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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 1,474 Documents
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DISCREPANCY BETWEEN NORM AND REALITY: VIOLATIONS OF RELIGIOUS FREEDOM IN INDONESIA Alya Natasya Setyafadila
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.8058

Abstract

Freedom of Religion and Belief (FoRB) is a constitutional right guaranteed by the 1945 Constitution of the Republic of Indonesia and should be protected through laws and policies that uphold equality and non-discrimination. However, persistent violations of FoRB indicate a significant gap between constitutional guarantees and their implementation. This article examines how inconsistencies in government practices create normative contradictions that contribute to the degradation of religious freedom in Indonesia. Employing a normative legal method combined with an empirical sociological approach, the study analyzes constitutional and statutory provisions concerning FoRB and compares them with patterns of violations occurring in society. The findings reveal that although the constitutional framework provides strong protection for FoRB, contradictory government actions, inconsistent law enforcement, and regulations that are not fully aligned with human rights principles have weakened its implementation. These conditions have enabled discriminatory practices, restrictions on religious activities, and unequal treatment of minority religious groups. The study highlights that the persistence of such normative contradictions not only undermines constitutional supremacy but also threatens social cohesion and democratic governance. This article contributes to the discourse on religious freedom by demonstrating how the gap between legal norms and state practices functions as a structural factor in the continuing decline of FoRB protection in Indonesia.
THE EFFECT OF ARTIFICIAL INTELLIGENCE USE ON STUDENT LEARNING MOTIVATION, MEDIATED BY SELF-REGULATED LEARNING Irfani Robbeth Dynika; Mohammad Miftahusyai'an; Umi Julaihah
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.8187

Abstract

The development of Artificial Intelligence (AI) in higher education has transformed students’ learning patterns, particularly in terms of acquiring information, understanding course material, and completing academic assignments. This study aims to analyze the effect of Artificial Intelligence (AI) utilization on students’ learning motivation, mediated by self-regulated learning (SRL). The study employs a mixed-methods approach with a convergent parallel design. Quantitative data were collected through a questionnaire survey, yielding 117 student responses, which were subsequently analyzed using PLS-SEM. Qualitative data were collected through semi-structured interviews and analyzed using thematic analysis. The results indicate that the use of AI has a significant positive effect on SRL but does not directly influence students’ learning motivation. An interesting finding was that the use of AI actually has an indirect effect on learning motivation, mediated through SRL, indicating full mediation. The interview results also support the findings of the quantitative analysis, which simultaneously serve as the added value of this research. This study confirms that the effectiveness of using AI in learning is more determined by students’ ability to manage the learning process in a reflective and purposeful manner
CAREER DECISION-MAKING SELF-EFFICACY AMONG DIPLOMA III VOCATIONAL STUDENTS: A GENDER DIFFERENCE ANALYSIS AT PADANG STATE UNIVERSITY Amin Akbar; Arief Rahman Hakim
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.8821

Abstract

Career decision-making self-efficacy is an important factor for vocational students because confidence in making career decisions can influence career readiness and the transition from education to the workforce. This study aimed to examine gender differences in career decision-making self-efficacy among final-year Diploma III students at Universitas Negeri Padang. A quantitative comparative design was employed involving 150 students (61 males and 89 females) selected through proportionate stratified random sampling. Data were collected using the Career Decision-Making Self-Efficacy Scale developed and analyzed using descriptive and inferential statistics. The findings revealed a significant gender difference in career decision-making self-efficacy, with male students reporting higher levels of confidence in making career decisions than female students. These results indicate that gender is associated with variations in career decision-making confidence among final-year vocational students. Practically, the findings highlight the need for career guidance programs that strengthen career confidence and decision-making skills, particularly for students who may experience lower levels of career self-efficacy.
THE ROLE OF THE SCHOOL PRINCIPAL IN EXPLORING DIGITAL-BASED TEACHING FACTORY MANAGEMENT PRACTICES: A CASE STUDY OF SMKN 1 TANJUNG Farida Herawati; Aslamiah Aslamiah; Novitawati Novitawati
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.8877

Abstract

This study aims to explore the role of the school principal in managing digital-based Teaching Factory (TeFa) at SMKN 1 Tanjung. A qualitative descriptive approach with a single case study design was employed. Data were collected through in-depth interviews, observations, and documentation involving the school principal as the key informant, supported by the vice principal for curriculum affairs, three Fashion Design teachers, and five Boutique TeFa students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data reduction, data display, and conclusion drawing, supported by source and method triangulation and member checking. The findings show three interconnected roles. First, as a digital visionary leader, the principal integrates digitalization into TeFa planning by aligning curriculum development with industry needs, establishing digitalization targets, and encouraging digital communication with industry partners. Second, as a digital transformation manager, the principal allocates resources for digital infrastructure, facilitates teachers' digital competency development, and expands industry partnerships through digital platforms. Third, as a data-driven supervisor, the principal uses production records, customer feedback, and management information systems to monitor TeFa performance and inform evaluation meetings and subsequent planning. These practices are implemented amid unstable internet connectivity, teacher resistance, and budget constraints, which require adaptive and participatory leadership strategies. The study contributes a contextually grounded framework for understanding school principal leadership in digital-based TeFa management and offers practical insights for strengthening digital leadership and management capacity in vocational education.
THE ASSOCIATION OF SOCIODEMOGRAPHIC FACTORS AND ZINC STATUS WITH AUTISM RISK IN INDONESIAN TODDLERS: ANALYSIS FROM SEANUTS II DATA Wahiddatul Nindya Putri; Ninik Mudjihartini; Dian Novita Chandra; Rini Sekartini
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.8912

Abstract

Autism spectrum disorder (ASD) is a multifactorial neurodevelopmental condition shaped by nutritional, biological, and sociodemographic determinants. Zinc is essential for neurodevelopment, yet evidence linking zinc status to autism risk remains inconsistent. This study examined the associations of zinc intake and serum zinc concentration with autism risk in Indonesian toddlers aged 18-36 months and assessed the contribution of sociodemographic factors. Using a cross-sectional secondary analysis of Southeast Asia Nutrition Surveys (SEANUTS) II Indonesia data (2019-2020), 664 children were included for dietary analysis and 103 for serum zinc analysis. Autism risk was screened with the Modified Checklist for Autism in Toddlers (M-CHAT); zinc intake and serum zinc were analysed as continuous variables using binary logistic regression. Neither zinc intake (aOR=1.033; 95% CI: 0.973-1.096) nor serum zinc (aOR=1.005; 95% CI: 0.975-1.036) was independently associated with autism risk. In contrast, urban residence and lower maternal education were consistently associated with higher autism risk across both models (aOR up to 7.876 for urban residence and 10.015 for primary maternal education; all p<0.05). These findings suggest that, at the population level, sociodemographic context outweighs zinc status in shaping M-CHAT-based autism risk, underscoring the need to strengthen parenting literacy and to expand equitable, standardized developmental screening, particularly for families with lower maternal education, rather than to rely on micronutrient supplementation alone
THE EFFECTIVENESS OF GROUP COUNSELING WITH SELF-MANAGEMENT TECHNIQUES IN REDUCING STUDENT'S ACADEMIC PROCRASTINATION Widiawati L widia; Mardi Lestari; Dhevy Puswiartika; Hasan
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.9073

Abstract

Academic procrastination is a common behavioral problem among junior high school students, characterized by delaying academic tasks despite awareness of the negative consequences that follow, and is often linked to poor time management, low motivation, and avoidance driven by fear of failure. This study examined the effectiveness of group counseling with self-management techniques in reducing students' academic procrastination using a quantitative quasi-experimental non-equivalent control group design, involving 12 junior high school students divided into an experimental group (n = 6), which received group counseling with self-management techniques, and a control group (n = 6), which received conventional group guidance without self-management techniques. Data were collected using a validated and reliable academic procrastination questionnaire (Cronbach's Alpha = 0.948) administered before and after treatment, and analyzed using the Wilcoxon Signed-Rank Test and the Mann-Whitney U Test. The results showed that the experimental group's mean score increased substantially from 43.67 (pretest) to 62.83 (posttest), a significant within-group improvement confirmed by the Wilcoxon Signed-Rank Test, whereas the control group's mean score remained largely unchanged (42.33 to 41.17); the posttest comparison between the two groups was statistically significant (Mann-Whitney U = 0, p = 0.0022), with no overlap between the two score distributions. These findings indicate that group counseling with self-management techniques is effective in reducing academic procrastination among junior high school students and offer practical guidance for school counselors in designing effective, evidence-based strategies to address this behavior.
THE INFLUENCE OF PRODUCTIVE WAQF MANAGEMENT ON POVERTY ALLEVIATION AND WELFARE IMPROVEMENT: A MAQASHID SHARIA APPROACH Nurmalah; Rozi Andrini; Devi Megawati
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.9114

Abstract

This study examines how productive waqf management contributes to poverty alleviation and welfare improvement through a maqashid sharia approach. It is motivated by the gap between theoretical accounts emphasizing institutional and governance limitations in waqf management and literature reporting relatively optimal outcomes of productive waqf practices. Employing a qualitative library research design, data were collected from peer-reviewed journal articles and credible academic publications from the last three years and analyzed using content analysis. The synthesis of literature indicates that productive waqf management is reported to contribute meaningfully to poverty alleviation when integrated with broader Islamic social finance instruments and supported by transparent governance and periodic profit distribution. Viewed through maqashid sharia, these findings reflect an alignment with the protection of wealth (hifz al-mal) and social welfare, although success remains context-dependent across institutions rather than universally generalizable. This study contributes to the theoretical development of productive waqf studies by offering a maqashid sharia-based conceptual synthesis that clarifies the conditions under which productive waqf can function as a strategic instrument for sustainable development, thereby enriching the discourse on Islamic social finance and supporting the achievement of the Sustainable Development Goals.
PSYCHOLOGICAL WELL-BEING AS A MEDIATOR OF THE EFFECT OF BURNOUT ON TURNOVER INTENTION AMONG EMPLOYEES OF A DISTRIBUTOR COMPANY Margareta Dinawati Siahaan; Siti Aisyah; Patisina
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.9124

Abstract

High turnover intention in distributor companies poses a challenge to human resource stability and the continuity of company operations. Burnout is assumed to increase employees’ tendency to leave the organization, while psychological well-being may serve as a psychological mechanism that mitigates this effect. This study aimed to analyze the effect of burnout on turnover intention and the role of psychological well-being as a mediating variable among employees of a distributor company. The study employed a quantitative approach with a cross-sectional design involving 216 employees selected through purposive sampling. Data were collected using questionnaires and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4. The findings indicate that burnout has a positive effect on turnover intention (β = 0.718; p < 0.001) and a negative effect on psychological well-being (β = –0.745; p < 0.001). Psychological well-being has a negative effect on turnover intention (β = –0.140; p = 0.023) and partially mediates the relationship between burnout and turnover intention (β = 0.104; p = 0.025). These findings indicate that burnout is a stronger factor in driving turnover intention, while psychological well-being functions as a protective factor that reduces part of this effect. This study extends the application of the Job Demands–Resources Theory and Conservation of Resources Theory in the context of distributor companies and enriches the literature on the psychological mechanisms linking burnout to turnover intention. Practically, the findings support the importance of managing burnout and strengthening psychological well-being as employee retention strategies.
DEVELOPING INTERACTIVE MICROLEARNING E-MODULES FOR THIRD-GRADE IPAS METAMORPHOSIS INSTRUCTION AT BINTORO 16 ELEMENTARY SCHOOL Galang Satrya Virguspara Habibi; Khairul Arifin
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.9143

Abstract

The implementation of Natural and Social Sciences (IPAS) learning on the topic of metamorphosis in living organisms requires instructional media that can facilitate students’ understanding of abstract and sequential biological processes. Conventional learning resources, such as textbooks, remain insufficient in providing interactive and engaging learning experiences for elementary school students. This study aims to develop a microlearning-based interactive e-module for IPAS learning on metamorphosis in living organisms for third-grade students at Bintoro 16 Public Elementary School in Demak and to determine its feasibility. This research employed a Research and Development (R&D) approach using the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through observation, interviews, documentation, questionnaires, and expert validation sheets. The data were analyzed using descriptive quantitative and qualitative analysis techniques based on percentage calculations from Likert-scale assessments. The results showed that the developed e-module obtained a feasibility score of 90.00% from material experts and 95.54% from media experts, with an overall expert validation score of 92.77%, categorized as very feasible. The implementation stage also demonstrated positive student responses with an average score of 91.25%, categorized as very feasible. These findings indicate that the microlearning-based interactive e-module is a feasible digital learning resource that supports student engagement, conceptual understanding, and independent learning in IPAS instruction on metamorphosis.
UTILIZATION OF DIGITAL TECHNOLOGY IN HISTORY LEARNING WITH THE DEEP LEARNING APPROACH AT SMA NEGERI 2 BITUNG Gamar Enno Dasfordate; Djunaidi Djunaidi; Kurniawati Kurniawati
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.9163

Abstract

This study investigates the integration of digital technology into history learning through a deep learning approach at SMA Negeri 2 Bitung, with particular attention to its contribution to meaningful learning and students’ historical thinking. Employing a qualitative case study design, data were generated through observations, interviews, and documentation. Analyzed through data condensation, data display, and conclusion drawing. The findings indicate that digital technology has been integrated through LCD projectors, laptops, mobile phones, and smart TVs. However, its integration remains predominantly at the substitution level of the SAMR model, indicating that technology replaces conventional learning tools rather than transforming learning processes. This condition limits the potential of digital technology to support deep learning, particularly meaningful engagement, contextual understanding, and reflective learning, despite efforts to strengthen teachers’ competencies through professional development. Implementation is influenced by infrastructural and pedagogical constraints, including unstable electricity and internet connectivity, limited access to devices, and varying levels of teacher readiness. Teachers address these challenges by adapting resources, such as personal devices and offline materials, and adjusting technology use to classroom conditions. Despite these limitations, digital technology contributes to students’ historical thinking by facilitating interpretation, causal analysis, multiperspectivity, historical reflection, and a shift from memorizing facts toward constructing historical meaning. These findings demonstrate that the educational value of digital technology depends not merely on availability, but on how teachers integrate it into meaningful, contextual, and reflective historical learning. Thus, digital technology functions as an enabling condition, not a sufficient condition, for the development of students' historical thinking skills.

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