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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 404 Documents
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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.
The Relationship of Langauage, Education and Civiliziation Ayu Pertiwi; Sutarmo Sutarmo
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.v6i3.492

Abstract

This paper examines the interrelationship between language, education, and civilization from an Islamic perspective, drawing on the thought of Al-Farabi, Al-Ghazali, Syed Muhammad Naquib Al-Attas, and Ibn Khaldun. Despite the significance of these three elements in shaping human development, their interconnection as an integrated framework within Islamic intellectual tradition remains underexplored in existing scholarship. Using a library research design and a thematic and comparative philosophical analysis of classical and contemporary Islamic sources, this study identifies three key patterns: (1) language functions as a divine gift and epistemological vehicle for transmitting knowledge across generations; (2) education conceptualized through tarbiyah, ta'lim, and ta'dib transforms linguistic and cognitive capacity into moral and spiritual formation; and (3) civilization emerges as the cumulative expression of sustained educational traditions, as illustrated by Ibn Khaldun's concept of 'umran. The analysis reveals a mutually reinforcing triad in which each element enables and sustains the others. The paper concludes that this Islamic integrative framework offers a normatively rich and practically relevant alternative to reductive models of education, with particular implications for curriculum design and civilizational renewal in contemporary Muslim-majority contexts.
Multicultural Learning Design in Education: A Systematic Literature Review of Pedagogical Practice and Innovation Viky Nur Vambudi; Musa Asy'arie; Sekar Ayu Aryani; Mohamad Ali; Muhammad Badat Alauddin
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.v6i3.493

Abstract

The diversity of cultures, languages, religions, ethnicities, and social identities of students demands a learning design that not only incorporates cultural content, but also transforms strategies, assessments, media, and pedagogical relationships in an inclusive manner. This research aims to analyze the concept of multicultural learning design, identify practices that have been applied in various educational contexts, and map pedagogical innovations that emerge from its application. The research uses the Systematic Literature Review approach with the Scopus database. Articles were selected through the PRISMA flow based on the criteria of empirical, open access, English-language research articles, published in reputable journals in the period 2025-2026, and relevant to the theme of multicultural learning design, so that 30 articles were obtained for thematic analysis. The results show that multicultural learning design develops into a holistic framework that integrates cognitive, affective, social, linguistic, digital, and ideological dimensions. Dominant practices include culturally responsive teaching, translanguaging, culturally responsive assessment, religious moderation, integration of local wisdom, community-based learning, and psychosocial support. Pedagogical innovations include the use of generative AI, cross-cultural simulation, adaptive gamification, interactive digital media, autoethnography, and international collaboration. This study concludes that multicultural learning design needs to be designed as an equitable, reflective, adaptive, and transformative learning ecosystem.  
Dialogical Approach: Strategies to Prevent Radicalism And Islamophobia in Schools Through Interreligious Dialogue Firda Azahra; Choirul Muttaqin; 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.v6i3.494

Abstract

Radicalism and Islamophobia have increasingly become important issues within educational environments because both influence how students understand religious diversity and interact with individuals from different backgrounds. The absence of constructive social interaction, combined with strong environmental influence and uncontrolled exposure to digital information, often contributes to the development of prejudice from an early age. This research focuses on examining how dialogue-oriented learning can function as an educational strategy to minimize prejudice and strengthen tolerant attitudes among junior high school students. A qualitative case study design was employed to capture students’ experiences and observe interaction patterns occurring in the school environment. Data were gathered through observation, interviews, and supporting documentation, then interpreted through an interactive qualitative analysis process. The findings reveal that students’ perceptions toward religious differences are gradually shaped by family influence, digital media exposure, and limited opportunities for direct interaction with diverse groups. Classroom dialogue activities were found to encourage openness, improve empathy, and help students develop more inclusive perspectives toward diversity. The study highlights the importance of dialogue-based educational practices as an effective effort to reduce intolerance while strengthening multicultural awareness within schools.  

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