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SocioEdu: Sociological Education
Published by Universitas Muhammadiyah Kupang
ISSN : -     EISSN : 27463567     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
SocioEdu: Sociological Education published by the Faculty of Teacher Training and Education, Muhammadiyah University of Kupang as a forum for fostering creativity and exchange of ideas among academics, lecturers, researchers, practitioners and observers of educational issues. This journal discusses the main issues of teaching sociology, multicultural education, sociology of education, and other relevant social sciences, both in theory development, implementation and development of the education system, social and culture as a whole by ISSN Online: 2746-3567. The frequency of publication is twice a year in March and September.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 92 Documents
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Investigating Strategies for Retention and Completion of Basic Schools Amidst Farmers-Herders’ Conflict in North-Central Nigeria Thompson Toryuha AUN
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3123

Abstract

This study investigated the availability, effectiveness, and influence of continuity strategies on pupils’ retention and completion of basic education amidst farmers–herders’ conflict in North-Central Nigeria, with specific focus on Benue and Nasarawa States. A descriptive survey design was adopted, integrating both qualitative and quantitative approaches. Data were obtained using interview guides and proforma records covering fifteen years of pupils’ retention and completion. 24 stakeholders were selected using multistage sampling techniques, of purposive, stratified, and simple random sampling. Qualitative data were thematically analysed, while longitudinal proforma data provided trend-based evidence of retention and completion outcomes. Findings revealed five major continuity strategies used to sustain retention and completion of basic education in conflict-affected communities: Organized Community Efforts, Temporary Learning Centres, Educational Support Services, Technological/Remote Education Programmes, and Monitoring and Evaluation Platforms. OCEs emerged as the most prominent and sustainable strategy, reflecting strong grassroots initiatives such as parental support, flexible school schedules, and community-led monitoring. TLCs were found to be the most effective in preventing total educational disruption, despite challenges related to overcrowding and inadequate facilities. The results further showed that continuity strategies positively influenced pupils’ retention and completion. Nasarawa State recorded consistent improvements compared to fluctuating outcomes in Benue State. There were no significant differences in perceptions based on status or location, but duration of stay significantly influenced respondents’ perceptions of strategy effectiveness. The study concluded that community-driven resilience, supported by institutional and technological interventions, is critical for sustaining basic education in conflict-affected settings.
Microlearning-Based Sociology Learning via Digital Platforms: Effects on High School Students' Retention of Social Change Concepts Suyuti Suyuti; Devi Septiandini; Ike Arriyani; Muhammad Ilman Naafi’a
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3173

Abstract

This study aims to determine the effect of microlearning-based sociology learning through a digital platform on the retention of social change concepts in high school students. This study used a quantitative quasi-experimental method with a pretest-posttest control group design. The study sample consisted of 60 11th-grade students of MAS AnNur Sumenep, who were divided into an experimental group (30 students) who participated in microlearning and a control group (30 students) who participated in conventional learning. The research instrument was a concept retention test with 15 multiple-choice questions and 5 short essay questions, measuring understanding of the definition, causal factors, impacts, and application of the concept of social change. Data were analyzed using SPSS software, including descriptive statistics, the Kolmogorov-Smirnov normality test, Levene's homogeneity test, and an independent t-test to examine differences in concept retention between groups. The results showed that the experimental group had a higher average posttest score than the control group (82.5 vs. 70.4), with p < 0.05, and the effect of the microlearning method was very large (Cohen's d = 2.14). These findings confirm that microlearning-based learning through a digital platform significantly improves high school students' retention of social change concepts. This research offers practical implications for sociology teachers in designing interactive, technology-based learning to enhance students' retention and understanding of social concepts.
Contextualizing GMRC and Values Education for Ilokano Schools Through Nakem: Toward a Localized Moral Education Framework Leonardo Tejano
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3188

Abstract

Despite the Philippine Department of Education's mandate for curriculum contextualization, the MATATAG GMRC and Values Education curriculum has largely been implemented without systematic philosophical engagement with the indigenous moral frameworks of regional learners. In Ilokano schools specifically, this gap produces a documented pattern of moral alienation: learners who can recite state-mandated values in formal assessments yet remain epistemologically estranged from those same values in lived community contexts, exhibiting what researchers describe as behavioral compliance without moral internalization. This study critically examines the MATATAG GMRC and Values Education curriculum through the indigenous Ilokano concept of Nakem, a holistic philosophical construct integrating cognitive discernment, ethical volition, emotional depth, and relational responsibility. Employing qualitative document analysis with a hermeneutic-philosophical approach, this inquiry subjects two textual corpora to systematic cross-examination: the official GMRC and Values Education Curriculum Guides for Grades 1, 4, and 7, and a body of scholarly literature on Ilokano moral philosophy encompassing Nakem, bain, basol, and taripato. Through thematic analysis guided by Gadamer's hermeneutic dialogue and the TRIP model, the study identifies key convergences and divergences between state-mandated competencies and indigenous moral epistemology. The findings demonstrate that while the curriculum provides a structural scaffold for ethical development, its decontextualized application systematically alienates Ilokano learners from their indigenous moral compass, observable in the disjuncture between the curriculum's individualist behavioral indicators and the relational, communally embedded logic of Nakem. In response, this study proposes a localized moral education framework organized across ontological, axiological, and praxeological dimensions, operationalized through the IEA classroom model (Inquisitive Nakem, Experiential Taripato, Aesthetic Panagnakem). The framework offers concrete guidance for curriculum designers, teacher educators, and practitioners seeking to ground moral instruction in the culturally sustaining epistemology of the Ilokano learner.
School Principal's Instructional Leadership as a Control Function in the Context of Multicultural Education: Assessment from the Teacher's Perspective Petrisia Anas Waluwandja; Zummy Anselmus Dami; Paul Arjanto; Arifin Arifin; Agus Maramba Meha
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3209

Abstract

This research was conducted to explain the understanding of the principal's instructional role from the perspective of control function, which has so far been neglected, even though it is said to be a managerial role of an instructional leader. This research aimed to understand instructional leadership as a control function so that it can be adapted by school principals in Indonesia, who have so far faced challenges in its adaptation in the context of multicultural education. This study uses an ex-post facto research design and a survey. The targeted respondents were teachers (including vice principals, homeroom teachers and teachers), with 337 teachers being sampled using purposive sampling techniques. The analysis technique used in this study is descriptive statistics and independent sample t-test using SPSS software version 25. The results of the study showed that the majority of respondents gave a very high assessment of the role of school principals in various aspects of school management and reflected the effectiveness of school principals in supervision and coaching. In addition, the practice of control functions is often carried out by both public and private schools. Therefore, there are no significant differences in instructional leadership practices in public and private schools.
Confidence Beyond Schooling: Contextual Construction of Self-Confidence among Dropout Youth Stofiani Susana Lima; Frans Kristian Selly; Abdul Syukur; Nirwaning Makleat; Ari Putra
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3225

Abstract

School dropout is often associated with declining motivation and low self-confidence, leaving limited attention to how young people continue to develop a sense of competence outside formal education. This study examines how self-confidence is sustained among dropout youth within everyday social contexts where recognition is shaped less by academic achievement than by social participation. A qualitative field study was conducted in three villages in Malaka Regency, Indonesia, involving 15 dropout youth aged 15–23 years. Data were collected through semi-structured interviews, a focus group discussion, participant observation, and a qualitative elicitation questionnaire, then analysed thematically using iterative coding, constant comparison, and triangulation. Results indicate that self-confidence does not simply diminish following school disengagement but is reorganised across different evaluative settings. Participants tended to show hesitation in formal institutional spaces while expressing stronger confidence in work activities, peer relationships, and community participation where their contributions were visible and socially valued. Self-confidence emerged as relational and context-dependent, shaped by recognition and opportunities for meaningful participation. School dropout therefore appears less as evidence of diminished personal capability than as a shift in evaluative environments. These findings offer a recognition-based perspective with implications for the development of nonformal education programmes.
Mapping Social Network Dynamics in the Implementation of Child-Friendly Schools Fritz Hotman Syahmahita Damanik; Oman Sukmana; Tri Sulistyaningsih; Asnath Naftali Remtulla
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3228

Abstract

Despite two decades of policy-driven expansion, the Child-Friendly School (CFS) initiative continues to show a pronounced gap between formal declaration and substantive realisation in Indonesian secondary education. A growing body of scholarship attributes this gap not primarily to resource shortages or regulatory ambiguities, but to the fragmented relational architecture through which multiple stakeholders engage with CFS norms. The present study addresses this structural explanation systematically. Drawing on a hybrid design that integrates a Systematic Literature Review (SLR) of 52 peer-reviewed articles (2018–2024) with Social Network Analysis (SNA) of a 35-node, 89-edge stakeholder network constructed from the extracted relational data, this study maps the collaborative topology underlying CFS implementation in Indonesian secondary education. The SLR was conducted using structured queries across Scopus and Google Scholar, applying PRISMA 2020 screening protocols, while the network was analysed using Gephi 0.10.1 and Python NetworkX 3.2. Four structurally distinct communities are identified: the Pedagogical Core, the Protective Surveillance cluster, the Policy and Knowledge Ecosystem, and the Institutional Governance hub. Centrality analysis reveals that the school principal occupies the highest betweenness position (BC = 0.232), functioning as the primary broker between institutional governance and classroom practice. Counselling teachers emerge as the most consequential professional bridge across community boundaries (BC = 0.134), while the City Education Office serves as the dominant governmental relay node (BC = 0.131). Three critical structural holes are identified — between passive parents and the protective services cluster, between student actors and the policy ecosystem, and between local civil-society organisations and academic knowledge networks — each representing a specific point of collaborative fragility. The findings carry direct implications for CFS governance design, professional development planning, and the localisation of child-rights policy.
Mechanism of Community Social Capital Utilization in Maintaining the Sus-tainability of Reading House Novianti Novianti; Siti Komariah; Sardin Sardin
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3245

Abstract

Many non-formal education communities in Indonesia face problems in maintaining the sustainability of their reading houses, such as limited resources, lack of external support, and weak social networks. In the midst of these conditions, the Creavill Bandung Community was able to maintain the sustainability of its reading house. This study aims to analyze the mechanism of social capital utilization by the Creavill Bandung Community in maintaining the sustainability of the Reading House using the framework of Robert D. Putnam's social capital theory. This study uses a qualitative approach with a case study method, where data collection is carried out through semi-structured in-depth interviews with 11 purposively selected informants, complemented by observation of moderate participants, and documentation studies. Data is analyzed through data reduction, data presentation, and verification and conclusion drawn. The results of the study show that the use of social capital takes place gradually through three components: unwritten norms in the form of professionalism instilled through habituation; internal trust through a kinship approach as well as external trust in the community and collaboration partners; and social networks through community programs and digital media. These three components strengthen each other and form the foundation for the sustainability of community reading house management.
The Impact of Illiteracy on Community Economic Development: A Social Perspective from a Rural Community in Eastern Indonesia Gallex Simbolon; Yunesti Benu; Ambara Saraswati Mardani; Reschi Vanchristo Ardi Sinlae; Muhammad Ibrahim
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3252

Abstract

Illiteracy remains a significant challenge in many rural communities, particularly in developing countries where limited access to education intersects with poverty and social inequality. While previous studies have highlighted the relationship between literacy and economic outcomes, limited attention has been paid to the social mechanisms through which illiteracy influences community economic development in rural settings. This study aims to analyze the impact of illiteracy on community economic development from a social perspective in Fatu Manufui Village, Boking Subdistrict, South Central Timor Regency, Indonesia. A qualitative descriptive approach was employed involving seven informants consisting of one village head and six community members identified as illiterate adults. Data were collected through observation, in-depth interviews, and documentation and analyzed using thematic analysis. The findings reveal that illiteracy affects community economic development through several interconnected mechanisms. First, limited literacy skills restrict access to information, knowledge, and employment opportunities. Second, low educational attainment contributes to the persistence of poverty and dependence on traditional livelihoods. Third, social and cultural factors reinforce the reproduction of illiteracy across generations. However, the study also found that social support networks, informal learning, and community relationships function as compensatory mechanisms that help individuals cope with literacy limitations. These findings extend Human Capital Theory by demonstrating that literacy contributes not only to economic productivity but also to access to social and cultural capital. The study highlights the importance of community-based non-formal education programs that integrate literacy development with economic empowerment initiatives.
Parents' Expectations and Obstacles to the Education of Fishermen's Children in Padang City Syahrizal Syahrizal; Sri Meiyenti; Robi Mitra
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3262

Abstract

This research aims to determine the expectations of fishermen regarding their children's education and to determine the obstacles faced by fishermen in the education of their children in Purus Village, Padang City. This research uses a narrative type qualitative method by selecting informants using purposive sampling and analyzing descriptive data. Data collection techniques were carried out by means of participant observation, in-depth interviews, and literature study. From the results of the research, it can be concluded that the fishing community has high hopes for the continuation of their children's education, namely (1) they hope that their children can be educated up to a bachelor's degree; (2) hope that their children can get scholarships; (3) hope that their children will have the motivation to be highly educated; (4) hope that their children after graduating will get better jobs. Then there are several obstacles regarding the education of fishermen's children, namely; Firstly, the cost of higher education is relatively expensive. Second, lack of motivation from family. Third, some fishermen's children are less interested in higher education.
The Nature and Scope of the Sociology of Education Apit Pamungkas; Ade Ima Putra; Tutuk Ningsih
SocioEdu: Sociological Education Vol. 7 No. 2 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i2.3267

Abstract

The sociology of education is a branch of sociology that examines the relationship between education and society across various social dimensions. Education functions not only as a medium for knowledge transfer but also as a mechanism for value socialization, character development, and social mobility. This study aims to analyze the nature of the sociology of education, its theoretical perspectives, the scope of its study, and its contribution to understanding contemporary educational phenomena. This research employed a qualitative approach using a library research method by analyzing relevant academic books and reputable journal articles. Data were analyzed using content analysis techniques, including data reduction, categorization, synthesis, and conclusion drawing. The findings indicate that the sociology of education plays a significant role in understanding education as a social institution through three major theoretical perspectives: functionalism, conflict theory, and symbolic interactionism. Furthermore, the scope of the sociology of education includes social interaction in education, educational stratification, and the role of education in social change. This study implies that understanding the sociology of education is essential for developing more inclusive educational policies and adaptive learning practices that consider students’ social backgrounds.

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