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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 391 Documents
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Development of Canva-Based Digital Teaching Materials Integrated with Flipbook for Reading Comprehwnsion in Multigrade Classroom at CLC SD Ladong, Kuching, Serawak Kaissa Melian; Supartinah Supartinah
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.v6i2.411

Abstract

Multigrade learning at CLC SD Ladong, Simunjan, Kuching, Sarawak still faces challenges related to the limited availability of teaching materials that meet students’ learning needs, which affects students’ reading comprehension skills. This study aimed to develop Canva-based digital teaching materials integrated with Flipbook that are feasible, practical, and effective in supporting reading comprehension learning. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of the stages of analysis, design, development, implementation, and evaluation. The research subjects were students in multigrade classes III and IV at CLC SD Ladong. Data were collected through observations, interviews, questionnaires, and reading comprehension tests. Product feasibility was evaluated through material and media expert validation, while practicality was measured through teacher and student response questionnaires. Effectiveness was analyzed using a one-group pretest–posttest design, followed by the Wilcoxon Signed Rank Test and N-Gain analysis. The findings revealed that the developed teaching materials achieved the category of highly feasible, with material expert validation scores of 61/70 and media expert validation scores of 73/80. Teacher responses reached 93% and student responses 97.2%, indicating a highly practical category. The Wilcoxon test results showed a value of Z = −4.429 with Asymp. Sig. (2-tailed) = 0.000 (< 0.05), indicating a significant improvement. The N-Gain score was 0.82 (81.7%), categorized as high. Therefore, the Canva–Flipbook-based digital teaching materials were proven to be feasible, practical, and effective in improving reading comprehension skills among multigrade students.
Increasing the Role of Educators as Student Learning Mentors in the Era of Society 5.0 Nadia Marnia Titin; Achmad Supriyanto
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.v6i2.412

Abstract

This study aims to explore the augmentation of teachers’ roles as learning mentors in the context of education in the Society 5.0 era. A descriptive qualitative approach was employed to obtain an in-depth understanding of how teachers’ roles develop in digital learning environments. The research was conducted at SD Lab UM Blitar, involving two teachers selected through purposive sampling. The research instrument consisted of semi-structured interview guidelines focusing on teachers’ role perceptions, mentoring practices, and forms of role augmentation. Data were collected through in- depth interviews, supported by field notes and audio recordings. Data analysis was carried out using an interactive model, including data reduction, data display, and conclusion drawing, while validity was ensured through source and method triangulation as well as member checking. The findings indicate that the teachers’ roles do not shift but expand through a process of functional enrichment. Teachers act as facilitators, learning guides, process directors, and character mentors. This study concludes that role augmentation is a gradual, contextual, and adaptive process that enhances the complexity of teachers’ professional roles without replacing their instructional functions.  
School Financial Management in Improving the Quality of Facilities and Infrastructure: A Case Study at Madrasah Tsanawiyah Mulyadi Mulyadi; Dewi Cahyani; Nurul Azizah; Lulu Awaliyah; Syibromilisi Syibromilisi
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.v6i2.416

Abstract

This research investigates the involvement of financial management in improving sustainable infrastructure quality of educational institutions in MTs Negeri 11 Cirebon. Qualitative case study research design was used whereby 14 informants consisting of the madrasah principal, treasurer, chairman of the committee, teachers, administrative staff, and students were involved. Data collection methods included interviews, observations, and documentation. Based on the results of this research, the process of financial management was conducted using participatory management by implementing the plan of RKAM/RKAS and was funded from two primary sources namely BOS/DIPA funds and community contribution The budget allocation emphasized the building of classrooms, maintenance of the infrastructure of education institution, and provision of learning facility. Nevertheless, problems were also encountered by the institution such as lack of BOS funding flexibility, delays in disbursements of fund, and the legality of the land still unresolved. The innovation of this research is in terms of integrating the discussion about financial management and sustainability of the infrastructure quality of educational institutions. From the result, it is evident that the sustainability of the infrastructure quality of education institution required not only fundings but also participatory governance, adaptive management, accountability, and multi-source funding approaches.
Conceptual Framework of Islamic Religious Education Curriculum Innovation in Primary Schools during the Era of the Industrial Revolution 4.0. Abdullah Hasan Busri; Najwa Elfirdah; Ahmad Zakariya Al Anshori; Faqih Abdul Aziz; Ahmed Nur Hidayatullah Muhammad
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.v6i2.418

Abstract

The Industrial Revolution 4.0 has fundamentally transformed the educational landscape, demanding systematic curriculum innovation, especially in Islamic Religious Education (PAI) at the primary school level. This study aims to develop a conceptual framework for innovating the PAI curriculum in primary schools within the context of the Industrial Revolution 4.0. Employing a systematic literature review methodology with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, this research analyzed 20 articles published between 2015 and 2025, selected from an initial pool of 172 articles through a structured screening process. The synthesis reveals four key findings: (1) curriculum innovation in PAI must integrate the values of aqidah, syariah, and akhlak with digital literacy competencies; (2) the Tyler Rationale and Taba model provide complementary theoretical foundations for the design of PAI curriculum reform; (3) effective innovation requires a four-stage cyclical process of planning, organizing, implementation, and evaluation; and (4) the involvement of all stakeholders, educators, families, communities, and policymakers, is indispensable. Based on these findings, a conceptual framework is proposed in which digital literacy and Islamic values serve as dual inputs processed through the four stages of innovation to produce graduates who are spiritually grounded and digitally competent. These findings contribute to the body of knowledge on Islamic education reform in the digital era.
Managerial Implementation of Madrasah Heads in Adjustment of Curriculum Changes: Study on the Implementation of the Independent Curriculum and the 2013 Curriculum at Madrasah Aliyah Swasta Darrussalam Kampung Banjir Gunung Tua Nur Holija; Abdurrahman Abdurrahman; Toni Nasution
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.v6i2.419

Abstract

This study aims to describe the implementation of the principal’s managerial functions in adapting to curriculum changes at Madrasah Aliyah Swasta Darussalam Kampung Banjir Gunung Tua. The study focuses on planning, organizing, implementing, and controlling functions in the application of the 2013 Curriculum and the Merdeka Curriculum. A qualitative approach with a case study design was employed. Data were collected through observation, interviews, and documentation. Informants included the principal, vice principal for curriculum, teachers, and education staff. Data were analyzed using the Miles, Huberman, and Saldaña model consisting of data reduction, data display, and conclusion drawing. The findings show that the principal implemented managerial functions through curriculum program planning, teacher task distribution, educator development, academic supervision, and regular learning evaluation. The adaptation strategy involved curriculum team coordination, teacher training, innovative learning development, and strengthening a collaborative organizational culture. Supporting factors include leadership quality, teacher collaboration, curriculum training, and adaptive organizational culture. Inhibiting factors include limited teacher understanding of the Merdeka Curriculum, inadequate facilities, resistance to change, and rapid policy shifts. The study concludes that the success of curriculum change implementation is strongly influenced by the effectiveness of the principal’s managerial functions in managing educational transformation.  
Development of Multidisiplinary-Based Islamic Education Teaching Materials to Support Contextual Learning: A Theoretical Review Nadia Apriliani Gani; Kasim Yahiji; Mujahid Damopilii
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.v6i2.425

Abstract

Islamic Religious Education (IRE) plays an important role in shaping students’ character, spirituality, and moral values. However, many IRE teaching materials remain conventional, text-based, and insufficiently connected to students’ real-life contexts. This article aims to analyze the concept of IRE teaching materials, multidisciplinary approaches in education, principles of multidisciplinary-based teaching material development, and development models used in IRE learning. This study employed a literature review method by examining approximately 15 relevant scientific sources, including journal articles, books, and previous research studies published between 2020–2026. The review findings reveal three major themes: (1) the need for integrating Islamic values with science, social studies, and humanities; (2) the importance of contextual and student-centered teaching materials; and (3) the use of systematic development models such as ADDIE and Research and Development (R&D). The synthesis of the literature indicates that multidisciplinary-based IRE teaching materials contribute to creating more contextual, meaningful, innovative, and 21st-century-oriented learning. In addition, this approach supports the development of critical, creative, collaborative, and communicative thinking skills while strengthening the integration of religious and scientific knowledge. Therefore, the development of multidisciplinary-based IRE teaching materials is considered an essential strategy for improving the quality and relevance of Islamic education in contemporary learning contexts. 
The Islamization of Hijri Calendar-Based Payroll Practices in MSMEs: A Humanities Analysis and Implications for Workers’ Welfare Siti Andayani; Supriyanto Supriyanto; Budi Susetyo
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.v6i2.443

Abstract

This study examines the implementation of a Hijri calendar-based payroll system in Micro, Small, and Medium Enterprises (MSMEs) and its implications for workers’ welfare from the perspectives of the Islamization of knowledge and humanities. Using a qualitative case study design, the research was conducted at Rumah Produksi Nopia Estu in Banyumas, Indonesia. Data were collected through in-depth interviews, observation, and documentation, and analyzed using a descriptive-interpretative approach. The findings show that the implementation of the Hijri calendar is not merely an administrative adjustment, but is experienced by workers as a meaningful transformation in payroll practice. Empirically, the system produces both material and non-material effects on workers’ welfare. Materially, employees benefit from a relatively higher payroll frequency over time due to the shorter Hijri lunar cycle, which is perceived as an additional income cycle (“37th salary”). Non-materially, workers report increased feelings of fairness, spiritual well-being, and emotional attachment to work, as the system is understood as aligning economic activity with Islamic values of tawhid and justice. These findings show that the Hijri calendar-based payroll system contributes to a more holistic conception of welfare, integrating economic, social, and spiritual dimensions. Therefore, it may serve as an alternative model for Islamic-oriented payroll management in MSMEs that emphasizes both material improvement and value-based well-being
Implementation of Islamic Religious Education Teachers’ Professional Ethics in Fostering Students’ Moral Character Development Abd. Mukhid; Tri Setiawati; Biwi Nazma Rabbania; Aprillia Dwi Lestari Ananta; Fahmi Fahrezi
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.v6i2.447

Abstract

The purpose of this study was to examine the influence of the professional ethics of Islamic Religious Education (IRE) teachers on students’ morality at SDN Panglegur 2, Pamekasan, and to identify supporting and inhibiting factors in the implementation of IRE. This qualitative study employed observations, interviews, and document analysis to collect data from IRE teachers and students. Data validity was ensured through triangulation techniques. The findings reveal that IRE teachers function not only as educators but also as role models who demonstrate positive attitudes and behaviors in daily interactions. The implementation of professional ethics is reflected in teachers’ discipline, responsibility, exemplary conduct, and effective communication skills. These ethical qualities contribute positively to students’ moral development by enhancing discipline, politeness, learning motivation, and cooperative attitudes. In addition, teacher involvement, a supportive school environment, and consistent school routines strengthen the internalization of positive values among students. Nevertheless, several challenges remain, including students’ diverse backgrounds, limited self-confidence among some learners, and restricted instructional time. Therefore, the consistent application of professional ethics by IRE teachers is essential for fostering students’ moral growth and should be continuously supported to achieve optimal educational outcomes.  
Analysis of the Negative Impact of Gadgets on Elementary School Students Nahdhiyatunisak Nahdhiyatunisak; Indra Susanti; Darsinah Darsinah; Wafroturrohmah Wafroturrohmah
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.v6i2.448

Abstract

The development of digital technology has a significant impact on students' lives, particularly regarding the intensity of gadget usage at the elementary school level. This study aimed to analyze the negative impacts of gadget usage among students at SD Muhammadiyah 01 Kuripan Kidul, Pekalongan City, and to formulate coping strategies. Utilizing a descriptive qualitative approach, primary data were gathered through interviews, observations, and documentation, involving teachers, students, and parents as informants. Meanwhile, secondary data were obtained through document studies and scientific journals. All data were subsequently analyzed using an interactive model comprising data reduction, data display, and conclusion drawing. The results indicated that gadget usage among students at the school was relatively high and predominantly used for entertainment activities. The negative impacts identified by the researcher included decreased learning concentration, lack of social interaction, and behavioral changes such as lack of discipline and irritability. Furthermore, the recommended coping strategies focused on building synergy between parents and the school to limit and strictly monitor gadget screen time. Additionally, providing digital literacy education and alternative non-gadget activities could be implemented to foster a positive developmental environment for students at SD Muhammadiyah 01 Kuripan Kidul, Pekalongan City.  
Internalization of Teacher Professional Ethics in Collaborative Islamic Religious Education Learning Nur Faila Suranti; Musrifatun Nisak; Badrus Sodik; Abd. Mukhid; Suci Chanisa; Dwi Yunita Sumiantika
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.v6i2.450

Abstract

The integration of professional ethics into classroom practice is essential for enhancing the quality of teaching and fostering meaningful student engagement. This study aims to examine the internalization of teacher professional ethics values through collaborative learning strategies in Islamic Religious Education (IRE) at SMPN 7 Pamekasan. A qualitative approach with a descriptive design was employed to explore how professional ethics are manifested in the teaching and learning process. Data were collected through classroom observations, semi-structured interviews with Islamic Religious Education teachers and students, and documentation analysis. The findings reveal that implementing collaborative learning provides a conducive environment for the internalization of professional ethical values, including responsibility, discipline, honesty, fairness, exemplary behavior, and effective communication. These values are reflected in teachers’ interactions with students, classroom management practices, and the facilitation of group-based learning activities. Furthermore, collaborative learning encourages active participation, mutual respect, teamwork, and shared responsibility among students, thereby improving both academic and social learning outcomes. The study concludes that the successful internalization of teacher professional ethics significantly contributes to the effectiveness of collaborative learning in Islamic Religious Education. Therefore, strengthening teachers’ ethical competencies is crucial for creating an engaging, inclusive, and value-oriented learning environment.

Page 35 of 40 | Total Record : 391

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