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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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Jacques Derrida's Deconstruction: Theory, Method and Its Application in Text and Discourse Studies Muhammad Saikhudin; 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.v6i3.476

Abstract

This article examines Jacques Derrida's deconstruction theory as a critical approach to understanding text, language, and reality. Deconstruction emerged as a response to the Western philosophical tradition that emphasizes certainty, unity, and absolute truth a tendency that Derrida referred to as logocentrism and the metaphysics of presence. This study aims to describe the theoretical background of deconstruction, explain its concepts and principles, elaborate on the deconstructive reading method, and illustrate its application in text and discourse studies. This study employs a library research approach with a descriptive-analytical method. The findings indicate that deconstruction is grounded in a critique of logocentrism, binary opposition, and the metaphysics of presence in Western philosophy. Its core principles include the instability of meaning, rejection of binary hierarchies, and the concept of différance as both deferral and difference of meaning. The deconstructive reading method involves identifying binary oppositions, reversing hierarchies, exposing internal contradictions, tracing the trace of meaning, and opening new possibilities of interpretation. In text and discourse studies, deconstruction is used to uncover hidden meanings, power relations embedded in language, and to foster critical thinking in educational contexts. Deconstruction, therefore, functions not only as a method of textual analysis but also as a mode of critical thinking relevant to the development of contemporary knowledge.
Epistemology Of Religious Guidance in Correctional Institutions: A Library Study of Religious Guidance Programs in Indonesian Correctional Settings Ronal Darmawan; 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.v6i3.477

Abstract

Religious guidance is a fundamental program in the correctional system aimed at reshaping the personality and character of inmates so that they possess religious awareness, noble morals, and readiness to reintegrate into society. This study examines the epistemology of religious guidance for inmates in Indonesian correctional institutions, focusing on sources of religious knowledge, learning methods applied, and the process of forming religious consciousness among fostered students. The study employs a qualitative approach with a library research design. Data were obtained from various literary sources relating to Islamic epistemology, religious guidance, Islamic education, and the correctional system, with contextual reference to programs documented at Class II A Bangkinang Correctional Institution. Data analysis was conducted using content analysis techniques. The findings indicate that religious guidance in Indonesian correctional institutions is built upon the integration of revelation, reason, and spiritual experience as primary sources of knowledge, analyzed through the bayani, burhani, and irfani epistemological frameworks. The learning methods applied include lectures, discussions, habituation, role modeling, worship practice, and personal approaches. This study concludes that an integrated epistemological approach in religious guidance significantly contributes to the formation of religious awareness, moral improvement, and behavioral transformation among inmates.
Soft Selling as an Influencer Marketing Communication Strategy in Shaping Gen-Z's Consumer Behavior Yusni Rahma; Tengku Walisyah
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.v6i3.480

Abstract

The development of digital communication technology has transformed marketing communication practices, particularly through social media platforms that enable influencers to become strategic actors in delivering promotional messages. One widely implemented approach is soft selling, where promotional content is presented subtly through lifestyle representation, personal narratives, and authentic experiences. Previous studies have largely examined influencer marketing from the perspective of purchase intention, brand awareness, and consumer engagement, while limited attention has been given to how soft selling communication strategies construct lifestyle meanings and gradually shape consumptive tendencies among Generation Z. This study aims to analyze how influencers implement soft selling strategies and how these strategies influence the formation of Gen Z consumer behavior. Using a descriptive qualitative approach, data were collected through interviews with five Gen Z informants aged 18–28 years and content analysis of influencer accounts on Instagram and TikTok. The findings reveal that soft selling strategies operate through impression management, consistent personal branding, and identity commodification, causing products to be perceived as part of an aspirational lifestyle. The novelty of this research lies in explaining soft selling not only as a marketing technique but also as a symbolic communication process that shapes consumption meanings. Theoretically, this study contributes to influencer marketing and communication studies by emphasizing the relationship between digital identity construction, lifestyle representation, and consumer behavior formation.  
The Digital Era and The Knowledge Revolution: Perspectives From Islamic Epistemology and Islamic Religious Education Cita Suci; 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.v6i3.481

Abstract

This article examines the intersection of the digital era's knowledge revolution and the Islamic epistemological framework, and its implications for Islamic Religious Education (PAI). The digital era described by Manuel Castells as the "network society," Alvin Toffler as the "third wave," and Don Tapscott as the rise of the "Net Generation" has fundamentally transformed how humans acquire, process, and disseminate knowledge. Employing a qualitative library research method with philosophical-analytical content analysis, this article argues that Islamic epistemology which integrates revelation (wahy), reason (aql), the senses (hawas), and intuition (qalb) under the principle of tawhid is capable of critically responding to and correcting the digital knowledge revolution, which tends toward secularism and value-neutrality. The integration-interconnection paradigm (M. Amin Abdullah), Islamization of Knowledge (al-Faruqi), and the concept of ta'dib (al-Attas) serve as the foundational pillars for reconstructing PAI in the digital age. The results show that PAI must transform from mere cognitive transfer toward the cultivation of adab and digital literacy grounded in Islamic values, making technology a tool for da'wah while simultaneously serving as a bulwark against hoaxes, post-truth, and the disruption of scholarly authority. This is an open access article under the CC–BY-SA license
An Integrative Model of Kyai Leadership in Building Islamic Education Management: A Systematic Literature Review Suprihno Suprihno; Binti Maunah; Asrof Syafi’i
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.v6i3.482

Abstract

This study aims to synthesize and analyze previous research findings on kyai leadership in building Islamic education management and to develop a conceptual model that explains the relationships among the various dimensions of kyai leadership. The study employed a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines. The literature search was conducted through the Scopus database using keywords related to kyai leadership, transformational leadership, Islamic education, and Islamic education management. From an initial pool of 312 identified articles, 42 articles met the inclusion criteria and were subjected to an in-depth analysis using thematic synthesis techniques. The findings reveal that kyai leadership is a multidimensional phenomenon consisting of seven major dimensions: spiritual leadership, charismatic leadership, transformational leadership, visionary leadership, cultural broker leadership, entrepreneurial leadership, and adaptive-collaborative leadership. The study further demonstrates that kyai serve as spiritual leaders, agents of organizational change, developers of institutional culture, educational innovators, cultural mediators, community empowerment leaders, and managers of educational transformation. Based on the synthesis of the reviewed literature, this study proposes an Integrative Model of Kyai Leadership in Building Islamic Education Management, which incorporates these seven leadership dimensions into a unified conceptual framework. This study contributes theoretically to the advancement of Islamic education management literature and provides a foundation for future research on Islamic educational leadership.
Analysis of the Transformation of National Education Standards Policy in Improving the Quality of Islamic Religious Education in Indonesia Eti Sapitri; Helmiati Helmiati; Hariza Hasyim
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.v6i3.483

Abstract

  This study aims to analyze the transformation of National Education Standards (SNP) policies in Indonesia and their implications for the quality of Islamic Religious Education (PAI). Previous studies have addressed SNP and PAI separately; thus, this study offers an integrative analysis bridging both domains. Employing a qualitative descriptive-analytical library research approach, this study analyzed 34 scientific sources retrieved systematically from Google Scholar, Scopus, and Garuda (SINTA/BRIN) using inclusion and exclusion criteria. The findings reveal that SNP transformation from Government Regulation No. 19 of 2005 to No. 57 of 2021 in conjunction with No. 4 of 2022 reflects a paradigm shift from compliance-based toward continuous quality assurance. However, its implementation in PAI faces three main challenges: cognitive and administrative dominance, knowledge dichotomy in the curriculum, and limitations in assessing students' spiritual dimensions. This study proposes a conceptual integration model of SNP–PAI through reinterpretation of the eight national education standards based on Islamic values, emphasizing tauhidization, holistic-integrative education, and transformative learning toward the formation of insan kamil.
Educational Values in Fathul Kutub: The Experience of Students of Pondok Modern Darussalam Gontor Fanisa Aulia Putri; Fairuz Subakir
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.v6i3.485

Abstract

This article aims to analyze and describe the educational values contained in Fathul Kutub's activities based on the experiences of KMI final grade students at Pondok Modern Darussalam Gontor For Girls Campus 3. The study employed a descriptive qualitative method with a case study approach. Data were collected in-depth interviews, direct observation during the activity, and documentation, including field notes and Fathul Kutub assignment sheets. The findings indicate that Fathul Kutub activities do not only function as a means of strengthening student’s academic and linguistic competence, but also serve as a strategic medium from internalizing educational values. These values include independence, discipline, cooperation and mutual respect, self-confidence, responsibility, critical thinking, respect for different opinions. In terms of Arabic language development, Fathul Kutub contributes to improving students four language skills, namely listening, speaking, reading, and writing, through direct engagement with classical Islamic texts. The internalization of this value occurs through an experiential learning process in which students actively search, analizy, discuss and present ideas based on authoritative references. These findings imply that Pesantren educators need to design contextual, text-based learning activities that strengthen both students’ intellectual capacity and character formation in the digital era will facing contemporary educational challenges more effectively.
Reconstructing Assessment in Islamic Religious Education: A Multicultural Framework for Diversity Awareness and Social Cohesion Nurul Latifatul Inayati; Musa Asy'arie; Sekar Ayu Aryani; Muthoifin Muthoifin
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.v6i3.487

Abstract

Current assessment practices in Islamic Religious Education (IRE) remain largely dominated by cognitive and textual measures, limiting their capacity to evaluate students’ attitudes, behaviours, and social engagement in multicultural contexts. This study aims to analyse the limitations of conventional IRE assessment and reconstruct a multicultural-based evaluation framework that promotes diversity awareness and social cohesion. Using a Systematic Literature Review (SLR) guided by the PRISMA protocol, this study examined 51 Scopus-indexed articles published between 2020 and 2025. The findings reveal that conventional assessment models tend to be superficial because they emphasise conceptual understanding while neglecting affective, behavioural, and social dimensions. The review also shows that adaptive multicultural learning strategies, including contextual, dialogic, collaborative, and authentic approaches, are more effective in cultivating tolerance and inclusive attitudes. This study proposes a reconstructed CIPP-based assessment framework encompassing Context, Input, Process, and Product evaluation. The framework contributes to IRE evaluation theory by shifting assessment from academic measurement toward transformative evaluation of value internalisation, inclusive practice, and social harmony.  
EFL Students’ Acceptance of AI Tools in English Writing: A Technology Acceptance Model Perspective : A Technology Acceptance Model Perspective Resti Paulijah; Siswana Siswana
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.v6i3.490

Abstract

The increasing use of Artificial Intelligence (AI) tools has influenced various aspects of education, including English writing. This study aimed to investigate EFL students’ acceptance of AI tools in English writing using the Technology Acceptance Model (TAM). A quantitative survey design was employed, involving 151 EFL university students from several universities in Jakarta who had experience using AI tools such as ChatGPT, Gemini, and Grammarly in writing activities. Data were collected through an online questionnaire consisting of four TAM dimensions: Perceived Usefulness, Perceived Ease of Use, Attitude Toward Using AI Tools, and Behavioral Intention. The questionnaire demonstrated satisfactory reliability, with Cronbach’s Alpha values ranging from 0.806 to 0.881. The data were analyzed using descriptive statistics. The findings revealed a high level of acceptance of AI tools across all dimensions. Behavioral Intention showed the highest mean score (M = 20.85), followed by Attitude Toward Using AI Tools (M = 20.83), Perceived Ease of Use (M = 20.70), and Perceived Usefulness (M = 20.26). The results indicate that students perceived AI tools as useful, easy to use, and beneficial in supporting various stages of the writing process. Overall, the study suggests that AI tools have been positively accepted by EFL students and may serve as valuable resources for enhancing English writing activities in higher education contexts.
Preserving the Earth as Maqashid al-Shariah: A Maqashidi Interpretation of Qur’anic Verses Prohibiting Environmental Corruption Syafira Mujahidah Charis; M. Sihabudin
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.v6i3.491

Abstract

This research examines the Qur’anic verses prohibiting acts of destruction on earth using a maqashidi exegetical approach, integrating them into the five aspects of daruriyyat al-khamsah (religion, life, intellect, lineage, and property). Employing a qualitative library-based research method with a thematic (maudhu’i) approach, this study analyzes QS. Al-Baqarah [2]: 11, QS. Al-Baqarah [2]: 205, QS. Al-A’raf [7]: 56, and QS. Ar-Rum [30]: 41, with reference to four contemporary commentaries: Tafsir al-Maraghi, Tafsir al-Jawahir, Tafsir al-Misbah, and Tafsir al-Azhar. The findings demonstrate that the prohibition against causing damage on earth constitutes an integral part of the objectives of Islamic law (maqashid al-syariah). Furthermore, this research offers a critical analysis of the limitations of classical exegesis in addressing contemporary ecological issues and proposes hifz al-bi’ah (environmental preservation) as a solution to environmental degradation.    The results show that the prohibition against causing damage on earth is not merely an ecological moral imperative but an integral part of the objectives of sharia. These four verses implicitly contain the protection of all five maqashid simultaneously. Thus, environmental preservation from a maqashid perspective is an obligation equivalent to protecting religion, soul, intellect, lineage, and property.

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