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SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Published by Universitas PGRI Banyuwangi
ISSN : 20866135     EISSN : 2541612X     DOI : 10.36526/sosioedukasi
Core Subject : Education, Social,
Education Social Sciences Other
urnal sosioedukasi (e-ISSN: 2541-612X, Print ISSN 2086-6135) diterbitkan oleh Fakultas Keguruan dan Ilmu Pendidikan Universitas PGRI Banyuwangi, diterbitkan dua kali setahun pada bulan mei dan november. fokus Scientific Journals of Education and Social. Jurnal sosioedukasi mencakup semua bidang dan periode dalam Pendidikan dan sosial, yang membahas semua aspek pendidikan termasuk ekonomi, sosial, budaya, dan politik. Semua pendekatan bisa di terima. Jurnal ini menerima berbagai format termasuk artikel dari forum ilmiah, esai ulasan, dan masalah khusus. Editor juga menerima ulasan buku untuk diterbitkan di bagian khusus dari publikasi. Artikel-artikel tersebut dapat ditulis untuk disampaikan dalam Bahasa Indonesia dan Bahasa Inggris.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,333 Documents
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CHILD-FRIENDLY SCHOOL MANAGEMENT: A MULTIPLE CASE STUDY IN AMBON Costapina Purimahua; Rudolf Kempa; Paul Arjanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8402

Abstract

Child-Friendly Schools require systematic management to ensure that children learn in safe, inclusive, participatory, and violence-free environments. This study aims to analyze Child-Friendly School management at SD Xaverius A1 Ambon, SMP Negeri 20 Ambon, and SMK Negeri 6 Ambon. A qualitative approach with a multiple case study design was used. Data were collected through in-depth interviews, observation, document analysis, and supporting questionnaires involving principals, teachers, guidance and counseling teachers, school committees, parents, and students. The data were analyzed using the Miles, Huberman, and Saldana interactive model, supported by cross-case comparison to identify similarities and differences among the three schools. The findings show that Child-Friendly School management has generally been implemented well, but the degree of optimization differs across sites. SD Xaverius A1 Ambon showed the most optimal implementation because it had a formal Child-Friendly School decree and more structured programs. SMK Negeri 6 Ambon also showed strong implementation through character development, school-wide coordination, and protection-oriented strategies. SMP Negeri 20 Ambon fulfilled most indicators but still required stronger supervision, student behavior guidance, documentation, and parental involvement. Supporting factors included cooperation among principals, teachers, guidance counselors, committees, parents, and students, while inhibiting factors included peer influence outside school, diverse student characteristics, limited facilities, and uneven parental participation. This study contributes to educational management by showing that Child-Friendly School implementation requires not only formal policy, but also participatory management, consistent supervision, and contextual adaptation across educational levels.
PERCEPTION AND SOCIAL RESISTANCE OR MSME ACTORS TOWARDS QRIS DIGITAL PAYMENT INNOVATION IN ENREKANG REGENCY Nur Alfiah . JS; Firdaus W Suhaeb; Ahmadin
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8403

Abstract

This study aims to analyze: 1) MSME actors’ perceptions of the use of the QRIS digital payment system; 2) The factors that influence MSME actors to engage in social resistance to QRIS; 3) The impact of resistance in the MSME context. This research is qualitative with a phenomenological approach. The number of informants consists of eleven people, with the following criteria: 1) MSME actors who do not use QRIS, 2) MSME actors who already have QRIS but are using it reluctantly, 3) MSME actors who have acquired and printed a QR code but do not display it to customers, 4) MSME actors who use QRIS. Data collection techniques used are interviews and passive participant observation. Data validity was checked using source triangulation. The data analysis employed was data reduction, data presentation, and drawing conclusions. The results of this research show that: 1) MSME actors’ perceptions of the use of the QRIS digital payment system include a) perceived benefits, b) perceived ease, and c) perceived risks. 2) Factors influencing MSME actors to engage in social resistance include a) social influence, b) the habit of using cash, and c) digital payment technology literacy. 3) The impact of resistance in the MSME context is a reduction in business turnover/sales income. This study is significant because it provides an overview of MSME actors’ perceptions toward QRIS and the factors that cause them not to adopt or to resist QRIS, so it can serve as a basis for the government or related parties to develop strategies to eliminate social resistance among MSME actors and increase the use of QRIS in their business activities
A NARRATIVE STUDY OF INDONESIAN PRE-SERVICE TEACHERS’ EXPERIENCES IN TEACHING INTERNSHIP IN THAILAND amanda shofia; Fitri Budi Suryani; Rismiyanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8420

Abstract

This study examines how pre-service Indonesian English teachers adapt their teaching strategies and develop their professional identities when facing cross-cultural challenges in the classroom during their teaching practicum in Thailand. A qualitative design using a narrative inquiry approach was employed to gain a comprehensive understanding of the participants’ personal narratives and reflections. Two pre-service teachers from the English Education Department of a private university in Central Java, Indonesia, participated after completing a one-month teaching internship at the Institute of Al-Abdia and Santi Witya Serong in Thailand. Data were collected through in-depth interviews and reflective journals, then analyzed using thematic analysis. Three main themes emerged: challenges in teaching strategies, professional identity development, and cross-cultural teaching experiences. Regarding challenges in teaching strategies, participants faced significant language barriers and limited learning resources, which encouraged them to use code-switching and develop self-made learning materials. In terms of professional identity development, participants demonstrated growth through self-preparation, adaptation, emotional regulation, and increased self-confidence. In terms of cross-cultural teaching experience, participants must navigate diverse classroom dynamics and student diversity, which require the application of culturally responsive teaching approaches. Overall, the international teaching internship program in Thailand provides a meaningful and transformative experience that significantly contributes to participants’ long-term professional growth. These findings highlight the importance of institutional support in preparing prospective teachers to navigate cross-cultural teaching contexts.
THE STRATEGIC ROLE OF MADRASAH SELF-EVALUATION (EDM) IN THE OPTIMIZATION OF QUALITY ASSURANCE Zaliva Lara Rozianti; Dhiyaa’ Ulfah; Sapuani Muhajir; Salfen Hasri; Sohiron
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8428

Abstract

Madrasah Self-Evaluation (EDM) is one of the essential instruments within the Internal Quality Assurance System (SPMI) that functions to measure, map, and continuously improve the quality of education in madrasahs. In practice, however, EDM implementation is still frequently regarded as a mere administrative activity, resulting in evaluation outcomes that have yet to be optimally utilized as a basis for decision-making and institutional development planning. This study aims to analyze the strategic role of EDM in optimizing madrasah quality assurance. The research method employed is library research, with data analyzed through content analysis techniques. The findings indicate that EDM plays a strategic role as an instrument for quality mapping, identification of institutional strengths and weaknesses, and a foundation for the preparation of the Madrasah Work Plan (RKM) and Madrasah Work and Budget Plan (RKAM). Furthermore, EDM supports data-driven decision-making, the strengthening of a quality culture, and continuous improvement in educational management. Optimization of EDM implementation can be achieved through enhancement of human resource competencies, strengthening of the Madrasah Quality Assurance Team, utilization of digital technology, and increased stakeholder participation. Accordingly, EDM functions not merely as an evaluative instrument, but also as a critical strategy in realizing effective, accountable, and quality-oriented madrasah governance on a sustainable basis.
EXPLORING ISLAMIC TRACES IN TAPANULI THROUGH THE BONGAL SITE: HISTORY, IDENTITY AND CULTURAL HERITAGE Nurcintama Purba; Rhoma Dwi Aria Yuliantri; Awanis Akalili
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8436

Abstract

This study aims to identify and analyze the traces of Islam in Tapanuli through the Bongal Site, located in Jago-Jago Village, Badiri District, Central Tapanuli Regency, North Sumatra. The Bongal Site is an archaeological site containing significant artifacts dating from the 7th to the 10th century CE, including Umayyad and Abbasid dynasty coins, Islamic glass fragments, intaglios, beads, Middle Eastern ceramics, and Islamic medical instruments. This study employs a descriptive qualitative historical approach. Data were collected through field observations, artifact analysis, literature review, and in-depth interviews with an archaeologist-historian from Universitas Negeri Medan, the administrator of the Fansuri Museum at the Bongal Site, and the site owner. The findings reveal that the Bongal Site constitutes new evidence of the spread of Islam in Tapanuli, as indicated by artifacts suggesting the existence of trade networks and direct interaction with the Islamic world as early as the 7th century CE. The Bongal Site holds profound significance for the cultural identity and cultural heritage of the Central Tapanuli community. Drawing on Stuart Hall's cultural identity theory and the concept of cultural heritage, this study demonstrates that the Bongal Site is not merely an archaeological site, but an integral part of the collective identity of the local community that requires sustainable preservation.
ARKA IN PHASE OJL 7 GREAT BK MOVES: A PORTRAIT OF THE INITIAL SHIFT OF BK SERVICES FROM REACTIVE TO PARTICIPATORY Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Juntika Nurihsan; Ace Suryadi
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8447

Abstract

This article analyzes the application of the ARKA framework—Activities, Reflection, Conceptualization, and Application—in the on-the-job learning (OJL) phase of the 7 Great BK Jurus Program as a micro-pedagogical mechanism for guidance and counseling (BK) services. The focus of the article is directed at how the implementation of ARKA is represented in the PSKP report on the initial implementation of the 7 Great BK Skills and Guardian Teacher Program, as well as how these representations can be read as an early indication of the shift of BK services from a reactive approach to a more participatory service. This article uses a qualitative approach with a secondary document analysis design. The main source of analysis is the published PSKP report, supported by literature on BK services development, experiential learning, professional reflection, and program implementation. This article does not use raw data in the form of interview transcripts, FGDs, or internal field notes as a corpus of analysis. The results of the analysis show that ARKA can be understood as a service flow that connects activities, reflection, conceptualization, and application in BK practice. The PSKP report indicates that there are service practices that are more interactive, needs-based, reflective, and applicative, although these changes are still preliminary and uneven. Obstacles such as limited service time, infrastructure, monitoring, and legitimacy of regional facilitators continue to limit the sustainability of ARKA implementation. This article concludes that ARKA has the potential to strengthen BK development services if supported by the reflective capacity of implementers and school institutional support.
THE DYNAMICS OF LEARNING DIFFICULTIES AMONG ELEMENTARY SCHOOL CHILDREN IN PALM OIL PLANTATION AREAS: A CASE STUDY OF THE SOCIAL ENVIRONMENT AND LEARNING MOTIVATION IN SUMBER AGUNG VILLAGE Jamiatul Aini; Muhammad Iqbal Birsyada
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8449

Abstract

The education of children in plantation areas often faces unique systemic and social challenges. This study aims to analyze the dynamics of learning difficulties among elementary school students in oil palm plantation areas, with a specific focus on the social environment and learning motivation in Sumber Agung Village. This study employs a qualitative approach using a case study design. Research data were collected through in-depth interviews with students, parents, and teachers, as well as field observations and documentation. The results indicate that the social environment—characterized by parents working as plantation laborers and limited educational facilities—significantly influences students’ perceptions of formal education. Low learning motivation is driven by a lack of academic supervision at home and a prevailing mindset that manual labor is the primary economic pathway. Additionally, the physical distance between plantation housing and schools contributes to student fatigue. This study concludes that learning difficulties in Sumber Agung Village are not merely pedagogical issues but are deeply rooted in the socio-economic structure of the plantation environment. Integrated interventions by the government and plantation companies are needed to improve the educational support system and parental involvement.
EVALUATION OF THE IMPLEMENTATION OF THE MERDEKA CURRICULUM USING THE CIPP MODEL IN ELEMENTARY SCHOOLS Nanci Elyani Panna; Patrisius Rahabav; Lambertus Johanes Lokollo
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8452

Abstract

This study evaluates the implementation of the Merdeka Curriculum in four elementary schools in Baguala District, Ambon City, namely SD Negeri 1 Lateri, SD Negeri 2 Lateri, SD Negeri 2 Passo, and SD Negeri 77 Passo. The study used a qualitative evaluative approach with the CIPP model, consisting of context, input, process, and product evaluation. Data were collected through interviews, observations, and documentation involving principals and teachers as key informants. The results show that, in the context aspect, schools have understood the main principles of the Merdeka Curriculum as flexible, student-centered, and character-oriented learning. In the input aspect, schools have provided training, learning devices, and principal support, although teacher readiness and learning facilities remain uneven. In the process aspect, learning has begun to apply student-centered strategies, project activities, and diagnostic and formative assessment, but differentiated learning has not been implemented consistently. In the product aspect, the curriculum has contributed to students' activeness, confidence, cooperation, literacy, numeracy, and Pancasila Student Profile values. The study concludes that the implementation is generally adequate but requires continuous improvement in teacher competence, digital learning facilities, assessment practice, and school-parent collaboration.
THE ETHICS OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN FACING LEARNING IN THE DIGITAL ERA AT MTS MIFTAHUL ANWAR Enis Auliyaillah; Robiatul Adawiyah; Imam Buchori; Widiyana; Abd. Mukid
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8455

Abstract

The rapid advancement of digital-based tools has triggered fundamental and far‑reaching changes within the education system, including the way material is delivered in Islamic Religious Education (IRE). On one hand, these developments bring significant conveniences: access to knowledge has never been broader, various supporting learning resources are readily available, and the connection between educators and students has grown increasingly close. Yet, behind all these benefits lie considerable challenges most notably regarding the preservation of moral values and proper conduct. This reality demands that IRE teachers possess dual capabilities: they must be skilled in operating digital facilities, while also remaining adept at instilling noble principles aligned with Islamic teachings. This study aims to examine how professional ethics are viewed within the framework of Islamic education, identify measures that can be taken to strengthen these ethical standards in the modern era, and illustrate how they are practically implemented in teaching and learning activities at MTs Miftahul Anwar. The research adopts a qualitative approach with a descriptive design. All data were gathered through direct observation, in‑depth interviews, and document review, and subsequently processed using an interactive analysis model consisting of data reduction, report compilation, and conclusion drawing. The findings confirm that ethical standards for IRE educators essentially represent a balanced combination of noble personal character, professional responsibility, and firm religious commitment all rooted directly in Islamic teachings. Reinforcing this moral foundation can be achieved through several concrete steps: understanding the norms governing behavior in digital spaces, serving as a role model by using technology correctly and wisely, presenting relevant and educational content, and consistently encouraging students to act politely and ethically whenever engaging with online media. Implementing these values has proven to yield positive outcomes regarding students’ habits in using technology; they become more disciplined, capable of filtering information critically, thoughtful in their actions, and fully accountable for their conduct. Based on these results, it can be concluded that embedding strong ethical values within IRE instruction plays a decisive role in shaping the character and identity of the younger generation, even amid the rapid technological progress of today’s world.
THE ROLE OF PROFESSIONAL ETHICS OF PAI TEACHERS IN THE IMPLEMENTATION OF LEARNING IN SCHOOLS Nur Alfil Lail; Balqis Raisa Labibah; Abd Mukhid; Adila Al-Mafaiz H. Yady; Mohammad Fauzhul Adhim
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8458

Abstract

This research was motivated by the importance of professional ethics of Islamic Religious Education (PAI) teachers in supporting the success of the learning process and the formation of students’ character in madrasah. The task of an Islamic Religious Education (PAI) teacher is not limited to transmitting lesson material alone, but they are also required to provide real examples in applying Islamic values within the school environment. This study aims to analyze three main aspects: first, to find the role of teacher work ethics in the learning process at MIN 1 Sumenep; second, to explain how work ethics are applied in each teaching technique; and third, to identify obstacles and solutions faced by PAI teachers in shaping student character. The research method uses a qualitative approach with a case study type. Data collection was carried out through three techniques, namely interviews, field observations, and documentation with purposive sampling techniques applied to PAI teachers at MIN 1 Sumenep. Data analysis utilizes the Miles and Huberman model with three main stages: data reduction, data presentation, and drawing conclusions. The research results reveal that the work ethic of PAI teachers plays a vital role in efforts to create a conducive learning atmosphere, foster student discipline, and build the religious character of students in daily life. Nevertheless, in its implementation in the field, several obstacles are faced by teachers, including the impact of technological advancement, the social conditions around the school, as well as the presence of students who are still less disciplined. To address these problems, several strategies are applied by teachers, including strengthening religious-themed activities, implementing varied learning methods, and building intensive communication with students' guardians. Based on this description, it can be concluded that the professionalism of PAI teachers provides a significant contribution to the smoothness of the learning process as well as the character formation of students in the madrasah environment.

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