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Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat
Published by Perkumpulan Manajer Pendidikan Islam Indonesia Provinsi Sumatera Utara
ISSN : -     EISSN : 27770052     DOI : -
Core Subject : Education, Social,
Education Social Sciences Other
The focus of the Edu Society: Journal of Education, Social Sciences, and Community Service is on various problems in the fields of Education, Social Sciences and Community Service, both as material objects and as formal objects. We invite scientists, academics, researchers, practitioners and observers in the field of Education and Social Sciences to publish their research results in our journals, articles of which are focused on, among others: 1. Development and Design of Learning in the Field of Education 2. Learning Strategies in the Field of Education 3. Evaluation of Learning in the Field of Education 4. Educational Management 5. Inclusive Education 6. Social-Based Research on Education 7. Teacher Professionalism in Education 8. Utilization of Information and Digital Technology in Education 9. Community Service in the Field of Education and Social Sciences
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 926 Documents
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Metode Konvensional dan Metode Kontemporer dalam Pembelajaran Bahasa Arab (Kajian Literatur) Widianti, Eni
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 3 (2025): Oktober 2025 - Januari 2026
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i3.2631

Abstract

Penelitian ini menganalisis perbandingan metode konvensional dan kontemporer dalam pembelajaran bahasa Arab untuk menguasai empat keterampilan berbahasa. Metode konvensional, seperti Grammar-Translation Method, berfokus pada teori gramatikal dan literatur klasik. Sebaliknya, metode kontemporer seperti Communicative Language Teaching (CLT) menekankan komunikasi praktis dan interaksi. Menggunakan metode deskriptif kualitatif melalui kajian literatur, hasil penelitian menunjukkan metode konvensional unggul dalam fondasi tata bahasa, sementara metode kontemporer lebih efektif meningkatkan kemampuan berbicara dan motivasi siswa. Penelitian menyimpulkan bahwa integrasi kedua pendekatan melalui model eklektik merupakan solusi terbaik untuk mencapai penguasaan akademis sekaligus komunikasi fungsional sesuai kondisi pembelajaran. Integrasi kedua pendekatan ini, melalui model eklektik atau terpadu, diusulkan sebagai solusi terbaik untuk memenuhi tujuan pembelajaran bahasa Arab yang komprehensif, baik untuk penguasaan akademis maupun komunikasi fungsional.
Pemberdayaan Pelajar SMA sebagai First Responder Awam melalui Simulasi Bantuan Hidup Dasar (BHD) Yulianti, Yeli; Wayunah, Wayunah; Huda, Syaefunnuril Anawar; Sambas, Etty Komariah; Yuningsih, Aneng; Suprapti, Betty; Nurliawati, Enok; Rismawan, Wawan; Marpatmawati, Idhfi
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 3 (2025): Oktober 2025 - Januari 2026
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i3.2666

Abstract

Bantuan Hidup Dasar (BHD) merupakan tindakan awal kegawatdaruratan yang penting dalam mempertahankan kehidupan korban sebelum bantuan medis lanjutan diberikan. Pelajar SMA memiliki potensi sebagai first responder awam dalam situasi kegawatdaruratan di lingkungan sekolah dan masyarakat. Kegiatan pengabdian masyarakat ini bertujuan untuk memberdayakan pelajar SMA sebagai first responder awam melalui simulasi Bantuan Hidup Dasar (BHD). Metode kegiatan meliputi pemeriksaan kesehatan sederhana, edukasi kegawatdaruratan kardiovaskular, serta simulasi BHD. Kegiatan dilaksanakan menggunakan pendekatan edukatif dan partisipatif dengan sasaran 37 siswa kelas X SMA Negeri 8 Tasikmalaya. Hasil observasi menunjukkan sebagian besar siswa mampu mengenali kondisi henti jantung, memanggil bantuan, dan mengikuti tahapan dasar BHD. Kegiatan ini diharapkan dapat meningkatkan kesiapsiagaan pelajar dalam menghadapi kegawatdaruratan kardiovaskular.
DEVELOPMENT OF ISLAMIC RELIGIOUS EDUCATION LEARNING MATERIALS BASED ON HIGHER ORDER THINKING SKILLS (HOTS) TO IMPROVE STUDENTS’ CRITICAL THINKING SKILLS Ushie Uswatun Hasanah; Muh. Asharif Suleman; Zulfi Idayanti; Muh Zacky Fadhil Rachmat
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 1 (2026): February-May
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i1.2717

Abstract

This study focuses on the development of Higher Order Thinking Skills (HOTS)-based Islamic Education (PAI) materials at SMA Negeri 15 Garut, aimed at enhancing students' critical thinking skills. HOTS-based learning is essential in the Society 5.0 era, which requires analytical, evaluative, and creative skills, as well as students' ability to internalize religious values in an applied manner. The research method used is classroom action research with a qualitative approach, involving observation, interviews, and documentation to analyze students' critical thinking skills. The study results show that HOTS-based materials are able to increase students' active engagement in class and encourage them to critically analyze and evaluate religious teachings. Students also demonstrate improvements in learning independence and metacognitive awareness, which play an important role in developing their life skills. These findings contribute significantly to the development of a HOTS-based PAI curriculum, which is expected to shape a generation with character and competitiveness in the future. This study recommends the broader implementation of HOTS across various educational levels and enhancing teachers' capacity to develop HOTS-based materials.
INSTITUTIONAL ROLE MODELING: MUSLIM CHARACTER FORMATION IN CHILDREN’S EDUCATION Muhammad Idris Maas Zaid; Abdul Rahman; Muhammad Shaleh Assingkily; Suwandi Simangunsong
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 1 (2026): February-May
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i1.2755

Abstract

Prior research on character formation in Islamic education has predominantly focused on curricular approaches and individual teacher roles, leaving institutional role modeling as an integrated value system within early childhood educational structures underexplored, particularly in the Malaysian-Indonesian cross-cultural context. This study aims to analyze institutional role modeling as a strategic pillar of Muslim student character formation at Tadika Perpaduan Batu Lancang, Penang, Malaysia, aligned with SDG 4 (Quality Education) and SDG 16 (Peace, Justice and Strong Institutions). Employing a descriptive qualitative approach, data were gathered through participatory observation and in-depth interviews with the principal, teachers, and institutional stakeholders, conducted within the framework of STIT Babussalam's International KPM-PPL Program. Findings reveal that institutional role modeling operates through three complementary dimensions: regulative (Sharia-based school rules), normative (Islamic social values), and cultural-cognitive (collective beliefs). The integration of these dimensions demonstrably cultivates an Islamic school culture that effectively internalizes noble character traits in students. These findings contribute to strengthening the institutional capacity of Islamic educational institutions as holistic character formation models and offer a replicable framework for education policy development in both Malaysia and Indonesia.
LITERATURE REVIEW QUALITY IN INDONESIAN GUIDANCE AND COUNSELING RESEARCH: IMPLICATIONS FOR SDGS-ALIGNED EVIDENCE-BASED PRACTICE Muhammad Buchori Ibrahim; Hardiansyah Hardiansyah; Asroruddin Lubis
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 1 (2026): February-May
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i1.2759

Abstract

Despite the proliferation of guidance and counseling (BK) research in Indonesian higher education, prior studies reveal a persistent gap: literature review practices remain largely descriptive, failing to generate conceptual synthesis or connect empirical findings to evidence-based counseling models aligned with SDGs Goal 4 (Quality Education) and Goal 3 (Good Health and Well-Being). This study aimed to investigate the epistemic nature and functional roles of literature review in Indonesian BK research, with emphasis on its capacity to identify research gaps, strengthen theoretical foundations, and support evidence-based practice development. Employing a qualitative library research methodology, the study systematically gathered and analyzed 25 peer-reviewed sources from Scopus, Web of Science, and DOAJ (2013–2024) through thematic content analysis. Findings reveal six core functions of literature review in BK research: constructing theoretical foundations, identifying research gaps, guiding methodology, preventing duplication, strengthening academic argumentation, and fostering SDGs-aligned evidence-based practice. Crucially, Indonesian BK researchers frequently overlook the conceptual synthesis function, limiting the scholarly impact of their work. This study contributes a contextually grounded framework for literature review practice in Indonesian BK research, with implications for graduate supervision, curriculum design in counselor education, and the advancement of culturally responsive, globally relevant counseling science.
ISLAMIC EDUCATION MANAGEMENT STRATEGIES FOR SDG 4: EDUCATION COMPARISON INDONESIA AND TURKIYE Muhammad Rizki Syahputra; Wahyu Iskandar; Masringgit Marwiyah Nst; Mahdi Handayani Sidik
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 1 (2026): February-May
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i1.2823

Abstract

Despite growing scholarly interest in Islamic education reform, empirical comparative studies examining how Madrasah Ibtidaiyah (MI) in Indonesia operationalize institutional management strategies to meet modernity's demands, benchmarked against internationally recognized models such as Turkey's Imam Hatip schools, remain absent from Scopus-indexed literature. This research gap motivated a qualitative multi-site case study at three MI in North Sumatra, Indonesia, complemented by cross-national comparative analysis with Turkish Imam Hatip schools, aimed at identifying, theorizing, and benchmarking management strategies that align with Sustainable Development Goal 4 (SDG 4). Data were gathered through semi-structured interviews with 18 institutional stakeholders across three MI in Deli Serdang and Medan, participant observation, and institutional document analysis over six months. Five strategic dimensions emerged: (1) integrative curriculum design combining Kurikulum Merdeka with Islamic studies; (2) character-based pedagogy embedded in daily Islamic routines; (3) participatory musyawarah governance; (4) ethically framed digital integration; and (5) teacher professionalism reinforced through PPG Madrasah certification. Comparative analysis reveals that while MI and Imam Hatip schools share foundational Islamic educational values, Turkey demonstrates stronger state-institutional coherence and systematized teacher formation, whereas MI exhibit greater community-driven governance flexibility. These findings offer a replicable governance framework for Indonesian MI reform and inform SDG 4 policy implementation within Muslim-majority educational systems.
Experimental Method Effectiveness on Learning Outcomes and Honesty Values in Islamic Education: A Classroom Action Research Firmansyah Firmansyah; Ahmad Ghifari Tetambe; Nourma Yulita
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 2 (2026): June-September
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i2.2754

Abstract

Previous studies on the experimental method have generally focused on science subjects and cognitive achievement, while its application in Islamic Religious Education (PAI), specifically regarding the topic of honesty, remains limited. This study aims to analyze the learning activities, learning outcomes, and the improvement in mastery levels among seventh-grade students at SMP Negeri 1 Abuki using the experimental method in PAI instruction. This Classroom Action Research (CAR) was conducted over two cycles, each comprising planning, action, observation, and reflection, with 20 students as subjects. Data were collected through observations of teacher and student activities, learning outcome tests, and documentation, then analyzed using descriptive quantitative methods based on a Minimum Mastery Criterion (KKM) of 73 and a minimum class mastery threshold of 80%. In the first cycle, teacher activity reached 89.6% and student activity 89.4%, with an average score of 71.5 and a mastery rate of 65%. In the second cycle, teacher activity increased to 92.2% and student activity to 92.3%, with an average score of 78 and a mastery rate of 80% (16 out of 20 students), thereby meeting the success indicators. The originality of this research lies in demonstrating the potential of the experimental method as a PAI pedagogical approach that bridges direct experience, active engagement, and the understanding of the value of honesty, rather than focusing solely on cognitive achievement. These findings broaden the application of a constructivist perspective within PAI instruction and provide a practical reference for teachers to integrate cognitive and affective engagement when teaching values.
Parents’ Use of KOCAK for Sexual Abuse Prevention Education among Preschool Children Nethania Romauli; Arizal Mutahir; Hariyadi Hariyadi; Ankarlina Pandu Primadata
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 3 (2026): Sustainable Community-Based Education
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i3.2800

Abstract

Previous studies on child sexual abuse (CSA) prevention have largely focused on educational interventions and children’s protective knowledge, while parental perspectives on using story-based media to facilitate age-appropriate prevention education remain underexplored. This study explores parents’ perspectives on using KOCAK (Kokoru and Children’s Stories) to educate children aged 4–5 about sexual abuse prevention. Employing a descriptive qualitative design, data were collected through observation and in-depth interviews with parents of children aged 4–5 at Hompimpaa School. The findings indicate that KOCAK supports parent–child communication when discussing safe and unsafe touch and personal privacy boundaries. However, two mini visual cards require revision to provide more representative illustrations. The storybook content was considered relevant to children’s experiences, with further development needed through case-based narratives addressing gadget use and digital safety. This study contributes context-specific insights into how parents perceive and adapt story-based educational media for early childhood CSA prevention. Its practical implications include improving visual representations, expanding digital safety content, and strengthening parental guidance to support age-appropriate, open, and protective communication with young children. Unlike previous studies that primarily emphasize children's protective knowledge or interventions, this study uniquely reveals how parents critically evaluate and adapt specific visual symbols and story-based narratives to address both bodily safety and emerging digital risks in early childhood CSA prevention.
Understanding Teachers’ Ethical AI Use: A Backward Mapping Study in Indonesian Vocational Education Nisrina Nur Aini; Febrina Aliefia Zahra; Yaya Nur Fajar Tri Rahmadani; Muhammad Saiful Anwar; Muh Zacky Fadhil Rachmat
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 3 (2026): Sustainable Community-Based Education
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i3.2867

Abstract

Previous studies have examined artificial intelligence (AI) adoption in education, focusing primarily on pedagogical benefits, digital competence, and ethical challenges. However, limited attention has been paid to how AI ethics are implemented at the school level through the interplay between educators’ practices, institutional arrangements, and policy awareness. This study analyzes the implementation of AI ethics among teachers at SMK Negeri 3 Yogyakarta, Indonesia, through Richard Elmore’s backward mapping perspective. Using a qualitative case study design, data were collected through participant observation, in-depth interviews, and documentation involving the vice principal, teachers, and students. The findings reveal that teachers use AI to support lesson planning, instructional material development, and assessment. Although teachers recognize ethical risks, particularly data security and students’ dependence on technology, most have limited understanding of Minister of Communication and Informatics Circular Letter No. 9 of 2023 on AI ethics. Consequently, ethical practices remain informal and largely dependent on individual teachers’ discretion. Key barriers include inadequate infrastructure, limited policy dissemination, and the absence of school-specific AI regulations. These findings highlight the need to align national ethical guidance with institutional policies, teacher capacity development, and practical school-level implementation. The study’s original contribution is its identification of a gap between teachers’ emerging ethical awareness and the institutional mechanisms required to translate AI ethics into consistent educational practice.
School Counseling and Public Education for the Holistic Development of Gifted Learners Intan Nur Wulandari; Henny Septia Utami
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 3 (2026): Sustainable Community-Based Education
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i3.2881

Abstract

Although previous studies have examined school counseling services and students’ academic development, the specific role of counseling in addressing the learning needs of fast learners remains insufficiently synthesized, particularly regarding the integration of academic support, motivation, and socioemotional development. This study aims to examine how school counseling services support the academic development of fast learners. Using a library research design, this study reviews relevant books, scholarly articles, and previous research, which are analyzed descriptively through content analysis. The findings indicate that school counseling can help fast learners identify their potential, strengthen learning motivation, develop effective study skills, and address academic barriers. Classroom guidance services are particularly relevant for facilitating self-development, time management, achievement motivation, and independent learning. Collaboration among school counselors, subject teachers, and parents also emerges as an important component of educational support. This study implies that counseling programs should be designed responsively to learners’ individual characteristics and developmental needs. Its conceptual contribution lies in synthesizing individualized support, classroom guidance, and stakeholder collaboration as complementary dimensions of counseling for fast learners. This synthesis offers an integrated perspective for developing more responsive school counseling practices.

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