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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 269 Documents
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Islamic Ethics as the Foundation for Science and Technology Education in Elementary Schools: A Case Study at SDN Paduran Sebangau 2 Muhamad Abdul Anam; Hamdanah Hamdanah; Normuslim Normuslim
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.423

Abstract

This study aims to analyze how Islamic ethics are operationalized as the foundation of science and technology education at SDN Paduran Sebangau 2. This study employs a qualitative approach using an intrinsic case study design through in-depth interviews, participatory observation, and analysis of learning documents. Informants included the school principal, classroom teachers, Islamic education teachers, and upper-grade students. Data analysis was conducted thematically using source and method triangulation to ensure the credibility of the findings. The results indicate that Islamic ethics are systematically integrated from the lesson planning stage, actualized in STEM pedagogical practices, internalized into students’ digital ethical awareness, transmitted through teachers’ exemplary behavior, and reinforced by the school culture. Values such as trustworthiness, honesty, responsibility, and the common good are translated into concrete pedagogical indicators in the use of technology in the classroom. These findings affirm a shift from a value-neutral STEM learning paradigm toward value-driven learning, where science and technology are understood as tools for character development. This study contributes theoretically to the integration of Islamic ethics, character education, and digital citizenship, and practically demonstrates an implementable model of value-based STEM education in elementary schools.
Development of Puzzle Media Based on Culturally Responsive Learning to Improve Students' Reading Skills Rika Juwita Hasibuan; Safran Safran
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.424

Abstract

This study aims to develop puzzle-based learning media based on Culturally Responsive Teaching (CRT) to improve the reading skills of first-grade students at SD Negeri 100309 Sibio-bio. This study uses the Research and Development (R&D) method with the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 18 first-grade elementary school students. Data collection techniques included tests, questionnaires, interviews, and documentation, while data analysis used quantitative and qualitative descriptive techniques based on percentages. The results of the study show that the CRT-based puzzle media developed meet the criteria of being valid, practical, and effective. Validation results showed scores of 77.3% from media experts, 80% from material experts, and 80% from language experts, categorized as valid.  From the aspect of practicality, the teacher's response scored 86.2% and the students' response 86.5%, both of which fall into the very practical category. In addition, the effectiveness test results showed a significant improvement in students' reading skills, with the average pre-test score of 49.6 (low category) increasing to 91.1 (high category) in the post-test. An N-Gain score of 0.8 indicates a high improvement category.  
Educational Management Approaches in Islamic-Based Schools: A Systematic Literature Review Nisrina Huwaida Qurrottu` Aini; Bambang Sumardjoko
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.426

Abstract

This study discusses the educational management approaches applied in Islamic-based schools through a Systematic Literature Review. The urgency of this research stems from the need for madrasas, Islamic boarding schools, Islamic boarding schools, and integrated Islamic schools to strengthen governance, educational quality, student character building, and institutional competitiveness amidst social change, digitalization, and the demands of modern education. This study aims to identify educational management approaches commonly applied in Islamic-based schools, analyze their contribution to school governance and educational quality, and identify research gaps in Islamic educational management studies. The method used is a Systematic Literature Review with reference to the PRISMA 2020 guidelines. The selection process was carried out through an initial search of 159 articles, then filtered to 40 articles based on inclusion criteria, until 22 articles were obtained for in-depth analysis. The results of the study indicate that the educational management approach in Islamic-based schools is multidimensional and integrative. Dominant approaches include Islamic value-based leadership, kiai leadership, Qudwatuna leadership, academic kiai, Total Quality Management, strategic management, digital transformation, parental involvement, tahfidz program management, institutional branding, and educational service management. These approaches contribute to strengthening school governance through participation, transparency, accountability, administrative efficiency, ethical leadership, and institutional sustainability. Furthermore, these approaches improve educational quality through an integrated curriculum, teacher professionalism, religious character development, student achievement, digital services, and community engagement. This study concludes that educational management in Islamic-based schools needs to be developed through a more integrative, measurable, and contextual model so that it can be applied to various forms of Islamic educational institutions.
Religious Character Formation Through Islamic Education Learning in Elementary Schools: Evidence from SD Negeri 1 Kameloh Baru Ristiani Arnila; Asmawati Asmawati; Abdullah Abdullah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.427

Abstract

This study was motivated by the limited internalization of religious values in Islamic Religious Education (IRE) instruction in elementary schools, which tends to emphasize cognitive achievement rather than the development of students’ religious character. The study aimed to describe the implementation of IRE instruction in developing students’ religious character and to identify the supporting and inhibiting factors affecting the process. This study employed a descriptive qualitative approach at SD Negeri 1 Kameloh Baru. Data were collected through participatory observation, in-depth interviews with six informants consisting of the principal, one Islamic Education teacher, one fifth-grade homeroom teacher, and three fifth-grade students, as well as documentation analysis of lesson plans and school religious programs. Data analysis was conducted through data reduction, data display, and conclusion drawing using source and method triangulation to ensure data validity. The findings reveal that religious character development is effectively strengthened through the integration of affective learning objectives, structured religious habituation, teacher role modeling, and a consistent school religious culture. Students demonstrated observable behavioral changes, including increased discipline in prayer, spontaneous greeting habits, peer-supported reminders in worship practices, and the internalization of religious routines as personal awareness rather than formal obligation. The study also found that the effectiveness of religious character formation emerges from the systematic alignment between instructional objectives, repeated religious practices, exemplary teacher behavior, and the institutionalization of religious values within the school environment.
Improving Learning Achievement in Pancasila Education Through Leker Gamification at the Junior High School Level Yulia Nur Widiana; Didik Sukriono; Wahyu Nur Rochmadi; Siti Awaliyah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.428

Abstract

This study aims to improve students' learning achievement in Pancasila Education through the application of Leker's Gamification. This research was conducted in class VII-B of SMP Negeri 2 Ponorogo using a Classroom Action Research (CAR) method. The research subjects consisted of 32 students in class VII-B. The study began with a pre-test, followed by two cycles of classroom action research. The first cycle utilized conventional written student worksheets (LKPD), while the second cycle implemented Leker's Gamification, a game-based leveled student worksheet delivered through the Wordwall web platform. Prior to the intervention, students' learning achievement was only 40% mastery. After the first cycle, achievement increased to 59%. In the second cycle, a significant improvement was observed, reaching 93% mastery, surpassing the 90% success indicator. These results demonstrate that the use of Leker's Gamification in learning is effective in significantly improving the learning achievement of class VII-B students at SMP Negeri 2 Ponorogo in the Pancasila and Civic Education subject, making learning more engaging, motivating, and student-centered.
Constructing Individual and Social Piety through the Internalization of Qur'anic Values: A Case Study of Al-Idris Islamic Boarding School Ahmad Rifqi Nurkhakim; Wahid Hariyanto; Ahmad Sulton
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.432

Abstract

This study investigates the internalization of Qur'anic values in constructing individual and social piety among santri at Al-Idris Islamic Boarding School, Ponorogo. It addresses a research gap in pesantren studies, which often discuss individual piety, social piety, and Qur'anic character formation separately. Using a qualitative case study design, data were collected through participant observation, documentation, and semi-structured interviews with the pesantren caregiver, ustaz, santri, and administrators. Data were analyzed through transcription, open coding, categorization, theme development, data display, triangulation, and conclusion drawing. The findings show that Qur'anic value internalization occurs through three interconnected stages: value transformation, value transaction, and transinternalization. These stages are supported by classical Islamic text learning, tahsin, tahfidz, daily Qur'an recitation, worship habituation, mentoring, educator exemplarity, deliberation, communal service, and socio-religious participation. The novelty of this study lies in proposing an integrative model that connects personal worship discipline with social responsibility within a shared pesantren ecosystem. Theoretically, this study extends value internalization theory by positioning religious character formation as an ecosystemic process shaped by learning, habituation, relationships, exemplarity, and communal culture.
Game-Based Learning as a Pedagogical Innovation Model in Islamic Education Abdul Hamid; Mahmutarom Mahmutarom; Sari Hernawati
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.433

Abstract

This study investigates the implementation of Game-Based Learning (GBL) as an innovative pedagogical model in contemporary Islamic Education at MTs Negeri 1 Kota Semarang. The research was motivated by the continued use of conventional teaching methods, which often resulted in low student engagement, limited interaction, and reduced learning motivation among Grade VIII students. Employing a qualitative case study approach, data were collected through classroom observations, semi-structured interviews, and documentation analysis involving Islamic Religious Education teachers and students. The findings indicate that the use of digital platforms such as Quizizz, Kahoot, and Wordwall transformed the learning process into a more interactive, collaborative, and student-centered experience. Students showed higher participation, stronger motivation, improved teamwork, and better understanding of fiqh and Islamic Cultural History materials. Moreover, teachers adapted their roles from traditional knowledge transmitters to learning facilitators. The study also found that GBL effectively integrated Islamic values, including honesty, responsibility, cooperation, and discipline, making it a promising approach for enhancing learning effectiveness in modern madrasah education.  
Investigating the Relationship Between Reading Environment and Reading Comprehension of High School EFL Students Adisty Arya Putri; Siswana Siswana
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.441

Abstract

This study aims to investigate the relationship between students' reading environment and their reading comprehension achievement among high school EFL (English as a Foreign Language) students. A quantitative correlational research design was employed, conducted at a vocational high school in Condet, East Jakarta, involving 90 Grade X students selected through cluster random sampling. Data were gathered using two instruments: a reading environment questionnaire encompassing three dimensions physical/classroom environment, digital reading environment, and ecological/community environment along with a multiple-choice reading comprehension test. The data were analyzed using the Pearson Product-Moment Correlation test via IBM SPSS Statistics version 26. The results revealed a correlation coefficient of 0.622 with a significance value of 0.000, indicating a significant and strong positive relationship between the reading environment and students' reading comprehension. Furthermore, the coefficient of determination (R²) of 0.387 demonstrated that the reading environment contributes 38.7% to the variance in reading comprehension scores, while the remaining 61.3% is attributed to other internal factors not examined in this study, including vocabulary mastery, background knowledge, and intrinsic learning motivation. This study underscores the importance of establishing a holistic and optimized reading environment as a critical foundation for long-term literacy development among EFL learners.
Implementation of Religious Character Building at Ma’had Al-Jami’ah UIN Palangka Raya Dandi Ardiansyah; Zainap Hartati; Neela Afifah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.446

Abstract

This study aims to analyse the implementation of religious character development for student residents at Ma’had Al-Jami’ah UIN Palangka Raya through structured religious programs and boarding-based activities. This research employed a qualitative case study approach involving 12 informants consisting of Ma’had administrators, musyrif/musyrifah, ustadz/ustadzah, and students. Data were collected through observation, interviews, and documentation, then analysed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that religious character development is implemented through congregational prayers, Quran recitation, Islamic studies, worship habituation, discipline monitoring, and role modelling by mentors. These activities foster character values such as discipline, responsibility, honesty, politeness, social awareness, and devotion to worship. The internalization process is strengthened through continuous habituation, intensive social interaction, and a conducive religious environment within the ma’had. Supporting factors include structured mentoring programs and active mentor involvement, while inhibiting factors include students’ low motivation and external environmental influences. This study contributes to the development of a boarding-system-based religious character education model by emphasizing the integration of habituation, supervision, and exemplary practices as a holistic character-building ecosystem in Islamic higher education institutions.

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