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Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Published by Ikatan Cendekiawan Ilmu Pendidikan Islam
ISSN : -     EISSN : 27765229     DOI : 10.52366
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
EDUSOSHUM (Journal of Islamic Education and Social Humanities) is a refereed journal published by Ikatan Cendekiawan Ilmu Pendidikan Islam (ICIPI). It is a semi-annual journal published in April, August and December. The EDUSOSHUM has sought to publish research on publishing qualitative, quantitative, and mixed research articles in the scope of Islamic Education including, teaching and learning of Islamic education, Educational management and administration, curriculum, organizations, educational psychology and development psychology.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 36 Documents
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Search results for , issue "Vol. 6 No. 1 (2026)" : 36 Documents clear
Development of Wayground Media Based on Problem-Based Learning To Improve Social Studies Learning Outcomes Harti, Yuni; Suja’i, Imam Sukwatus; Dirgantoro , Ajar; Setiani, Rahyu
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.293

Abstract

Education aims to develop students’ potential optimally; however, learning outcomes in Indonesia still face challenges, particularly low student engagement due to teacher-centered instruction. In response to the demands of 21st-century learning and technological advancement, interactive digital learning media oriented toward problem solving are needed to improve Social Studies achievement. This study aimed to develop Wayground media based on Problem-Based Learning to enhance the Social Studies learning outcomes of Grade VII students at SMP Negeri 1 Bandung in the first semester of the 2025/2026 academic year. The research employed a Research and Development (R&D) method by adapting and streamlining the Borg and Gall model, including needs analysis, design, product development, expert validation, field testing, revision, and dissemination. The results indicated that the developed media was highly valid based on evaluations by media, material, and language experts. The practicality level exceeded 90.2% across individual, small-group, and large-group trials. The media proved effective, as the mean score increased from 61.27 to 89.71, with an N-Gain of 0.74 (high category) and a statistically significant t-test result (Sig. 0.000 < 0.05). Strengthening the research design and including control groups are recommended for future studies.
Reconstructing the Epistemology of Legal Education: From Positivism to Humanistic Paradigms Ash-shidiqqi, Ellectrananda Anugerah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.294

Abstract

The epistemological foundation of legal education has long been dominated by positivistic thought, strongly influenced by thinkers such as Hans Kelsen and H.L.A. Hart, emphasizing legal certainty, formal logic, and the mechanical application of rules. While this paradigm has been effective in cultivating technical competence and doctrinal precision, it has simultaneously marginalized the moral, philosophical, and social dimensions of law as a living and dynamic system. Consequently, legal education often produces graduates who are procedurally skilled yet insufficiently responsive to substantive justice and humanitarian concerns. This study aims to reconstruct the epistemology of legal education by shifting from a rigid positivist framework toward a humanistic paradigm that integrates ethical consciousness, critical reflection, and social responsibility. Using a normative-philosophical approach supported by conceptual analysis of classical and contemporary legal theories, including critiques advanced by Ronald Dworkin and Jürgen Habermas, this research examines how the dominance of positivism has constrained legal reasoning and distanced law from its emancipatory purpose. The findings reveal that formalistic and text-centered approaches in legal education limit students’ capacity to engage with justice in its broader social and moral contexts. Therefore, this study proposes an epistemic reconstruction centered on dialogical learning, intersubjective understanding, and contextual engagement with social realities. By situating law within ethical, cultural, and societal frameworks, this humanistic model envisions legal education not merely as a mechanism for producing technically proficient jurists, but as a transformative process that nurtures reflective, compassionate, and socially responsible legal thinkers committed to the realization of substantive justice.  
Teachers’ Perspectives on the Contribution of Social Studies Education to the Formation of Students’ Social and Cultural Identity through a Deep Learning Approach Sayyidah, Aliem; Asrori, Abdul; Dirgantoro , Ajar; Rindrayani, Sulastri Rini
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.295

Abstract

Education plays an important role in shaping students’ social and cultural identity, particularly through Social Studies learning at the junior secondary level. However, Social Studies instruction is often still oriented toward cognitive achievement and lacks contextual learning experiences, which limits the internalization of social and cultural values in the midst of globalization and the gradual erosion of local culture. Therefore, this study aims to examine teachers’ perspectives on the contribution of Social Studies learning through a deep learning approach to the formation of students’ social and cultural identity in Pacitan Regency. This study employed a descriptive qualitative approach with a case study design. The participants consisted of 5–10 junior secondary Social Studies teachers selected purposively. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using thematic analysis techniques, including data reduction, data display, and conclusion drawing. The validity of the data was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that teachers perceive Social Studies learning as having a strategic role in fostering students’ social and cultural identity through the internalization of social, cultural, national, and civic values. The implementation of a contextual deep learning approach supports students’ understanding, reflection, and meaning-making processes in relation to their social and cultural environment. However, the implementation still faces several challenges, including limited instructional time, resource constraints, and variations in teacher readiness.
Exploring the Implementation of Cooperative Learning in EFL Classrooms: A Comparative Multiple Case Study in Public and Islamic Boarding Schools Sahreebanu, Dhea Syahzana; Karmina, Sari; Hayati, Nur
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.299

Abstract

This multiple case study examines the enactment of Cooperative Learning (CL) in English as a Foreign Language (EFL) classrooms at SMPN 1 Turen and MTsN 1 Malang. Situated within two contrasting educational ecosystems public schooling and Islamic boarding education this research explores how English teachers operationalize Cooperative Learning principles, how strategies are adapted across contexts, and how institutional norms and cultural values mediate pedagogical practice.Adopting a qualitative multiple case study design, data were generated through classroom observations, semi-structured interviews, and document analysis. The findings indicate that although both institutions implement foundational elements of Cooperative Learning positive interdependence, individual accountability, promotive interaction, and group processing their pedagogical enactment is contextually negotiated. In the public school context, CL is primarily aligned with curriculum-driven objectives, competency standards, and measurable academic outcomes. Meanwhile, in the Islamic boarding school, Cooperative Learning is deeply interwoven with religious ethos, collective discipline, moral formation, and communal identity, resulting in a more value-embedded instructional model.The study further reveals that institutional culture functions not merely as a background variable but as a transformative force shaping classroom interaction, authority patterns, student participation, and collaborative norms. Differences in organizational structure, leadership orientation, and educational philosophy significantly influence how collaboration is structured and sustained. Despite these variations, Cooperative Learning in both settings contributes to enhanced communicative competence, learner autonomy, social cohesion, and critical engagement.Conceptually, this research advances the understanding of Cooperative Learning as a culturally adaptive and context-responsive pedagogical framework rather than a universal procedural model. In the evolving landscape of 21st-century education marked by globalization, digital transformation, and the demand for collaborative intelligence contextualized Cooperative Learning emerges as a strategic pathway toward future-oriented, inclusive, and culturally grounded EFL instruction.
The Paradigm of Islamic Religious Education in the Perspective of Religious Moderation and National Resilience: The Integrative-Transformative Model of Moderate Resilience (MITKM) Bakhri, Alim; Saleh, Maratun
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.300

Abstract

Islamic Religious Education (PAI) in Indonesia faces multidimensional challenges in the era of digital disruption and social polarization, which include radicalism based on textual interpretation, identity politics, fragmentation of digital religious authority, and low critical religious literacy among the younger generation. This phenomenon is reinforced by global and national trends, including the spread of extremist content thru social media, exclusive identity claims, and weak social cohesion among teenagers (PPIM UIN Jakarta, 2021; Hidayat, 2022; Wahid Foundation, 2022). This research aims to formulate a new paradigm of Islamic Religious Education (PAI) based on religious moderation that is not only normative-theological but also strategic in strengthening national resilience. This research uses a qualitative approach with a literature study method, thru philosophical-critical and comparative analysis of contemporary literature relevant to the research theme. The study results indicate that Islamic Religious Education (PAI) needs to be reconstructed thru the Integrative-Transformative Model of Moderate Resilience (MITKM), which integrates epistemological, affective-identity, and transformational-social dimensions. This model fosters religious critical literacy, internalization of moderate religious values, awareness of pluralism, love for the homeland, and ideological immunity against extremist narratives and digital propaganda. The integration of moderate religious values into the curriculum, dialogical-critical pedagogy, and reflective evaluation has the potential to strengthen social cohesion, cultivate empathy across identities, and enhance the nation's ideological resilience. Thus, MITKM offers conceptual and applicative contributions to PAI as a strategic instrument for character development, the formation of religious-national identity, and the strengthening of national resilience amidst the challenges of digital disruption and social complexity. Keywords: Islamic Religious Education, Religious Moderation, National Resilience, Ideological Immunity, Educational Transformation.
Contextualization of Distance Learning Perspective of Tarbawi Hadith Tazkiyyah, Iffatut; Aziz, Faqih Abdul; Nuraini, Aisyah Rochmah; Nitoqoin, Dzatan; Izuddin, Azmi
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.311

Abstract

The development of digital technology encourages the implementation of Distance Learning (PJJ), but the practice still faces pedagogical and ethical challenges and is often understood as a purely modern phenomenon. In fact, the Islamic scientific tradition has recognized the transmission of knowledge through intermediary media, as reflected in the hadith about the scientific interaction between Marwān bin al-Ḥakam and Zayd bin Thābit. This research aims to analyze the relevance of the tarbawi hadith in building the conceptual framework of PJJ in the digital era. The research uses a literature study method with a qualitative-descriptive approach. Primary data is sourced from Al-Muwaṭṭa' by Imam Mālik and Islamic educational literature, while secondary data is obtained from contemporary digital learning studies. The analysis was carried out through content analysis to identify tarbawi values that are relevant to the characteristics of PJJ. The results of the study show that the hadith contains the principles of scientific trust, information verification, communication manners, message documentation, and flexibility of learning methods. These findings confirm that PJJ has historical roots in Islamic traditions and can be developed as an effective, ethical, and spiritually valuable digital learning model. 

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