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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 176 Documents
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Exploration of the Psychological Elements in the Qur'an and Their Contribution to the Formation of Religious Character in Schools: A Literature Study Aziz, Andi; Aripuddin, Aripuddin; Supriandi, Supriandi
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.v6i1.243

Abstract

This research aims to identify and analyze the psychological elements contained in the Qur'an and their relevance to Islamic Religious Education (PAI). The study was carried out through the library research method  by examining primary literature in the form of verses of the Qur'an, tafsir, and scientific works related to the psychology of Islamic education. The results of the study show that the Qur'an contains a number of psychological concepts that play an important role in the educational process, namely cognitive aspects (tafaqquh, tafakkur, dhikr, critical reason), affective (faith, patience, gratitude, compassion, fear and hope), and psychomotor (pious deeds, positive habits, behavior control). These three elements work integratively in shaping the personality character of students and directing the learning process that touches on mental, spiritual, and moral aspects. This study emphasizes that the use of Qur'an-based psychological principles in PAI learning can comprehensively increase students' motivation, religious awareness, and morals. These findings open up opportunities for the development of a PAI learning model that is more humanistic, holistic, and oriented towards the formation of Islamic personality.
Mental Health in an Islamic Perspective: A Conceptual Analysis of Islamic Education Psychology and Its Implications for the Development of Muslim Personality Ma’rifah, Ma’rifah; Alimuddin, Alimuddin; Supriandi, Supriandi
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.v6i1.244

Abstract

Mental health is an important foundation in shaping the quality of human life because it affects mindset, emotional stability, behavioral control, and social abilities. This research aims to examine the concept of mental health in an Islamic perspective through the framework of Islamic Educational Psychology (PPI) and explore its implications for the development of Muslim personality. The research method uses a qualitative approach based on conceptual analysis and literature studies by referring to primary sources such as the Qur'an, hadith, as well as the thought of classical and contemporary scholars, as well as secondary sources from scientific articles and academic literature. The results of the study show four main points: (1) mental health in Islam is holistic and theocentric, namely spiritual, emotional, moral, and social balance centered on a relationship with Allah; (2) the Islamic personality structure of al-fitrah, al-nafs, al-qalb, and al-'aql became the foundation of mental health diagnostics; (3) Tazkiyah al-Nafs has been proven to be effective as a model of preventive, curative, and developmental psychospiritual therapy; and (4) the values of monotheism, ihsan, patience, and tawakal act as a spiritual coping mechanism that strengthens psychological resilience. These findings confirm that Islamic Educational Psychology has a comprehensive contribution to fostering mental health, especially in the educational environment, through an approach that balances intellectual, emotional, and spiritual aspects to produce civilized, resilient, and noble personalities of Muslims.
An Analysis of Teachers’ Roles in Enhancing Students’ Discipline in Teaching and Learning Activities Khasanah, Siti Nur; Kurniawan, Wakib
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.v6i1.248

Abstract

This study aims to analyze the role of teachers in enhancing students’ discipline during the teaching and learning process.The research employs a qualitative approach with a descriptive method to illustrate how teachers perform their roles and implement strategies in shaping students’ disciplinary behavior. Data were collected through observation, interviews, and documentation, and subsequently analyzed using content analysis techniques. The findings indicate that students’ discipline is developed through several strategies, including guidance, habituation, teacher role modeling, and the application of educational sanctions. Teachers play a crucial role in fostering students’ self-awareness by explaining the importance of discipline, providing character education, and regulating student behavior. Nevertheless, some students were still found to be inconsistent in completing assignments and complying with classroom rules. The discussion reveals that students’ disciplinary motivation arises from both intrinsic awareness and extrinsic factors, particularly fear of punishment. Teacher strategies oriented toward dialogue, exemplary behavior, and support from the head of the madrasah contribute significantly to the creation of an orderly and conducive learning environment. In conclusion, the success of discipline formation largely depends on the synergy between teacher strategies, exemplary conduct, student participation, and support from the school principal. A consistent and dialogical approach has proven effective in establishing a more stable and productive culture of discipline in the classroom. 
Construction of Academic Discipline Meaning by Students in Campus Rules Practice (Qualitative Study at AMIK Bukittinggi) Haruna, Dennis; Karim, Rhafiiqul Azhari; Januar, Januar
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.v6i1.258

Abstract

This study aims to understand how AMIK Bukittinggi students construct the meaning of academic discipline through campus rules and regulations. The issue raised is how discipline is understood, internalized, and applied by students in the context of academic life and the surrounding local culture. This study uses a qualitative approach with a phenomenological design to explore students' subjective experiences through in-depth interviews, participatory observation, and document analysis. The results show that academic discipline is not only understood as a form of compliance with formal rules, but also as an expression of academic responsibility, moral identity, and a mechanism for adapting to the higher education system. Students interpret discipline flexibly and contextually, while Minangkabau cultural values reinforce the meaning of discipline as a form of self-control and personal honor. In conclusion, academic discipline at AMIK Bukittinggi is a dynamic and reflective social construct that develops through interactions between institutional values, culture, and individual experiences, and is an important foundation in shaping students' character and professional ethics.
Strengthening Religious Awareness Through the Implementation of Ahlussunnah wal Jama'ah Values in Sekeangkrih Village, Bandung Regency Khori, Ahmad; Silalahi, Timbul; Baskara, Zeevano Albariq; Sinulingga, Katarina; Kahfi, Rifki Solehudin; Supriatna, Danu
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.v6i1.290

Abstract

Awareness of worship is a crucial element in the lives of Muslims, but in Kampung Sekeangkrih, Cileunyi Wetan Village, Bandung Regency, there is still a low level of awareness of worship and participation in regular religious lectures. The lack of understanding of the values of Ahlussunnah wal Jama'ah (ASWAJA) and the influence of technological developments and digital media that encourage individualistic attitudes are the main challenges. This study fills the research gap on how the application of ASWAJA values can increase religious awareness in rural communities. This study aims to analyze the role of the implementation of Ahlussunnah wal Jama’ah (ASWAJA) values in strengthening community worship awareness through a contextual socio-religious approach that is responsive to digital dynamics. Qualitative methods were used to collect data through observation and in-depth interviews with 15 informants, including religious leaders, community leaders, and residents who are active and less active in worship. Qualitative descriptive analysis was conducted to understand the level of understanding and factors influencing the community's worship practices. The results revealed that religious awareness remains low due to limited religious understanding, the influence of digital media, and the lack of role models among religious leaders. The application of the values of moderation, togetherness, and social responsibility contained in ASWAJA has the potential to strengthen collective religious awareness. This study recommends innovative and contextual religious guidance strategies to build a culture of mutual reminders in worship, while utilizing digital media positively. These findings are important as a basis for developing religious programs that are responsive to social and technological dynamics in rural communities.  
Internalization of Tolerance Values Based on Ahlussunnah Wal Jamaah as the Foundation for Harmony in Social Life Yuliawati, Yuliawati; Khori, Ahmad; Qulyubi, M.Mujib; Chandra, Yuddy; Utama, Putra Bhakti Satria; Supyan, Agus Gustapul
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.v6i1.291

Abstract

Indonesia’s plural social structure, marked by diversity in religion, ethnicity, culture, and religious perspectives, represents both a social asset and a potential source of tension when not supported by adequate tolerance. The increasing trend of exclusivism, intolerance, and religion-based conflict indicates the urgency of strengthening ethical frameworks capable of fostering harmonious coexistence. This study aims to analyze the process of internalizing tolerance values within the Ahlussunnah wal Jamaah (Aswaja) perspective and to examine its implications for social harmony in a pluralistic society. A qualitative approach was employed through library research, utilizing secondary data from scholarly books, journal articles, and relevant academic publications. Data were analyzed using content analysis to identify key concepts related to tolerance, Aswaja principles, and their social manifestations. The findings show that tolerance in the Aswaja framework is grounded in the principles of tasamuh (tolerance), tawassuth (moderation), tawazun (balance), and ta‘adul (justice), which are internalized through cognitive understanding, affective appreciation, and behavioral practice. This internalization process is facilitated by religious education, social-religious activities, and the exemplary role of religious leaders. The study further reveals that the internalization of Aswaja-based tolerance values contributes significantly to the development of mutual respect, the prevention of religion-based social conflict, the strengthening of social solidarity and cohesion, and the reinforcement of national unity. These values function not only as theological principles but also as a socio-ethical foundation for inclusive, peaceful, and civilized social relations in Indonesia’s diverse society.
Transformation of Islamic Education in the Era of Artificial Intelligence: An Ethical Review of the Use of Technology in the Curriculum Farhan, Muhammad; Ali, Mohamad; Hafidz, Hafidz
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.v6i1.292

Abstract

This research aims to analyze how AI affects the Islamic education curriculum and identify the ethical challenges that arise in the process. The approach used is Systematic Literature Review (SLR) based on the PRISMA guidelines by searching literature through the Scopus database using a combination of keywords "Islamic education", "Artificial Intelligence", "ethics", "technology", and "curriculum". Of the initial 49 articles, there were 8 articles that met the inclusion criteria analyzed thematically. The results of the study show that the integration of AI has driven the transformation of the Islamic education curriculum at three main levels: epistemological, pedagogical, and institutional. AI strengthens reflective and metacognitive learning models through adaptive learning systems and supports a digital-integrated curriculum that combines technology with Islamic values. However, significant ethical challenges also arise, such as data privacy issues, algorithmic bias, plagiarism, as well as the potential erosion of the authority of clerics and the value of spirituality in education. In addition, there is still a gap between the adoption of technology and the readiness of ethics and governance in accordance with the principles of maqāṣid al-sharī'ah. The practical implication is that Islamic educational institutions need to develop curriculum policies based on digital ethical literacy, AI capability building, and civilized data governance so that AI is not just a tool of efficiency, but a means of tazkiyat al-'aql wa al-nafs purification of reason and soul in modern Islamic education.
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.

Page 17 of 18 | Total Record : 176

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