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Muhammad Shaleh Assingkily
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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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Education as an Instrument of Conflict Resolution: Intergroup Relation Practices in Society Nadia Rohmah; Afaf Sakinah; Mustapa Ahmad
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.v6i2.2908

Abstract

Studies on multicultural education and intergroup relations have largely proceeded along separate paths. Most existing research focuses on empirical case studies within conflict-ridden regions, while conceptual syntheses, integrating Islamic educational values (such as al-'adl [justice], rahmah [compassion], tasamuh [tolerance], and ukhuwwah [brotherhood]) into a multicultural education framework as a strategy for preventing social conflict, remain limited. This study aims to analyze the role of education in fostering harmonious intergroup relations and mitigating social conflict. A qualitative literature review was conducted, drawing upon books on the sociology of education, academic articles on multicultural education, and relevant prior research. Data were analyzed using content analysis, involving the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that education serves as a strategic instrument for shaping healthy social interactions by instilling tolerance, care, and openness. Social conflict stems from four primary factors: differences in cultural identity and beliefs, negative intergroup prejudice, economic inequality, and poor management of diversity. The original contribution of this study lies in the formulation of an integrative, Islamic-value-based multicultural education framework that links justice, compassion, tolerance, and brotherhood to conflict prevention and the strengthening of social cohesion. Integrating these values, through both formal instruction and extracurricular interfaith activities, has the potential to bolster social harmony. This study contributes theoretically to the development of Islamic-value-based multicultural education and serves as a practical reference for schools, educators, and policymakers in designing curricula centered on religious moderation and collaborative, interfaith learning.
School Meal Programs and Student Learning Motivation: A Qualitative Case Study in Indonesia Febrina Aliefia Zahra; Nisrina Nur Aini; Alda Sharafina; Iqbal Indra Fatah; Wulan Tri Puji Utami; Alwahidin Alwahidin
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.v6i3.2911

Abstract

Although school meal programs are widely associated with nutritional and health benefits, their relationship with students’ learning motivation remains underexplored across diverse educational contexts. This study examines how Indonesia's Free Nutritious Meals (Free Nutritious Meals/MBG) program relates to students' learning motivation at SMA Gama Yogyakarta. Employing a qualitative case study design, data were collected through in-depth interviews, observations, and documentation and analyzed using an interactive analytical approach. The findings indicate that the program is perceived to support students' learning focus, reduce classroom lethargy, and contribute to more consistent school attendance. Adequate meal provision appears to function as an external support for daily academic engagement. However, menu variations and inconsistent meal distribution schedules present challenges to the program's sustained implementation. These findings suggest that school meal programs may support a more active learning environment when nutritional provision is accompanied by reliable logistical management. The study contributes context-specific evidence to discussions of school nutrition and educational engagement, highlighting the importance of integrating food provision with consistent service delivery. Its original contribution lies in identifying the perceived links between meal provision, classroom alertness, learning focus, and attendance within a single Indonesian secondary-school case.
Transforming Rural Young Higher Education Aspirations through Community Engagement in a Migration Culture Irmawati Irmawati; Anggun Maha Dewi
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.v6i2.2913

Abstract

Previous studies show that low aspirations for higher education in rural areas stem from economic constraints and limited information access, yet research remains largely diagnostic, with few studies testing community-based interventions. A culture of migration, where youth leave home regions for work, reinforces the perception that employment yields income faster than further education. This study aims to reconstruct rural youth's higher education aspirations through education rooted in community engagement. Employing a qualitative descriptive approach, it involves rural youth, parents, community leaders, and university students as educational partners. Data were collected through observation, interviews, focus group discussions, and documentation. Results show the approach deepens adolescents' understanding of higher education's importance, broadens knowledge of scholarships and career opportunities, and shifts their orientation from immediate post-school employment toward higher education. Community involvement also strengthens social support for their educational choices. The originality of this study lies in developing a perspective on reconstructing educational aspirations that positions community engagement as a mechanism for negotiating the cultural norm of migration towards the potential for social mobility through higher education. Theoretically, it expands the discourse on educational aspirations by framing the community as an agent of change shaping future orientations. Practically, it offers a community-based educational model adoptable by village governments, schools, and higher education institutions to broaden educational access and foster social mobility in rural communities.
Islamic Digital Ethics: Praiseworthy and Blameworthy Conduct in Educational and Social Engagement on TikTok and Instagram Amri Amri; Dian Izati Nabila; Febri Afriyanti; Nur Mazwin; Azaaro Nadzifah
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.v6i2.2919

Abstract

Previous studies on social media ethics from an Islamic perspective have generally focused on virtual communication, TikTok usage, or the effects of social media on moral behavior. However, integrative studies mapping mahmudah (virtuous) and mazmumah (blameworthy) behaviors on TikTok and Instagram as spaces for education and social interaction remain limited. This study aims to analyze Islamic digital ethics through virtuous and blameworthy behaviors on both platforms. It employs a descriptive qualitative approach using library research. Data were collected from the Qur’an, Hadith, Qur’anic commentaries, Islamic books, journal articles, and relevant academic publications, then analyzed descriptively and analytically. The findings indicate that Islamic digital ethics are grounded in honesty, trustworthiness, responsibility, politeness, and respect for others’ rights and dignity. Mahmudah behaviors include sharing accurate information, producing educational content, protecting privacy, and strengthening ukhuwah Islamiyah (Islamic brotherhood). Conversely, mazmumah behaviors encompass misinformation, ghibah (backbiting), slander, hate speech, cyberbullying, riya’ (ostentation), envy, and namimah (malicious gossip). The originality of this study lies in formulating an Islamic digital ethics framework that integrates both moral categories to analyze personal conduct, social interaction, and the educational functions of TikTok and Instagram. This study strengthens the conceptual foundation for public education aimed at fostering healthy, responsible, and socially beneficial digital interactions.
Repetition and Visual Media from the School Environment: Strengthening Reading Aloud Literacy in Elementary Students Iva Nur Safiah Jamil; Teguh Suharto; Ermi Adriani Meikayanti
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.v6i2.2972

Abstract

This classroom action research aimed to improve fifth-grade students’ deep reading of scientific texts on soil degradation through repetition-based instruction supported by complementary strategies. The study involved eight students across two cycles following a pre-cycle assessment. In Cycle I, students practiced independent repeated reading. In Cycle II, instruction was revised by incorporating choral reading, peer tutoring, flowcharts in student worksheets, and concrete objects familiar to students, including gutters and drainage systems. The results showed that the mean score increased from 60.9 at pre-cycle to 67.9 in Cycle I and 79.6 in Cycle II. Classical mastery rates also increased from 37.5% to 50.0% and 87.5%, respectively. Independent repetition produced limited gains, whereas the combined strategies in Cycle II yielded greater and more varied improvements, particularly among students with lower initial abilities, whose gains reached 31.2 points. The score range narrowed from 43.8 to 31.2 points, although one student remained below the mastery threshold. The originality of this study lies in identifying a pattern in which enriching repetition with social interaction, visualization, and concrete objects may improve deep reading while reducing achievement disparities among students. These findings highlight the importance of multimodal, adaptive reading instruction and targeted support for students who have not achieved mastery.
Anggah-Ungguhing Balinese Speech Levels in Muslim Wedding Rituals: Implications for Community Education Siti Rosidah; I Wayan Gede Wisnu; Ida Bagus Rai
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.v6i3.2981

Abstract

Previous studies on Balinese speech levels have primarily focused on language use within Hindu communities, while their use in Muslim wedding rituals remains underexplored. This study examines the terminology of Muslim wedding rituals and the forms of Anggah-Ungguhing used by the Muslim community in Pegayaman Village, Buleleng, Bali. Employing a qualitative descriptive approach with a phenomenological orientation and communication ethnography, data were collected through video observation, interviews, and documentation, then analyzed through data reduction, classification, description, and conclusion drawing. The findings identify three levels of wedding ritual organization, nista, madya, and utama, comprising six ritual stages: metahu, mapaitungan, nyangkreb, ngunye, nyuang nganten, and natab. The analysis documents six speech categories: Alus Singgih (2 words), Alus Mider (105), Alus Sor (7), Alus Madia (32), Mider (19), and Andap (49). These findings demonstrate the continued use of differentiated Balinese speech levels in Muslim wedding practices. The study contributes to research on language maintenance among non-Hindu communities and offers insights for culturally responsive multicultural education. The originality of this study lies in demonstrating how six categories of Balinese speech levels are maintained and used in Muslim wedding rituals, highlighting the role of local cultural practices in sustaining Balinese linguistic traditions beyond Hindu communities.

Page 93 of 93 | Total Record : 926

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