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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 310 Documents
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Digital Da'wah Strategy of Nahdlatul Ulama Central Java Through the Website Jateng.nu.or.id Alfin Sirojul Abidin
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.466

Abstract

The rapid development of digital technology has transformed the practice of Islamic communication, encouraging religious organizations to adopt digital platforms as strategic channels for da'wah activities. While previous studies have predominantly examined digital da'wah through social media platforms and individual religious influencers, limited attention has been given to institutional website-based da'wah strategies implemented by traditional Islamic organizations. This empirical gap is particularly evident in studies of Nahdlatul Ulama (NU) at the regional level. Moreover, existing research often employs a single theoretical perspective, leaving a theoretical gap regarding the integration of multiple communication and media theories in understanding digital religious communication. This study aims to analyze the digital da'wah strategy implemented by Jateng.nu.or.id, the official digital platform of Nahdlatul Ulama Central Java. Employing a qualitative case study approach with thematic analysis, the research draws upon website observations, document analysis, and interviews with key informants involved in digital media management and religious communication. The analysis is informed by Digital Da'wah Theory, Uses and Gratifications Theory, Media Ecology Theory, Diffusion of Innovation Theory, and Social Media Engagement Theory. The findings reveal five strategic dimensions of digital da'wah: institutionalization of digital religious communication, strategic content diversification, multi-platform dissemination, audience engagement and participation, and sustainability through organizational credibility and technological adaptation. The study demonstrates that Jateng.nu.or.id functions not only as a medium for disseminating Islamic teachings but also as a digital ecosystem that strengthens religious authority, community interaction, and public access to credible religious information. Theoretically, this study proposes the Digital Da'wah Ecosystem Strategy Model, offering an integrated framework for understanding institutional digital da'wah in contemporary Muslim societies. Practically, the findings provide insights for Islamic organizations seeking to optimize digital media for sustainable religious communication.
Negotiating Spiritual Identity: Islamic Education Strategies in Adolescents’ Digital Lives M. Fakhrur Rizal; Ibnu Da'i Munis; Irfan Musonif
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.467

Abstract

The rapid expansion of digital technology has reshaped adolescents’ social interactions, knowledge construction, and identity formation, raising concerns about the sustainability of spiritual identity in digitally mediated environments. This study examines how Islamic Religious Education (Pendidikan Agama Islam/PAI) contributes to adolescents’ spiritual identity formation in the digital era. A qualitative descriptive case study was conducted in a public junior high school in Indonesia from January to February 2026. Data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, teachers, and students, and analyzed inductively using an interactive model. The findings reveal three interconnected patterns: (1) contextual adaptation of Islamic teachings to digital realities, (2) experiential-reflective learning practices fostering critical awareness of digital behavior, and (3) ethical modeling supported by institutional structures. These patterns indicate that spiritual identity emerges through the interaction between pedagogy, lived digital experience, and school culture. This study proposes a situated model of spiritual identity formation, positioning religious education as a mediating space for negotiating values within digital contexts. The findings highlight the potential of PAI as an adaptive pedagogical framework that integrates religious values with contemporary digital life
Diversity Literacy: Transforming Pesantren Education from Doctrinal Memorization to an Interpretive Approach Niza Baits Fadlilatuzzahro; Mambaul Ngadhimah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.468

Abstract

This research is motivated by the dominant paradigm of religious learning in Islamic boarding schools (pesantren) which still emphasizes memorization, so that space for interpretation, critical reflection, and dialogue regarding the reality of diversity has not developed optimally. This condition has the potential to limit the strengthening of religious moderation in multicultural Indonesian society. This study aims to analyze the transformation of diversity literacy in Islamic boarding schools from a doctrinal memorization pattern to an interpretive approach through a synthesis of Robert Jackson's thoughts and Azyumardi Azra's Islamic pluralism. The study used a qualitative approach with a library research type. Data were obtained from various literature on Islamic boarding school education, religious moderation, multicultural education, yellow book learning, and bahtsul masa'il activities, then analyzed using content analysis techniques. The results of the study indicate that diversity literacy in Islamic boarding schools has shifted from memorization-oriented learning to a more dialogical, reflective, and contextual process. In addition, Azyumardi Azra's concept of Islamic pluralism is relevant in strengthening religious moderation through the values of wasathiyah, tolerance, and ukhuwah basyariyah. The integration of interpretive approaches and Islamic pluralism also contributes to the development of multicultural education in Islamic boarding schools by encouraging openness, respect for differences, and a culture of deliberation through discussions of religious texts and bahtsul masa'il (Islamic discourse). These findings underscore the potential of Islamic boarding schools to develop students who are religious, moderate, and adaptable to a diverse society.  
Digital Religious Literacy and the Promotion of Religious Moderation through Islamic Education Learning among Senior High School Students Anggi Wulandini; Mambaul Ngadimah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.469

Abstract

The development of digital media has transformed the way students acquire religious information. On the one hand, digital media expands access to religious knowledge; on the other hand, it has the potential to disseminate non-credible information and influence students’ religious attitudes. This study aims to analyze students’ digital religious literacy in Islamic Religious Education (IRE) learning and its implications for strengthening religious moderation. The study employed a qualitative approach using a case study method conducted at SMA Negeri 1 Babadan, Ponorogo. The participants consisted of one Islamic Religious Education teacher and five eleventh-grade students selected through purposive sampling. Data were collected through observation, interviews, and documentation and were analyzed using the interactive analysis model. The findings reveal four main themes. First, there has been a transformation in the sources and construction of students’ religious literacy, shifting from a teacher-centered model to the utilization of diverse digital sources. Second, critical digital literacy enhances students’ religious understanding through practices of information verification, source comparison, and confirmation of religious information. Third, Islamic Religious Education teachers serve as epistemic guides who assist students in identifying credible religious sources while integrating digital media into the learning process. Fourth, digital religious literacy contributes to strengthening students’ understanding of religious moderation by fostering tolerance, openness, and respect for diversity. The study concludes that digital religious literacy has the potential to reinforce religious moderation when supported by students’ critical thinking skills and adequate teacher guidance in navigating the digital environment.
Integration of SDGs, Global Citizenship, and Pancasila Values in Civic Education Learning in Elementary Schools: Education for Sustainable Development (ESD) Framework to Prepare for a Sustainable Generation Septian Mukhlis; Bramianto Setiawan; Ahmad Fauzi; Mely Adinda Fikriyah; Anastasya Sulistiawati; Vina Iasha
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.470

Abstract

This study aims to analyze the integration of the Sustainable Development Goals (SDGs), Global Citizenship Education (GCED), and Pancasila values in Civic Education (PKn) learning at the elementary school level through the framework of Education for Sustainable Development (ESD). A qualitative approach was employed involving elementary school teachers and students as research participants. Data were collected through interviews, observations, and document analysis and were analyzed thematically. The findings reveal that SDGs serve as a learning context by introducing real-world issues such as environmental sustainability, health, education, and social justice. GCED contributes to the development of global citizenship competencies, including tolerance, respect for diversity, collaboration, social responsibility, and peaceful conflict resolution. Meanwhile, Pancasila values function as a normative foundation that guides students in understanding and applying the principles of sustainable development and global citizenship in accordance with the Indonesian national character. The integration of these three components creates a contextual and relevant Civic Education learning framework that fosters students who are morally grounded, sustainability-conscious, and prepared to participate actively in a global society.  
The Phenomenon of Determining the Start of Ramadan between the Government and Muhammadiyah from the Perspective of Religious Science Vina Novita; Z. Zarkasih; Rian Vebrianto
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.471

Abstract

Determining the start of Ramadan in Indonesia often creates differences between the government, through the Ministry of Religious Affairs, and Islamic organizations such as Muhammadiyah, rooted in methodological variations in understanding religious evidence and astronomical approaches. This study aims to analyze the differences in the rukyat and hisab methods from a scientific and religious perspective using a mixed-methods approach with a sequential explanatory design. The study involved 30 respondents from Nahdlatul Ulama (NU) and Muhammadiyah, who were purposively selected based on their active involvement in the organizations' religious activities. Data were obtained through a Google Form-based questionnaire and interviews, as well as field data collection through Focus Group Discussions (FGDs). Data analysis was conducted qualitatively and quantitatively using triangulation techniques to ensure validity. A reliability test using Cronbach's Alpha was conducted on a 30-item questionnaire instrument covering seven variables; a reliability coefficient of 0.89 was obtained, indicating high instrument consistency. The results showed that 90–97% of respondents demonstrated a high understanding and acceptance of the rukyat and hisab methods, with the integration of religious science and religious perspective variables achieving the highest agreement (97%). Differences in determining the start of Ramadan are not only methodological but also reflect theological, scientific, and social dynamics. The novelty of this research lies in the comprehensive integration of astronomical science and Islamic jurisprudence perspectives in examining the phenomenon of determining the Hijri calendar, which provides a new theoretical framework for the study of religious science integration in the context of the Indonesian Hijri calendar. Therefore, it is recommended to strengthen education regarding rukyat and hisab methods and increase dialogue between the government and religious organizations such as Nahdlatul Ulama (NU) and Muhammadiyah to achieve harmony amidst methodological diversity.  
The Effectiveness of Problem-Based Learning and Digital Media-Assisted Discovery Learning on the Ability to Listen to Persuasive Texts Reviewed from the Learning Style of Junior High School Students Indriani Diah Eko Pujiastuti; Deby Luriawati Naryatmojo
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.472

Abstract

The ability to listen to persuasive texts is one of the important language skills to be developed in junior high school students because it is related to the ability to understand, interpret, and evaluate the messages received. However, listening learning in schools still tends to be conventional and does not make optimal use of digital media, resulting in low student involvement in the learning process. This study aims to analyze the effectiveness of Problem-Based Learning (PBL) and Discovery Learning assisted by digital media on the ability to listen to persuasive texts reviewed from the learning style of junior high school students. The research uses a quantitative approach with quasi experiment methods and 2×2 factorial design. The research subjects consisted of grade VIII students who were grouped based on learning models and learning styles. Data were collected through listening ability tests, learning style questionnaires, observations, and documentation, then analyzed using descriptive statistics and Two-Way ANOVA. The results of the study showed that PBL assisted by digital media was more effective than Discovery Learning and conventional learning in improving the ability to listen to persuasive texts. In addition, learning styles affect learning outcomes and there is a significant interaction between learning models and student learning styles. This study confirms that the integration of active learning models and digital media can improve the quality of listening learning in a more adaptive and contextual manner.  
Karl Popper's Falsification and Its Implications in Research Methodology Nasrun Nasrun; Eva Dewi
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.473

Abstract

This article critically examines Karl Raimund Popper's theory of falsification as one of the most significant epistemological contributions to the philosophy of science in the twentieth century. Despite extensive scholarship on Popperian philosophy, there remains a gap in the literature regarding its integrated methodological application, particularly in the context of contemporary scientific research and integrative Islamic scholarship. This study employs a qualitative library research approach, utilizing historical analysis, conceptual analysis, and critical synthesis as its analytical framework. Primary sources include Popper's foundational works, The Logic of Scientific Discovery (1959) and Conjectures and Refutations (1963), supplemented by relevant secondary and tertiary literature. The findings indicate that falsification emerged as a critical response to the Vienna Circle's verification principle, offering a more robust demarcation criterion that distinguishes empirical science from non-science based on a theory's falsifiability. Rather than serving merely as a logical procedure, falsification carries concrete methodological implications: a paradigmatic shift from inductive to hypothetico-deductive logic, the emergence of corroboration as a replacement for absolute confirmation, and a demand for critical rigor in hypothesis formulation. This article further argues that the epistemological limitations of falsification, including its susceptibility to auxiliary hypothesis manipulation as identified in the Duhem-Quine thesis, require engagement with post-Popperian frameworks such as Lakatos's research programmes. Ultimately, falsification remains an indispensable epistemological tool for maintaining methodological integrity in research that claims scientific status.
Developing AI-Based Educational Animated Videos for Islamic Religious Education in Junior High Schools Muhammad Rayfansyah; Muhammad Luthfi Hamzah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.474

Abstract

This study aims to develop an Artificial Intelligence (AI)-based educational animated video as a learning medium for Islamic Religious Education (PAI), specifically on the Islamic Cultural History (SKI) topic "Andalusia: The City of Islamic Civilization in the West" for seventh-grade junior high school students, as well as to assess its feasibility and effectiveness in improving student learning outcomes.  Previous studies on PAI learning media have rarely integrated generative AI technologies into animated instructional design. The research employed the Research and Development (R&D) method using the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The research subjects consisted of 17 seventh-grade students at SMP Al-Muhajirin Pekanbaru, selected through purposive sampling. A Pre-Experimental Design with One-Group Pretest-Posttest Design was applied. Data were collected using a media expert validation sheet (Likert scale), as well as pre-test and post-test instruments. The media expert validation results indicated a feasibility percentage of 93.13%, categorized as "Highly Feasible". Statistical analysis using the Wilcoxon Signed-Rank Test yielded a Z value of -3.650 with Asymp. Sig. (2-tailed) < 0.001, demonstrating a significant difference between pre-test scores (mean 66.47) and post-test scores (mean 85.88). The average N-Gain Score of 0.6346 (63.46%) falls within the "moderate" and "sufficiently effective" categories. Therefore, the AI-based educational animated video developed in this study is declared feasible and effective for use in PAI learning at the junior high school level.  
The Effect of Animated Video Media on Learning Motivation in Islamic Religious Education Among Grade VIII Students of MTs Rabithatul Ulum Pekanbaru Hasyiyati Hasyiyati; Nunu Mahnun
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.475

Abstract

Learning motivation plays an important role in supporting the success of Islamic Religious Education (IRE) learning. However, initial observations at MTs Rabithatul Ulum Pekanbaru revealed that students' learning motivation was still low, characterized by a lack of activity, enthusiasm, and focus during learning. Therefore, this study aims to determine the effect of using animated video media on the learning motivation of Grade VIII students at MTs Rabithatul Ulum Pekanbaru. This study employed a quantitative approach using a pre-experimental design with a One Group Pretest-Posttest Design. The population and sample consisted of 32 students selected through a total sampling technique. Data were collected using a learning motivation questionnaire that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics, the Shapiro-Wilk normality test, and the Paired Sample t-Test with the aid of SPSS version 25. The results showed that all instrument items were valid (r-calculated > r-table = 0.349) and reliable (Cronbach's Alpha = 0.840). Descriptive statistics indicated an increase in the mean learning motivation score from 41.37 at pretest to 54.06 at posttest. The normality test confirmed normal data distribution (pretest Sig. = 0.403; posttest Sig. = 0.060). The Paired Sample t-Test yielded a significance value (Sig. 2-tailed) of 0.000 < 0.05, leading to the rejection of H₀ and acceptance of Hₐ. Therefore, it can be concluded that the use of animated video media has a significant effect on the learning motivation of Grade VIII students in Islamic Religious Education at MTs Rabithatul Ulum Pekanbaru.  

Page 29 of 31 | Total Record : 310

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