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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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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.  
The Relationship of Father Absenteeism and Peer Verbal Abuse to Aggressive Behavior in Adolescents from Broken Home Families Rayna Thalita Ulima
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.v6i3.496

Abstract

This research is motivated by the vulnerability of adolescents from broken home families to emotional problems and aggressive behavior due to reduced family roles and pressure from the social environment. This study aims to determine the effect of the absence of father figures and verbal abuse of peers on aggressive behavior in broken home adolescents. The research method used is a quantitative correlational approach with purposive sampling techniques. The study respondents were 141 adolescents aged 13–18 years. After data analysis and outlier removal to meet the analysis assumptions, the number of final samples used was 89 respondents. Data were collected using a Likert scale instrument and analyzed through a two-predictor regression. The results showed that the absence of father figures and verbal abuse of peers simultaneously had a very significant effect on aggressive behavior with an effective contribution of 28.9% (F = 17.515; p < 0.01). Peer verbal abuse contributed more dominantly by 22.7% compared to the absence of a father figure of 16.0%. In conclusion, strengthening the role of fathers and preventing peer verbal abuse is important to minimize aggressive behavior in adolescents from broken homes.  
Student Character Development Model Based on Religious Values at MAN 1 Ngawi Samsudin Samsudin; Mudzakkir Ali; Nanang Nurcholis
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.v6i3.497

Abstract

This study aims to examine the implementation of the Friday sermon program in strengthening students’ aqidah and moral values at MTs UIN North Sumatra, covering the planning and implementation processes as well as the supporting and inhibiting factors. This research employed a qualitative descriptive approach. Data were collected through observation, in-depth interviews, and documentation involving the head of the madrasah, vice principal for student affairs, program supervisors, and students. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing, while data validity was ensured through triangulation. The findings reveal that the program is planned systematically through stakeholder coordination and implemented continuously as part of religious development activities. The program functions not only as a ritual practice but also as an educational process that promotes habituation, role modeling, and active student participation. Supporting factors include institutional support, supervisor competence, student involvement, and a religious school environment. Inhibiting factors consist of limited facilities, less varied instructional methods, and external influences. The novelty of this study lies in the utilization of the Friday sermon as a student participation-based character-building model. The program contributes to enhancing religious awareness, discipline, responsibility, self-confidence, and strengthening students’ aqidah and moral values.
Intercultural Communication Amid the Diversity of the Teluk Patipi Community West Papua Muhammad Zidnal Hikam; Asep Dadang Abdullah
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.v6i3.499

Abstract

The ethnic, religious, and cultural diversity in Teluk Patipi District, West Papua, presents both social resources and potential sources of tension, making intercultural communication crucial for maintaining harmony. This study aims to examine how the Teluk Patipi community uses intercultural communication practices to maintain social cohesion amidst diversity. A qualitative research design with an ethnographic communication approach was used. Data were collected through participant observation and in-depth interviews with traditional leaders, religious leaders, youth leaders, and migrant residents. The findings reveal three main communication patterns: ritual-cultural communication, everyday social communication, and symbolic-ecological communication. Ritual-cultural communication is evident in traditional ceremonies that strengthen trust, identity negotiation, and cultural adaptation. Everyday social communication emerges in multilingual interactions, reciprocal cooperation, and interethnic social relationships that build intimacy and solidarity. Symbolic-ecological communication integrates customary values, religious principles, and environmental awareness into everyday community life. This communication pattern is supported by local wisdom, particularly deliberation, mutual cooperation, and the philosophy of Satu Tungku Tiga Batu”, as well as interfaith communication that promotes inclusivity and conflict prevention. This study concludes that social harmony in Patipi Bay continues to be built through adaptive intercultural communication based on local wisdom, shared values, and collective responsibility.  
Reassessing Al-Khwarizmi’s Intellectual Legacy in the Era of Industrial Revolution 5.0 Siti Andayani; Ridwan Ridwan; Budi Susetyo
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.v6i3.504

Abstract

This study aims to examine the intellectual relevance of Al-Khwarizmi’s scientific legacy within the framework of Industrial Revolution 5.0, particularly in relation to the development of artificial intelligence, machine learning, digital computation, and the human-centered technology paradigm. Employing a qualitative approach with a library research design, the study integrates a historical-philosophical and conceptual analysis framework to explore the epistemological continuity between classical Islamic scientific thought and contemporary technological systems. Data were collected through documentary research from primary sources, including Al-Khwarizmi’s seminal works such as Al-Kitab al-Mukhtasar fi Hisab al-Jabr wa al-Muqabalah, as well as secondary literature encompassing peer-reviewed journals, books, and scholarly discussions on Industrial Revolution 5.0, AI ethics, and Islamic philosophy of science, particularly the works of Syed Muhammad Naquib al-Attas and Ismail Raji al-Faruqi. The data were analyzed using qualitative content analysis and thematic coding to identify key conceptual patterns such as algorithmic reasoning, rational inquiry, knowledge integration, and ethical epistemology, followed by historical-interpretative and comparative analysis to trace their transformation into modern computational paradigms. The findings reveal that Al-Khwarizmi’s contributions to algebra, algorithmic thinking, and systematic reasoning constitute a foundational epistemological infrastructure for contemporary digital technologies, including artificial intelligence systems, predictive analytics, and automated decision-making processes. His intellectual legacy shows a strong alignment with the human-centered orientation of Industrial Revolution 5.0, as it inherently emphasizes rationality, structured inquiry, and the pursuit of human welfare. When integrated with the ethical and philosophical Al-Attas and Al-Faruqi, Al-Khwarizmi’s thought provides a comprehensive framework that bridges scientific innovation and moral responsibility, showing the necessity of embedding ethical governance within modern technological development.    
Strategic Leadership of Madrasah Principals in Enhancing Student Quality: A SWOT-Based Assessment at Madrasah Aliyah Negeri 1 Pekanbaru Sary Zuanda; M. Syaifuddin; Sohiron Sohiron
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.v6i3.506

Abstract

Increasing public trust in Madrasah Aliyah Negeri 1 Pekanbaru, reflected in rising student enrollment, sustained academic and non-academic achievements, and expanding flagship programs, highlights the importance of strategic leadership in improving student quality. However, previous studies have predominantly examined educational leadership in relation to school effectiveness, teacher performance, or organizational management, while limited attention has been given to how strategic leadership is formulated, implemented, and evaluated through a SWOT-based approach to improve student quality in public madrasahs. This study therefore aims to analyze the formulation, implementation, and evaluation of the principal’s strategies for improving student quality based on SWOT analysis at Madrasah Aliyah Negeri 1 Pekanbaru. A qualitative descriptive approach was employed using interviews, observations, and document analysis, with data analyzed through the interactive model of Miles, Huberman, and Saldaña. The findings indicate that strategic formulation was conducted systematically through institutional evaluation and SWOT analysis, while implementation was supported by collaborative leadership, teacher professional development, and differentiated academic and non-academic programs. Continuous evaluation focused on student achievement, graduate transition to higher education, and character development as indicators of educational quality improvement. The novelty of this study lies in demonstrating how SWOT-based strategic leadership integrates evidence-based planning, participatory management, and continuous evaluation to strengthen student quality within the context of Islamic secondary education. These findings provide practical implications for madrasah leaders by emphasizing the importance of data-driven decision-making, collaborative governance, and sustainable quality assurance in improving student outcomes
Integrative-Innovative Leadership in Qur’anic Pesantren: A Case Study of Tholibul Qur’an Islamic Boarding School Mutanafisah Qurrotu `Ainina; Imam Makruf; Mudofir Mudofir
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.v6i3.519

Abstract

Qur’anic pesantren are required to respond to the growing demand for formal education while maintaining Qur’anic traditions as the foundation of institutional identity. This study aims to analyze integrative innovative leadership in Qur’anic pesantren education at Tholibul Qur’an Islamic Boarding School. The study uses a qualitative approach with a descriptive case study design. Data were collected through semi-structured interviews with key informants, consisting of the foundation chairman and ustadz/ustadzah involved in the educational process, supported by document review and relevant literature. The data were analyzed thematically through data condensation, data display, and conclusion drawing. The findings show that integrative innovative leadership operates through four connected mechanisms. First, leaders respond to the aspirations of students’ parents who expect pesantren education to be connected with formal academic recognition. Second, institutional change is legitimized through deliberation between leaders and pesantren administrators. Third, formal education through MTs and MA becomes a strategy to expand the social and academic function of the pesantren. Fourth, Qur’anic traditions are maintained through memorization, Qur’anic learning, daily worship practices, dakwatul Qur’an, and character formation. This study contributes to Islamic educational leadership studies by showing that innovation in Qur’anic pesantren is not a shift from tradition to modernization, but an integrative process that connects social needs, institutional renewal, and the preservation of Islamic values.  
Selection of Literary Readings for Junior High School Students Based on the Horizon of Public Readers' Acceptance of Kompas Selected Short Stories 2024 Ira Susma Sari; Yusro Edy Nugroho
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.v6i3.520

Abstract

Literary learning in junior high school still often chooses short stories based on the reputation of the work or the availability of materials, while the acceptance of students as lay readers has not been used as a basis for selecting texts. This research aims to describe the horizon of student acceptance for the twelve Kompas Selected Short Stories 2024 and formulate criteria for curating junior high school literature readings. This descriptive qualitative research involved 23 students of grade VII C of Sekolah Rakyat Menengah Junior 6 East Jakarta. Data were obtained through written responses about predictions, feelings, understanding, and further desires after reading, as well as learning observations. The data were analyzed heuristically and hermeneutically with the categories of expectation horizon, reception horizon, advanced response, and reception variation. The results showed that short stories with concrete conflicts, relatively clear language, easily recognizable characters, and themes related to students' experiences tended to receive positive responses. Ambivalent or resistive responses arise when the text contains cultural vocabulary, dense symbols, distant socio-political contexts, or sensitive themes. These findings resulted in five curation criteria, namely readability, experiential proximity, clarity of conflict, thematic sensitivity, and reflectivity. Practically, these criteria can be used to classify short stories as priority reading, supervised reading, or selective reading, while determining support such as context introduction, glossary, and directed discussion

Page 31 of 31 | Total Record : 310

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