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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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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. 
The Role of the Abdullah Al Busyroni Tahfidz Al-Qur'an Islamic Boarding School in Improving the Reading Comprehension of the Qur'an Ardiansyah, Alhafiz; Tanjung, Muaz
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.v6i1.325

Abstract

The background to this research stems from the importance of Islamic educational institutions, particularly Islamic boarding schools (pesantren) for memorizing the Quran, as a forum for fostering community participation in reading, understanding, and practicing the teachings of the Quran. Amidst the continued lack of fluency in reading the Quran according to the rules of tajwid and makhraj, Islamic boarding schools (pesantren) offer a solution for religious education that is relevant to the community. Pesantrens focus not only on fostering resident students but also provide learning opportunities for the general public as a form of social service and Quranic outreach. This study used a qualitative method with a descriptive approach. Data were obtained through observation, interviews with Islamic boarding school administrators, ustadz/ustadzah, and the local community, and supported by documentation. The results of the study indicate that the Abdullah Al Busyroni Tahfidz Al-Qur'an Islamic Boarding School has a significant role in improving the quality of the community's Qur'an reading, through regular recitation programs, tahsin and tahfidz classes, and youth development. In addition, the Islamic boarding school also plays a role in fostering religious awareness in the community through ongoing Qur'an-based religious activities. Thus, the existence of this Islamic boarding school not only functions as a formal and non-formal educational institution, but also as a center for spiritual empowerment of the Pelintahan Village community.
Phonological and Lexical Change in Kudangan: Implications for Mother-Tongue-Based Education in Central Kalimantan Qalyubi, Imam; Widiastuty, Hesty; Adlina, Fadiah; Misrita, Misrita
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.v6i1.327

Abstract

This study examines phonological and lexical change in Kudangan, a minority language spoken by the Dayak Tomun community in Central Kalimantan, and explores its implications for mother-tongue-based regional language education. Employing a qualitative linguistic approach, data were collected through purposive sampling involving community elders and fluent speakers, semi-structured interviews, participant observation, and lexical elicitation. Phonological analysis was conducted using segmental comparison and rule-based description, while lexical change was analyzed in terms of morphological restructuring and semantic shift. The findings reveal systematic sound correspondences, including vowel modification (e.g., /air/ → /arai/) and final consonant addition (e.g., /hujan/ → /hujant/), alongside patterned lexical variation reflecting sociocultural meaning and language contact. These results demonstrate that Kudangan maintains an internally coherent phonological and lexical system despite pressure from dominant languages. The study offers novel empirical documentation of an under-described Austronesian variety and provides a linguistic foundation for developing culturally responsive teaching materials and sustaining minority language transmission. Accordingly, phonological and lexical description is positioned not only as documentation but also as a strategic resource for regional language education and long-term language maintenance.
Strengthening the Assessment Competencies of Prospective Islamic Religious Education Teachers at STAI Asy-Syafi'iyah Nabire Tahanina, Ramelan; Nurichsan, Nurichsan; Nurhidayati, Nurhidayati; Kafara, Dano Lukmanul Hakim; Hasibuan, Masrah
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.v6i1.329

Abstract

This study aims to analyze the improvement of the competency of prospective Islamic Religious Education teachers in assessing learning outcomes through learning in the Educational Evaluation Techniques course. This study uses a quantitative approach with a pretest–posttest design. The subjects of the study were 20 students of the Islamic Religious Education Study Program STAI Asy-Syafi'iyah Nabire who took the Educational Evaluation Techniques course. The data collection technique uses assessment competency tests and question item analysis assignments. Data were analyzed using descriptive statistics and learning outcome improvement tests. The results of the study showed that there was a significant increase in students' competence in compiling test instruments and analyzing question items after participating in practice-based educational evaluation technique learning. The average score of students increased from 61.4 in the pretest to 83.6 in the posttest. These findings show that applicable educational evaluation learning can improve the assessment competence of prospective teacher students. Therefore, higher education curricula for educational evaluation should be designed more practically and experientially to prepare professional teacher candidates to conduct learning assessments.

Page 18 of 18 | Total Record : 176

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