cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Wantini
Contact Email
anawanti2806@gmail.com
Phone
+6285725917765
Journal Mail Official
anawanti2806@gmail.com
Editorial Address
Sidokerto, RT/RW 01/01 Purwomartani Kalasan Sleman Yogyakarta 55571
Location
Unknown,
Unknown
INDONESIA
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 391 Documents
 32   33   34   35   36 
Implementation of Value-Based Management in Shaping Character at Madrasah Rida Rahayu Akhirul Banat; Muhammad Fadli; Fatkhur Rohman
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.v6i2.399

Abstract

This research focuses on the study of the implementation of Value Based Management in character building of students at MTs Negeri 2 Asahan thru stages of value mindset, value analysis, and continuous value implementation. This is due to the emergence of moral degradation issues in the school environment, as seen from the increase in undisciplined behavior, weak social concern, low sense of responsibility, and decreased ethical awareness among students. Therefore, educational institutions can no longer emphasize academic achievement alone but need to build a learning system that places values as the main foundation for character development of students. The research employs a descriptive qualitative approach with a phenomenological method conducted at MTs Negeri 2 Asahan, Asahan Regency, North Sumatra. Data collection was carried out thru participatory observation, in-depth interviews, and documentation involving the head of the madrasa, deputy head of the madrasa, teachers, educational staff, and students as sources of information. The data were then analyzed thru a structured process of reduction, presentation, and conclusion drawing to ensure that the research results comprehensively depict the field conditions. The research results show that the implementation of Value-Based Management at MTs Negeri 2 Asahan has been carried out systematically and integrated into all educational activities, starting from the formation of a shared awareness thru the instillation of religious values, discipline, honesty, and responsibility as the foundation of the madrasah culture. This is followed by the process of identifying the gap between ideal values and the actual behavior of students, which is influenced by family conditions, social environment, and differences in student character. The implementation of values is realized thru the integration of character education in learning activities, student programs, counseling services, and point-based disciplinary rules. Thus, this research emphasizes that Value-Based Management is capable of shaping students' character comprehensively thru the application of values integrated into the educational organization's culture.  
The Evolution of Islamic Educational Thought in Preparing for the Era of the Fourth Industrial Revolution and Society 5.0 Silvia Marlina; Rizki Eka Putra; Budi Budi; Yuharniza Yuharniza; Moh. Arief Hidayat; Saifullah Saifullah; Riki Saputra
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.v6i2.401

Abstract

The advent of the Fourth Industrial Revolution and the emergence of Society 5.0 have engendered profound transformations within contemporary educational paradigms, compelling Islamic education to recalibrate its orientation in response to rapid technological advancements while steadfastly preserving its spiritual substratum. This study is undertaken to critically examine the intellectual foundations of Islamic education in confronting such multifaceted challenges and to formulate strategic directions for its progressive development. Employing a qualitative library research design, the study draws upon a corpus of recent scholarly works, encompassing academic monographs and peer-reviewed journal articles pertinent to the discourse. The findings disclose that Islamic education necessitates a paradigmatic reconfiguration through the epistemic integration of religious and secular sciences, the pedagogical transmutation via technology-enhanced learning modalities, and the fortification of moral and spiritual character. Such integrative and transformative measures are deemed indispensable in mitigating the adverse ramifications of technological proliferation. In conclusion, Islamic education retains substantial potential to remain contextually germane and to cultivate a generation endowed with intellectual acumen alongside robust ethical and spiritual integrity in the contemporary epoch.
One Day One Ayat Religious Culture as a Strategy for Strengthening Islamic Character Education in Schools Muhamad Abdilah; 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.v6i2.403

Abstract

The rapid development of the digital era has created significant challenges for students’ moral and character development, including declining discipline, weakening spirituality, and increasing negative social behavior within school environments. In response to these challenges, schools are required to develop sustainable religious culture programs to strengthen Islamic character education. This study aims to analyze the implementation of the One Day One Ayat program as a religious culture strategy for strengthening Islamic character education at MAN 1 Ngawi. The study employed a qualitative case study approach involving 15 informants consisting of school leaders, Islamic Education teachers, homeroom teachers, and students. Data were collected through interviews, participatory observation, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the One Day One Ayat program was systematically implemented through daily Qur’anic habituation activities involving approximately 320 students. Observation findings indicated improvements in students’ punctuality, participation in collective worship, responsibility in completing academic tasks, consistency in Qur’anic memorization, and respectful interaction toward teachers and peers. Documentation records further showed active student participation in daily Qur’anic recitation and religious activities within the madrasa environment. The study also found that continuous habituation, teacher role modeling, and the integration of Qur’anic values into school activities contributed to strengthening students’ discipline, spirituality, moral awareness, and positive social behavior. This study concludes that the One Day One Ayat program represents an effective and sustainable religious culture strategy for strengthening Islamic character education in contemporary educational settings.
Cultural Performance and Religious Nationalism: A Theoretical Model of Value Internalization through Wayang Aji Narantaka Ahmad Najih Musoffa Fuadi; Naila Intania
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.v6i2.404

Abstract

This study examines the role of Wayang Kulit, particularly the Aji Narantaka episode, as a medium for the internalization of religious nationalism within rural communities. The study focuses on a community service program conducted in Temengeng Village, Blora Regency, where wayang performances had been absent for more than a decade despite previously functioning as an important collective cultural tradition. Guided by the Religious-Cultural Nationalism Internalization (RCNI) Model, this study employed the Participatory Action Research (PAR) approach involving community leaders, local residents, village officials, audience participants, and the university service team. Data were collected through participatory observation, semi-structured interviews, and documentation, and were analyzed qualitatively through thematic interpretation. The findings reveal that the revitalization of the wayang performance strengthened cultural loyalty, collective solidarity, moral-religious responsibility, and community commitment toward sustaining local cultural traditions. The symbolic values embodied in the Aji Narantaka episode also fostered emotional engagement and collective awareness regarding social responsibility, cultural preservation, and national identity. These findings demonstrate that traditional cultural performances can function not only as cultural preservation activities, but also as a form of social pedagogy capable of strengthening religious nationalism through collective cultural experiences in rural community life.  
Analysis of Factors and Actors Contributing to Writing Difficulties Among Lower Grade Students Lutfia Permatasari; Sapri Sapri
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.v6i2.405

Abstract

This study aims to identify the factors causing writing difficulties among lower-grade students at MIN 7 Bahorok District and to analyze the impact of the interaction between internal and external factors on students’ early writing skills. The study employed a descriptive qualitative approach to obtain an in-depth understanding of the conditions occurring in the writing learning process. The data sources consisted of primary data obtained through interviews with the principal, a grade II teacher, and students, as well as secondary data in the form of books, journals, and school documents. Data were collected through observation, interviews, and documentation. The data were analyzed using the stages of data reduction, data display, and conclusion drawing. The results of the study indicate that students’ writing difficulties in the lower grades are influenced by several factors, namely internal factors such as basic abilities, motivation, and learning readiness; psychological factors and learning interest; family environmental factors; school factors and teaching methods; as well as learning facilities and infrastructure. In addition, the interaction between internal and external factors has a significant impact on students’ early writing abilities. Positive impacts are seen in students who have high motivation and receive support from their families and teachers, enabling them to recognize letters more quickly, arrange words into simple sentences, and become more confident in writing. Conversely, negative impacts are observed in students who lack support and have low motivation, resulting in difficulty recognizing letters, untidy handwriting, easy boredom, lack of focus, and slow completion of writing tasks.
The Integration of Islamic Essentialism and Existentialism in the Makhadiyah Educational System at Nurul Cholil Islamic Boarding School Moh Rieza Salmany; M. Yunus Abu Bakar; Moh Faizin; Mustofa Ali; Usman Yudi
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.v6i2.406

Abstract

This study examines the integration of Islamic essentialist and existentialist values within the Makhadiyah educational system at Nurul Cholil Islamic Boarding School. The research is motivated by the need for an Islamic educational model that maintains spiritual authenticity while remaining responsive to contemporary social realities. The study aims to analyze how these two philosophical orientations are integrated into pesantren educational practices and how they contribute to santri character formation. This research employed a descriptive qualitative method with a case-study approach. Data were collected through in-depth interviews, participatory observation, and institutional documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data presentation, and conclusion verification. The findings reveal that Islamic essentialism is reflected in the preservation of turats, cultivation of adab, and continuous spiritual habituation that strengthen personal piety. Meanwhile, Islamic existentialism is implemented through community-oriented programs such as guru tugas, nasyrul ‘ilmi, and safari dakwah, which encourage self-actualization and social responsibility. The integration of these dimensions forms a holistic educational paradigm that balances spirituality, intellectuality, and humanity in shaping socially transformative santri. This study contributes theoretically by offering an integrative framework that bridges Islamic essentialism and existentialism within pesantren educational practices. Practically, the findings provide an alternative educational model for Islamic institutions seeking to preserve religious values while fostering students’ social engagement and contextual awareness in contemporary society.  
Educational Neuroscience and Teachers' Perspectives on Pedagogy: A Critical Review of Pro, Con, and Neutral Perspectives Rizki Eka Putra; Budi Budi; Silvia Marlina; Moh. Arief Hidayat; Yuharniza Yuharniza; Julhadi Julhadi; Ahmad Sabri
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.v6i2.407

Abstract

With the growing interest in neuroscience application to education, neuroscience is now considered as an interdisciplinary approach to understanding the learning processes from the brain science perspective. However, its use in education has been contested because of the dangers of reductionism and neuromyths, and the lack of relevance of neuroscientific findings to classroom practice. The study seeks to critically examine the pro, counter and neutral positions on the integration of neuroscience in education and to identify a more balanced framework for its implementation. This study used a critical literature review method. The research data were obtained from 18 articles selected from 2018 to 2026 obtained from Scopus, Web of Science, and Google Scholar databases. The data were thematically analyzed to categorize arguments into three major perspectives: pro, counter, and neutral. The results suggest that the pro perspective highlights neuroscience as a scientific basis for evidence-based pedagogy whereas the counter perspective highlights risks of biological reductionism, neuromyths and loss of teacher autonomy. Meanwhile, the neutral perspective sees neuroscience as a contextual tool that should be critically integrated with educational theory and sociocultural realities. The scientific contribution of this article is the construction of a critical realist framework that reconciles competing perspectives, and repositions teachers as reflective practitioners mediating between scientific knowledge and pedagogical practice. The study concludes that the inclusion of neuroscience in education requires interdisciplinary, contextual and ethically grounded approaches to avoid simplification and strengthen meaningful learning practices.  
School Principals’ Instructional Leadership in Enhancing Learning Quality at Elementary Schools in Balikpapan City Awaluddin Hidayatulloh; Suyatno Suyatno; Ika Maryani
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.v6i3.408

Abstract

The relocation of Indonesia’s capital to Nusantara (IKN) in East Kalimantan places surrounding buffer regions, particularly Balikpapan, in a strategic position to provide primary education services that are adaptive to social change and national development. This study aims to analyze the instructional leadership of elementary school principals in IKN buffer areas from the perspective of an education researcher.  Employing a qualitative approach with an exploratory case study design, the research draws on in-depth interviews with a school principal, teachers, a school supervisor, and school committee members, all of whom have extensive experience in primary and secondary education. The findings indicate that ideal instructional leadership encompasses human resource development, academic strengthening, administrative governance, facilities and infrastructure management, and school financing, all supported by integrity, communication, and collaboration. Within the IKN buffer context, leadership demonstrates characteristics of glocal leadership, grounded in local values while remaining responsive to global demands. The study also reveals that leadership practices that remain predominantly administrative require strengthening through the integration of instructional and transformational leadership, enabling educational visions and values to be effectively enacted in classroom practice. Overall, the research underscores the importance of reinforcing contextual and adaptive leadership capacity among school principals to enhance the quality of primary education in IKN buffer regions.  
The Role of BMT Artha Amanah in Achieving Sustainable Development Goals through the Integration of Maal-Tamwil Functions: An Equity Theory Perspective Komairah Angriani; Sartini Wardiwiyono
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.v6i2.409

Abstract

This study aims to analyze the role of BMT Artha Amanah in supporting the achievement of the Sustainable Development Goals (SDGs), specifically SDG 1 (no poverty), SDG 2 (zero hunger), and SDG 8 (decent work and economic growth), through the integration of the maal and tamwil functions. This study used a qualitative case study approach, involving six informants: five members and one BMT manager. Data were collected through in-depth interviews, observations, and documentation, and then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results reveal three main findings. First, productive financing, combined with structured mentoring, increases members’ monthly income and strengthens MSME capacity. Second, optimizing the maal functions through ZISWAF distribution provides a social safety net for vulnerable members during emergencies. Third, the integration of maal and tamwil functions promotes holistic welfare covering economic, social, and spiritual dimensions. However, the program's effectiveness is still constrained by members’ low financial literacy in managing business cash flow. The novelty of this study lies in extending Equity Theory within the context of Islamic microfinance by demonstrating that distributive justice is reflected not only in financial profit-sharing mechanisms but also in equal access to services, empowerment, and managerial assistance. In practice, this study offers a sustainable empowerment model through the synergy between social and commercial functions to support SDG localization.  
Bibliometric Analysis of Islamic Education Curriculum Research: Mapping Intellectual Structure, Thematic Trends, and Global Collaboration Patterns Tajul Umam; Seipah Kardipah
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.v6i2.410

Abstract

Islamic education curriculum research has expanded significantly over the past decade, yet a comprehensive bibliometric mapping of its intellectual structure remains scarce. This study aims to map the intellectual landscape, primary thematic clusters, and global collaboration networks of Islamic curriculum research indexed in the Scopus database from 2016 to 2026. Employing a quantitative bibliometric design, this study analyzed 494 peer-reviewed English-language journal articles retrieved using Boolean keyword search strategies. Data were processed using VOSviewer (version 1.6.20) for co-keyword network visualization, overlay, and density analysis, and supplemented by Scopus analytical tools. Results indicate that Indonesia is the dominant contributor with 323 publications (65.4%), followed by Malaysia. Publication output surged significantly from 2020 onward, correlating with the global COVID-19 pandemic. Eight primary thematic clusters were identified, centering on religious moderation, curriculum integration, digital learning, pesantren and madrasah education, and artificial intelligence. The study concludes that the field is rapidly growing, with Southeast Asia emerging as the principal hub of knowledge production. However, significant gaps remain, particularly in longitudinal curriculum impact studies and cross-national comparative research. These findings provide a strategic roadmap for future research directions in Islamic education.

Page 34 of 40 | Total Record : 391

 32   33   34   35   36 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 3 (2026) Vol. 6 No. 2 (2026) Vol. 6 No. 1 (2026) Vol. 5 No. 3 (2025) Vol. 5 No. 2 (2025) Vol. 5 No. 1 (2025) Vol. 4 No. 3 (2024) Vol. 4 No. 2 (2024) Vol. 4 No. 1 (2024) Vol. 3 No. 3 (2023) Vol. 3 No. 2 (2023) Vol. 3 No. 1 (2023) Vol. 2 No. 3 (2022) Vol. 2 No. 2 (2022) Vol. 2 No. 1 (2022) Vol. 1 No. 3 (2021) Vol. 1 No. 2 (2021) Vol. 1 No. 1 (2021) More Issue