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Nur Hamid
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Jalan Sidorejo, No 31A Kel. Ngestiharjo, Kec. Kasihan Kab. Bantul, Daerah Istimewa Yogyakarta 55182, Indonesia
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INDONESIA
International Journal of Social Learning (IJSL)
Published by Indonesian Journal Publisher
ISSN : 27748359     EISSN : 27744426     DOI : https://doi.org/10.47134/ijsl.v1i1
Core Subject : Education, Art, Social,
Arts Education Environmental Science Social Sciences Other
IJSL: International Journal of Social Learning (e-ISSN 2774-4426|p-ISSN 2774-8359) is a double blind international peer reviewed and open access journal to disseminating all information contributing to the understanding and development of social learning. The aim is to publish conceptual and research articles that explore the learning innovation of social and the everyday experience of social learning for students and society. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. The articles published may take the form of original research, theoretical analyses, and critical review. All articles should be in English. The scope of journal : internet based learning, modern learning, the use of technology for learning, learning of social education, curriculum development for social learning, media innovation for social learning, strategy of social learning, empowerment and community development, social campaign for society, non-formal education, entrepreneurship learning for society, disaster education for society, peace education for society. IJSL: International Journal of Social Learning is published by Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI).
Arjuna Subject : Umum - Umum
Articles 236 Documents
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Deep Learning is Reviewed from the Perspective of Reconstructivism and Essentialism Philosophy in Citizenship Education Learning Rony Wirachman; Sapriya Sapriya
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.591

Abstract

Deep learning is a conceptual approach in education that seeks to develop individuals holistically by integrating intellectual, emotional, and social aspects of learning. In the era of Society 5.0, humans are required to closely interact with advanced technologies, especially artificial intelligence, to support the realization of a Super-Intelligent Society. Therefore, a philosophical study of deep learning in Civics Education (PKn), grounded in reconstructionism and essentialism, is necessary across all levels of education within the independent curriculum. However, philosophical discussions connecting deep learning in PKn to the relationship between humans and technology remain limited. This study uses a qualitative approach with descriptive methods through a literature review of relevant books, articles, and journals. The findings show reconstructionism supports the implementation of deep learning by encouraging contextual, critical, and participatory learning. At the same time, essentialism emphasizes cautious use of technology and the importance of strengthening core values and the substance of the curriculum.
The AFK (Away from Keyboard) Tutor Paradox in Islamic Digital Education Management Rahman Rahman; Sarifudin Sarifudin; Abdul Jabar Idharudin; Raharjo Raharjo; Fatkuroji Fatkuroji; Sita Rohmatul Aisy
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.592

Abstract

Post-pandemic digitalization in higher education reveals a critical asymmetry between robust technological infrastructure and volatile human engagement. This study interrogates the "AFK (Away from Keyboard) Tutor Paradox," a phenomenon in which superior digital architecture coexists with inconsistent educator responsiveness. Adopting a Mixed-Methods Sequential Explanatory design, this research audited 101 students across four parallel classes. Quantitative data reveal a stark service disparity: despite high digital material quality (3.29/4.00), tutor responsiveness in the lagging class plummeted to 3.10, resulting in a negative performance gap. Qualitative inquiry confirms that students interpret this silence during assessments as a form of academic abandonment. Viewed through the lens of Islamic Education Management, this "AFK" behavior is re-evaluated as a fundamental breach of Al-Wafa bil Ahdi (fulfillment of covenant) and Amanah (trust). The study concludes that without rigorous quality assurance, specifically real-time response monitoring, the digital ecosystem risks becoming transactionally hollow. Accordingly, the research recommends a strategic pivot toward real-time ethical auditing to ensure accountable, humanized digital education.
Digital Assessment in Social Studies Learning: Integration of Authentic and Formative Assessment in an Islamic Junior High School Nuryana Nuryana; Yeti Nurizzati; Ilyasa Ramadhan; Sopian Nuriman; Azzahra Nur Safitri
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.597

Abstract

Education in the digital age is changing, including social studies assessment. Therefore, there is a need to utilize technology that integrates authentic and formative assessment. This study aims to explain the transformation of social studies assessment through the use of technology in authentic and formative assessment at Islamic Junior High School (IJHS) Cirebon, the level of success achieved, and the supporting and inhibiting factors. The study employed a mixed-methods approach with an explanatory sequential design. The respondents comprised 17 social studies teachers and 101 students from 20 IJHS Cirebon. Data were collected through questionnaires, interviews, observations, and document analysis; validated; and analyzed using percentages and interactive analysis. Technology-based social studies assessment in Cirebon has shown positive changes since the onset of COVID-19. Teachers’ use of technology has been effective, although its frequency has been inconsistent. The fact that almost all students have mobile phones, the availability of internet access, and the presence of a majority of younger teachers are contributing factors. However, teachers’ limited skills in designing and using assessment technology, as well as students’ weak social skills, are acting as barriers.
Computational Thinking and Digital Literacy in Education: A Bibliometric Analysis and Systematic Literature Review of Educational Trends Deitawati Dalughu; Susanti Kurniawati; Disman Disman
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.598

Abstract

This study aims to analyze the relationship between Computational Thinking (CT) and Digital Literacy (DL) in the context of education using a bibliometric approach combined with a Systematic Literature Review (SLR). Data were obtained from the Scopus database for the period 2020–2025 using targeted keywords and were systematically selected using the PRISMA framework. The analysis was conducted using RStudio and VOSviewer to comprehensively identify publication trends, patterns of researcher collaboration, and the development of relevant research themes. The results showed consistent publication growth, with an annual growth rate of 20.61% across 169 documents, accompanied by a significant increase in international collaboration. The synthesis of the 20 selected articles shows that CT and DL have a mutually reinforcing relationship in supporting students' development of critical thinking, problem-solving, and technological literacy. However, its implementation remains dominated in STEM and basic education, while in economic education, it remains limited, so broader, more adaptive contextual integration is needed for a sustainable future.
Exploring the Role of Students’ Organizations and Interest Clubs in Student Development Archie Relos Arranguez; Gilbert Santos Arrieta
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.604

Abstract

This study examined the role of Student Organizations and Interest Clubs (SOICs) in promoting student development in selected Catholic schools. While previous studies highlight the contribution of student organizations to leadership and engagement, limited research explores how faith-based values and Marian spirituality influence leadership formation and governance in Catholic educational settings. Using a phenomenological approach, the study investigated the lived experiences of student leaders, moderators, coordinators, and administrators who manage SOICs. Findings revealed that SOICs cultivate leadership practices grounded in humility, service, and moral responsibility. Student leaders view their roles as stewardship rooted in faith and service rather than authority. Marian virtues simplicity, charity, gratitude, and joy are reflected in organizational policies and activities, shaping a leadership culture centered on character and commitment. The study proposes a faith-based servant leadership framework and recommends structured leadership formation, standardized policies, and values-based evaluation systems to enhance the sustainability and impact of SOICs.
Artificial Intelligence in Informal Islamic Education: Social Learning Among Street Children Farid Khoeroni; Taufikin Taufikin; Faricha Andriani
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.605

Abstract

Current research on Artificial Intelligence (AI) in education predominantly focuses on formal settings and technical advances. There is a notable lack of empirical studies on informal Islamic social learning, religious identity development, and digital equity, particularly among marginalized groups such as street children. This study investigates the influence of AI in mediating social learning, shaping religious identity, and expanding educational opportunities for street children. Utilizing a qualitative case study approach in Jepara, Kudus, Pati, and Rembang, the research engages lecturers, student assistants, and street children through in-depth interviews, participatory observation, and document analysis. The results indicate that AI does not replace human relationships but acts as a mediator that supports collective dialogue. AI technology offers a common reference for interpreting religious practices and reflecting on life experiences. This process strengthens contextual religious identity and increases access to learning. The integration of technology, community, and Islamic values presents a transformative framework for inclusive education and digital equity.
Curriculum Evaluation as an Internal Quality Assurance at Islamic Educational Institutions Fitriyani Kosasih; Fuad Azmi; Hambali Bin Haji Jaili; Iskandar Mirza
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.606

Abstract

Curriculum reform and evaluation are key strategies for maintaining internal educational quality within institutions. Despite five years of curriculum reform in Indonesia, the 2025 Senior High School Academic Ability Test (AAT) results reveal relatively persistently low achievement levels. This is concerning, as student learning outcomes serve as a crucial indicator of successful curriculum implementation. This study aims to assess the effectiveness of curriculum implementation by analyzing National Assessment results at the high school level using a quantitative comparative approach. Regression analysis indicates that higher levels of curriculum implementation are positively associated with AAT scores (β = 0.31), accounting for 18% of the variance in learning outcomes across regions (R² = 0.18). Provinces with high implementation of the Merdeka Curriculum score on average 6.4 points higher than those with lower implementation. These findings suggest that while curriculum reform improves learning outcomes, its effectiveness depends significantly on the extent of local implementation.
Early Childhood Education Quality and Character Development: Implications for Accreditation Enih Hartiani; Fitriyani Kosasih
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.607

Abstract

This study addresses the persistent issue of low accreditation levels in Early Childhood Education (ECE), which are closely associated with weaknesses in classroom learning practices and character development processes. The study aims to examine the relationship between learning quality, character education, and accreditation outcomes. A mixed-methods explanatory design was employed, combining quantitative data collected using the Early Childhood Environment Rating Scale–Revised (ECERS-R) with qualitative findings to enrich interpretation. The quantitative analysis using correlation tests indicates a strong positive relationship (r = 0.68) between learning quality and accreditation levels. Key contributing factors include effective teacher–child interaction and consistent principal supervision. The findings highlight that learning processes must be systematically designed, implemented, and evaluated in alignment with accreditation indicators. This study offers a novel perspective by reconceptualizing accreditation standards as an internal pedagogical framework that guides planning, instruction, interaction, learning environment, and assessment to ensure structured, measurable, and impactful educational practices.
Enhancing Students' Creative Thinking Skills through the Use of Android-Based Educational Games in Thematic Villages, Banjarmasin, Indonesia Mutiani Mutiani; Jumriani Jumriani; Rusmaniah Rusmaniah; Sigit Triyono; Raihanah Sari
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.608

Abstract

Developing creative thinking skills is a primary goal in higher education, particularly in entrepreneurship courses that demand innovation and contextual problem-solving. However, learning practices are often unconnected to local socio-economic realities and underutilize digital media. This study aims to develop and test the effectiveness of an Android-based educational game that integrates local products from Thematic Villages in Banjarmasin to enhance students' creative thinking skills. The method used is a 4D model for research and development with expert validation stages, limited trials (n=32), and large-scale trials (n=123) conducted with social studies students. Creative thinking skills were measured through four dimensions fluency, flexibility, originality, and elaboration using a validated instrument (Cronbach's Alpha = 0.928). The results showed high feasibility among media (77.5%) and language (76%) experts, with significant increases (p<0.001) in average scores from 94.16 to 118.59 and from 95.63 to 118.23, respectively.
Enhancing Language Learning Outcomes through Communicative Language Teaching: A Systematic and Contextual Pedagogical Perspective Lela Susanty; Ardian Arifin
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.609

Abstract

Research on Communicative Language Teaching (CLT) is very broad; existing studies remain fragmented in their explanations of how interaction, teacher mediation, and integrated social learning processes lead to improved learning outcomes. This research aims to fill this gap by examining how communicative pedagogy improves learning through interaction-based mechanisms. The study used a PRISMA 2020-based Systematic Literature Review, drawing on Scopus, Web of Science, ERIC, and ScienceDirect, yielding 59 empirical studies that met the inclusion criteria. The results showed that CLT improved learning outcomes not only through communicative activities but also through the quality of social interaction, the collaborative construction of meaning, and pedagogical mediation by teachers. Interaction plays a key role in the mechanism, while teacher mediation and affective involvement strengthen the effectiveness of learning. The discussion emphasized that communicative pedagogy transforms learning into a social process based on knowledge construction. The conclusion of CLT should be understood as a contextual, adaptive, interaction-based social learning framework.

Page 23 of 24 | Total Record : 236

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