analysis, and N-Gain. Students who received the integrated model demonstrated substantially greater improvement than the control group, with N-Gain scores of 0.89 and 0.27, respectively, and consistently higher gains across all measured dimensions. The findings demonstrated that combining digital resources with locally grounded disaster knowledge and community-based learning could strengthen disaster awareness beyond conventional classroom instruction. This integration provided a context-sensitive approach to elementary disaster education that could be adapted to different sociocultural, disaster-risk, and technological conditions.
Climate-Responsive University EFL Pedagogy: The Interaction of Institutional Support and Lecturer Agency Azza Jauhar Ahmad Tajuddin; Rocky Harisman Putra; Farah Hussan Sahib; Dwi Ima Herminingsih; Dewi Kencanawati
Jurnal Ilmiah Peuradeun Vol. 14 No. 3 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i3.1834

Abstract

Climate change education is increasingly relevant to higher education, yet little is known about how university EFL lecturers sustain climate-responsive teaching under different institutional conditions. This study explored how lecturers in Malaysian and Indonesian higher education settings perceived the role of climate change education, the practices and strategies they described using or recommending, and how institutional support and lecturer agency influenced these practices. A qualitative comparative design was used using semi-structured interviews with seven EFL lecturers, comprising three participants in Malaysia and four in Indonesia. The interview data was analysed thematically. Participants viewed climate change as meaningful for connecting English learning with local environmental problems, authentic communication, critical engagement, and interdisciplinary knowledge. They reported or proposed discussions, multimedia, podcasts, documentaries, guest speakers, and project-based activities. However, the degree and consistency of integration varied with the interaction between institutional conditions and individual initiative. The study showed that lecturer agency could initiate and adapt climate-responsive teaching, while curricular recognition, credible resources, and institutional support influenced its continuity. Because the findings were based on self-reported interviews, they established neither classroom effectiveness nor national differences.
Post-Conflict Social Reconstruction in Aceh: Institutional Complementarity in Education, Customary Governance, and Religious Authority Zainuddin Zainuddin; Sulaiman W; Saifullah Idris; Masbur Masbur
Jurnal Ilmiah Peuradeun Vol. 14 No. 3 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i3.1848

Abstract

Post-conflict reconstruction requires more than formal peace settlements, yet how education, customary governance, and religious authority interact within a shared institutional framework remains insufficiently explained. This study examines how the Aceh Governing Law (UUPA) structures the complementary roles of the Regional Education Council (MPD), Aceh Customary Council (MAA), and Ulema Consultative Council (MPU) in post-conflict social reconstruction. Using a qualitative case-study design, the study collected data in Aceh Tamiang Regency and Langsa City through semi-structured interviews with six key informants, field observations, and document analysis, and analyzed them using Miles et al.’s interactive model and Bourdieu’s concepts of field, habitus, and capital. The findings reveal differentiated institutional roles in education, customary governance, and religion, with identifiable points of coordination rather than sustained institutional integration. Their capacity to contribute to social reconstruction depends on how educational, cultural, social, and symbolic resources are mobilized and converted within the UUPA-structured field. Conceptually, the study advances institutional complementarity as a relational explanation of post-conflict reconstruction, showing that locally legitimate institutions can remain differentiated while establishing workable connections within a shared legal field. This perspective offers broader relevance for post-conflict societies characterized by legal pluralism, decentralized governance, and locally embedded authority.
Collaborative Stakeholder Mapping in Entrepreneurship Education at Islamic Higher Education in Aceh Lailatussaadah Lailatussaadah; Taufik Taufik; Salma Hayati; Asyraf Isyraqi Bin Jamil; Fakhrul Adabi Bin Abdul Kadir
Jurnal Ilmiah Peuradeun Vol. 14 No. 3 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i3.1926

Abstract

Entrepreneurship education in higher education often remains confined to university-based activities despite its dependence on broader institutional resources and stakeholder collaboration. This study maps potential stakeholders supporting entrepreneurship education in Islamic higher education and examines its connection to regional development in Aceh, Indonesia. Using a descriptive qualitative design, data were collected through semi-structured interviews with ten purposively selected informants and triangulated with institutional documents. Stakeholder mapping involved four stages: identification, analysis, mapping, and priority determination. The findings identify five interconnected sectors with complementary roles: higher education institutions as organizers; government institutions as policy facilitators and providers of economic empowerment; private-sector actors as sources of financing, mentoring, and market support; community organizations as providers of training and assistance; and media as facilitators of information dissemination and public engagement. More importantly, these relationships indicate an Islamic value-based pentahelix in which stakeholder collaboration can incorporate zakat, productive waqf, and qardhul hasan. The study extends the conventional pentahelix perspective by demonstrating how ethical and locally embedded institutional resources can shape entrepreneurship ecosystems and provides a framework for connecting entrepreneurship education with regional development.
Digital Religion and the Virality of Religious Rhetoric: The Case of Mama Gufron On Social Media Ria Hayatunnur Taqwa; Devie Rahmawati; Ali Akhbar Abaib Mas Rabbani Lubis; Harjani Hefni; Nurhidayah Nurhidayah
Jurnal Ilmiah Peuradeun Vol. 14 No. 3 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i3.2107

Abstract

Digital platforms are reshaping how religious authority is performed, circulated, and encountered, yet increased online visibility cannot be assumed to constitute religious legitimacy. This study examined how religious rhetoric and platform visibility intersected in the negotiation of religious authority through the case of Mama Gufron, a controversial Indonesian preacher whose sermons gained substantial social media attention. Using qualitative content analysis combined with rhetorical analysis, the study analyzed six purposively selected videos from the official Pondok Pesantren Uniq Nusantara YouTube channel, focusing on argumentative structures, speech acts, and metaphorical expressions. The findings revealed four interrelated rhetorical patterns: the invocation of lineage, sanad, and kiai status; performative use of distinctive linguistic expressions; claims of supernatural authority; and emotional dramatization. These patterns showed how established markers of Islamic authority were rearticulated through digitally mediated performance and intensified platform visibility. The study interpreted this process through performative-mediated authority and advances viral piety as an analytical proposition linking religious performance, digital circulation, and authority negotiation without equating visibility with legitimacy. The findings contribute to international digital religion scholarship by explaining how culturally embedded religious authority interacts with transnational infrastructures of digital visibility.
Legal Certainty versus Substantive Justice: Confiscation of Good-Faith Third-Party Property in Natural Resource Crimes Nasri Nasri; Ilyas Ismail; Efendi Efendi; Darmawan Darmawan; Yusrizal Hasbi
Jurnal Ilmiah Peuradeun Vol. 14 No. 3 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i3.2343

Abstract

This study examined the normative disharmony governing confiscated property owned by good-faith third parties in Indonesia’s natural resource-related criminal cases. It addressed the tension between legal certainty and substantive justice arising from inconsistent confiscation standards across general criminal procedure and sectoral legislation. Using a normative juridical design, the study applied statute, conceptual, and comparative approaches to analyze KUHAP, forestry, fisheries, and mining regulations together with selected judicial decisions. The findings showed that the legal protection of third-party owners varies significantly across sectors because ownership, good faith, non-involvement, and proportionality were not governed by a uniform normative standard. Judicial decisions consequently displayed divergent approaches, with some courts recognizing lawful ownership and lack of involvement, while others prioritized confiscatory provisions. The study developed a harmonized normative framework that integrated ownership verification, good-faith assessment, owner knowledge or involvement, the property–crime nexus, and proportionality. The findings indicated that effective confiscation law should preserve state enforcement authority while preventing legal burdens from being imposed on innocent property owners.
Development and Validation of a Sustainability Competence Instrument Based on Islamic Spirituality for Prospective Teachers in Indonesia Husamah Husamah; Abdulkadir Rahardjanto; Tutut Indria Permana; Nurdiyah Lestari
Jurnal Ilmiah Peuradeun Vol. 14 No. 3 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i3.2408

Abstract

Sustainability competence is increasingly essential in teacher education, yet existing assessment frameworks insufficiently explain how culturally and religiously grounded ethical values can orient sustainability-related judgment and action. This study addressed this gap by developing and initially validating the Sustainability Competence Instrument Based on Islamic Spirituality for Prospective Teachers in Indonesia (SCIISPTI), integrating established sustainability competence frameworks with Islamic spiritual-ethical principles. Following expert review involving 11 specialists, 49 items across seven conceptual domains were administered to 558 Indonesian prospective teachers. Exploratory Factor Analysis using Varimax rotation retained 40 items organized into four empirical dimensions, with strong sampling adequacy (KMO = 0.959; Bartlett’s χ²(780) = 9000.703, p < .001) and 73.838% explained variance. Internal consistency was high across dimensions (α = 0.906–0.974; overall α = 0.980). The four dimensions reflect the instrument’s empirical organization, while the seven domains preserve its theoretically interpreted competence content. SCIISPTI provides promising initial psychometric evidence for culturally responsive sustainability competence assessment and offers an interdisciplinary approach connecting teacher education, sustainability, psychometrics, and Islamic ethics. More broadly, this study demonstrates how internationally recognized competence frameworks can be contextually grounded without abandoning systematic psychometric evaluation.

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