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INDONESIA
EDUCATUM: Scientific Journal of Education
Published by Four Son Scholarship
ISSN : 29861667     EISSN : 29861667     DOI : https://doi.org/10.59165/educatum.v1i2.19
Core Subject : Education,
Education Other
EDUCATUM: Scientific Journal of Education with ISSN 2986-1667 published by Four Son Scholarship is a journal that publishes Focus & Scope research articles, which include Learning and teaching; curriculum development; teacher education; educational technology; educational development; Contains the results of publications or thoughts in the field of education carried out by researchers, teachers and education practitioners. EDUCATUM: Scientific Journal of Education, is already a registered member of Crossreff and already has a unique DOI number. This journal is published by the Four Son Scholarship, which is published three times a year (February, June, September)
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 50 Documents
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PANCASILA EDUCATION AS AN INSTRUMENT FOR SHAPING STUDENTS’ LEGAL CONSCIOUSNESS IN THE ERA OF CONSTITUTIONAL DEMOCRACY Anshori, Ibnu; Rahmawati, Alfi Mufida
EDUCATUM: Scientific Journal of Education Vol. 3 No. 3 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i3.189

Abstract

This study examines Pancasila Education as an instrument for fostering students’ legal consciousness within the context of constitutional democracy. Employing a qualitative approach with a descriptive–analytical design, the research aims to explore how Pancasila values are internalized in educational practices and how they contribute to the formation of students’ legal awareness. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed using a juridical–educational perspective. The findings reveal that students’ understanding of law acquired through Pancasila Education predominantly remains at a formal–normative level. Law is commonly perceived as a set of binding rules enforced by sanctions, resulting in instrumental compliance rather than value-based legal consciousness. This condition reflects the early stages of legal awareness as conceptualized by Soerjono Soekanto, in which legal knowledge and understanding have not yet developed into consistent legal attitudes and behavior. Furthermore, the study identifies a gap between the normative objectives of Pancasila Education and its pedagogical implementation. Teaching practices that rely heavily on textual and teacher-centered approaches tend to hinder the development of reflective legal awareness, echoing the critique of banking-style education proposed by Paulo Freire. The analysis also highlights the role of Pancasila Education in cultivating constitutional awareness by linking democratic values, legal responsibility, and students’ social and digital experiences. Drawing on legal culture theory by Lawrence M. Friedman and deliberative democracy theory by Jürgen Habermas, the study demonstrates that dialogical and experiential learning approaches are more effective in internalizing legal values. Overall, the findings suggest that Pancasila Education must be reoriented toward reflective, participatory, and contextual pedagogy to function as a preventive mechanism for building sustainable legal culture in a constitutional democracy.
TRANSFORMATION OF ISLAMIC EDUCATION IN ADDRESSING THE CHALLENGES OF A MULTICULTURAL SOCIETY Rafid, Reni Haryani; Darmawati
EDUCATUM: Scientific Journal of Education Vol. 3 No. 3 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i3.190

Abstract

Islamic education plays a strategic role in shaping religious identity while responding to the challenges of increasingly multicultural societies. In plural contexts such as Indonesia, Islamic educational institutions are required to move beyond normative and text-centered approaches toward more inclusive, contextual, and socially responsive educational practices. This study aims to explore how Islamic education is transformed to address the realities of multicultural society and to examine the challenges encountered in this process. Employing a qualitative research design with an interpretive approach, data were collected through in-depth interviews, observations, and document analysis involving teachers, institutional leaders, and students from selected Islamic schools and pesantren. Data were analyzed using thematic analysis to identify key patterns related to educational transformation, multicultural values, and institutional practices. The findings reveal that the transformation of Islamic education is characterized by a paradigm shift toward dialogical pedagogy, contextual curriculum design, and the integration of values such as tolerance, inclusivity, and religious moderation. Islamic educational institutions, particularly pesantren, were found to function as agents of social cohesion by promoting intercultural dialogue and community engagement within plural environments. However, the study also identifies significant challenges, including curricular rigidity, limited teacher competence in multicultural pedagogy and digital literacy, and insufficient institutional support.This study concludes that the transformation of Islamic education is both a pedagogical necessity and a socio-religious imperative in multicultural societies. Grounded in Islamic educational principles such as ta’d?b, justice, compassion, and balance, transformative Islamic education has the potential to strengthen religious understanding while fostering social harmony. The findings contribute to the discourse on inclusive Islamic education and provide insights for curriculum development, teacher professional development, and educational leadership in multicultural contexts.
RETHINKING GLOBAL EDUCATION IN THE ERA OF DIGITAL TRANSFORMATION Jannah, Roihatul; Ahlan
EDUCATUM: Scientific Journal of Education Vol. 3 No. 3 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i3.191

Abstract

This study critically examines how global education is being reconceptualized in the era of digital transformation through a Systematic Literature Review (SLR). Education has increasingly been shaped by rapid technological advancements, including artificial intelligence, digital platforms, and data-driven governance, which have significantly influenced educational access, policy, and practice worldwide. While digital transformation is often promoted as a solution to long-standing educational challenges, this study argues that dominant technocentric and instrumental approaches risk narrowing the social and ethical purposes of global education. Using peer-reviewed journal articles indexed in Scopus and Web of Science, the review synthesizes key scholarly debates and identifies major thematic trends in contemporary global education discourse. The findings reveal six dominant themes: technocentric global education, digital divide and inequality, global governance and policy standardization, pedagogical transformation and teacher agency, cultural diversity and epistemic justice, and education as a public good and ethical concern. The analysis demonstrates that digital transformation frequently reproduces existing inequalities between and within countries, particularly between the Global North and Global South, due to unequal access, limited digital literacy, and institutional capacity gaps. Furthermore, global policy frameworks and standardized benchmarks often marginalize local contexts, teacher professionalism, and culturally grounded knowledge systems. This study highlights the need to rethink global education beyond technology-driven paradigms by repositioning it as a social, cultural, and ethical project. Digital transformation should be understood as a means to advance equity, inclusivity, and human development rather than an end in itself. The study contributes to global education scholarship by clarifying dominant discourses, exposing conceptual gaps, and offering a foundation for more human-centered and justice-oriented approaches to digital education.
THE DEVELOPMENT OF SPEAKING SKILLS IN ARABIC LANGUAGE LEARNING IN INDONESIA: A LITERATURE REVIEW Attruk, Muhammad Fariq Heemal
EDUCATUM: Scientific Journal of Education Vol. 3 No. 3 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i3.193

Abstract

This study examines the relationship between teachers’ communicative competence and the development of maharah kalam (Arabic speaking skills) in the context of Arabic language instruction in Indonesia. Using a Narrative Literature Review (NLR) approach, the study synthesizes empirical and conceptual works published between 2014 and 2025, including selected foundational theoretical works, to identify thematic trends, theoretical orientations, and research gaps. The findings indicate that teachers’ communicative competence constitutes an essential professional foundation; however, its influence on students’ speaking development is neither direct nor linear. Rather than operating as an isolated variable, teacher competence functions through mediating mechanisms. The literature consistently suggests that communicative classroom interaction and the intensity of language practice serve as key linking variables between teacher competence and the development of speaking skills. When instruction provides sustained opportunities for dialogic exchange, contextual oral production, simulation, and repeated speaking practice, improvements in fluency, confidence, and performative speaking outcomes become more evident. Conversely, structurally oriented and teacher-centred approaches tend to restrict meaningful language use and limit communicative development. Based on this synthesis, the study proposes a conceptual mediation model linking teacher communicative competence, interaction quality, intensity of language practice, and the development of maharah kalam. The review also identifies a significant research gap, namely the limited operationalization of teacher communicative competence as a measurable linguistic construct, and calls for future experimental, longitudinal, or mediation-based studies to provide stronger causal evidence in the Indonesian context.
ISHIKAWA DIAGRAM APPLICATION AS A LEARNING MEDIUM FOR QUALITY MANAGEMENT AT A MEATBALL FACTORY IN BANDUNG Siregar, Dhita Sari; Kurniati, Yeni; Setyawati, Amelya; Chaerani, Gita Mutiara Annisa; Syailendra, Kahfi
EDUCATUM: Scientific Journal of Education Vol. 3 No. 3 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i3.195

Abstract

Product quality is not merely a technical issue in the industrial sector but also an essential competency that needs to be understood in quality management education, particularly in vocational education and applied higher education. Contextual and industry-based case learning in quality management is required to enable learners to understand quality control concepts in an applied manner. This study aims to examine the application of the Ishikawa Diagram as a problem-based quality management learning medium through a case study of declining meatball product quality at a manufacturing plant in Bandung, West Java. The research method employs a Quality Control Circle (QCC) approach using the Ishikawa Diagram to identify the root causes of quality problems, supported by Total Plate Count (TPC) testing as empirical evidence. The results indicate that the Ishikawa Diagram is effective not only as an analytical tool but also as a quality management learning medium, as it helps learners systematically understand cause-and-effect relationships within the production process. The main findings reveal that deviations in drying time due to increased production volume were the dominant factor contributing to the decline in meatball quality. This study contributes to the development of quality management learning based on real industrial case studies and strengthens the integration of quality management theory with practical field applications in educational contexts.
EDUCATION AS A SPACE OF INTERNALIZATION OF LEGAL VALUES: A PEDAGOGICAL APPROACH IN THE FORMATION OF CHARACTER Rukmono, Indra; Dhayinta, Shellya Tanaya
EDUCATUM: Scientific Journal of Education Vol. 4 No. 1 (2026): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v4i1.194

Abstract

Education has a strategic role in shaping the legal awareness and character of students as the foundation of the life of the nation and state. However, the current educational reality still shows a gap between the mastery of legal knowledge and the internalization of legal values in the real behavior of learners. This study aims to analyze conceptually how education can function as a space for internalization of legal values through a pedagogical approach in character formation. This research uses the design of literature studies with a systematic literature review (SLR) approach to scientific articles, academic books, and reputable publications relevant to education, legal values, pedagogy, and character education, especially the last five years. The analysis was carried out thematically and conceptually to identify patterns, pedagogical approaches, as well as the implications of the internalization of legal values in educational practice. The results showed that the internalization of legal values in education is effective when done through reflective, contextual, and participatory pedagogical approaches, such as character education, critical pedagogy, and experiential learning. Legal values such as Justice, responsibility, honesty, and respect for the rights of others are proven to contribute significantly to the formation of the character of learners when consistently integrated in the curriculum, learning practices, and school culture. This study confirms that education not only serves as a means of transmitting knowledge, but also as a space for moral and social transformation in building the legal character of the younger generation
THE STRATEGIC ROLE OF LEGAL EDUCATION IN SHAPING AGENTS OF CHANGE IN HIGHER EDUCATION INSTITUTIONS Nurita, Riski Febria; Laila, Khotbatul
EDUCATUM: Scientific Journal of Education Vol. 4 No. 1 (2026): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v4i1.198

Abstract

Legal education plays a pivotal role in shaping students not only as legal professionals but also as agents of change capable of contributing to social transformation and the strengthening of the rule of law. This study aims to analyze the strategic role of legal education in higher education institutions from a normative juridical perspective, focusing on how legal norms, principles, and concepts mandate and frame the transformative function of legal education. Employing normative legal research, this study applies the statute approach and the conceptual approach. The statute approach is used to examine constitutional provisions, higher education laws, and regulations governing national education that emphasize character development, legal awareness, and civic responsibility. The conceptual approach is utilized to analyze key doctrines and legal concepts such as legal education, legal consciousness, justice, and agent of change within the framework of legal theory and educational philosophy. The results of the study demonstrate that legal education is normatively positioned as a strategic instrument for internalizing legal values, fostering critical legal reasoning, and cultivating ethical responsibility among students. Legal norms implicitly and explicitly require higher education institutions to integrate legal education that goes beyond technical legal knowledge and contributes to the formation of socially responsive and justice-oriented graduates. However, the study also identifies a normative gap between the objectives articulated in legal norms and the implementation of legal education, which often remains dominated by positivistic and doctrinal teaching models. This study concludes that strengthening legal education as a means of forming agents of change is a constitutional and statutory imperative. Normative reorientation toward value-based, ethical, and socially grounded legal education is essential to ensure coherence between legal ideals and educational practice in higher education institutions.
THE URGENCY OF LEGAL EDUCATION FOR STUDENTS IN THE ERA OF DIGITALIZATION: BUILDING LEGAL AWARENESS IN CYBERSPACE Sunarjo, Sunarjo; Susianto, Susianto
EDUCATUM: Scientific Journal of Education Vol. 4 No. 1 (2026): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v4i1.199

Abstract

The rapid development of digital technology has transformed the way students interact, learn, and participate in social life through cyberspace. The increasing use of social media, online communication platforms, and internet-based applications has heightened the risk of legal violations such as cyberbullying, disinformation, privacy breaches, and hate speech. This condition indicates that technical digital literacy alone is insufficient without being accompanied by systematic and contextual legal education. This article aims to analyze the urgency of legal education for students as a foundation for building legal awareness in the era of digitalization. The study employs a descriptive qualitative approach through a literature review of various studies and regulations related to cyber law, civic education, and digital literacy. The findings reveal that legal education needs to be integrated into the school curriculum through an interdisciplinary approach that combines pedagogical aspects, digital ethics, and an understanding of cyber regulations. Legal education should not merely function as the transfer of normative knowledge, but also as a preventive effort to shape character, digital responsibility, and a culture of legal compliance from an early age. Therefore, strengthening legal education for students becomes a crucial strategy in creating a generation that is critical, ethical, and legally aware in utilizing cyberspace wisely and responsibly.
THE ROLE OF LEADERSHIP OF ISLAMIC HIGHER EDUCATION LEADERS IN INDONESIA IN IMPROVING THE QUALITY OF ARABIC LANGUAGE EDUCATION PROGRAMS Satriadi, Budi; Attruk, Muhammad Fariq Heemal
EDUCATUM: Scientific Journal of Education Vol. 4 No. 1 (2026): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v4i1.204

Abstract

Leadership in higher education is widely recognized as a strategic factor influencing institutional governance, academic culture, and program quality; however, the relationship between leadership in Islamic Higher Education Institutions (PTKI) in Indonesia and the quality of Arabic Language Education Programs (PBA) has not yet been conceptually synthesized within a unified analytical framework. This study aims to develop a conceptual understanding of how institutional leadership relates to PBA quality through governance mechanisms and academic policy. Using a Narrative Literature Review approach, this study synthesizes empirical and theoretical publications from 2015 to 2025, focusing on leadership models in higher education, leadership within Islamic higher education in Indonesia, and key quality indicators of Arabic Language Education Programs, including curriculum aligned with Outcome-Based Education and the national qualifications framework, faculty professionalism, the development of bi’ah lughawiyah (Arabic language environment), and internal quality assurance systems linked to accreditation. The findings indicate that while no single study directly examines the relationship between PTKI leadership and PBA quality, consistent patterns suggest that strategic leadership is associated with curriculum reform and organizational change, transformational leadership with faculty commitment and academic culture, innovative leadership with institutional adaptability, and managerial capacity with the sustainability of quality assurance cycles. This study proposes a multi-level leadership model (rector–dean–head of study program) that conceptualizes PBA quality as the result of coordinated policy integration, governance structures, and institutional culture, highlighting the systemic and mediating role of leadership in shaping program quality within Islamic higher education in Indonesia
INTERNALIZATION OF WASATHIYAH VALUES AMONG STUDENTS OF THE KUMPEH DAARU AT-TAUHID ISLAMIC BOARDING SCHOOL IN JAMBI Chafis, M. Chairul; Zuhdi, Zaenu; A.Qomarudin
EDUCATUM: Scientific Journal of Education Vol. 4 No. 1 (2026): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v4i1.205

Abstract

This research is motivated by the importance of Islamic boarding school education in shaping the character of students (students), particularly through the internalization of wasathiyah values. These values ??are highly relevant in the context of diverse Indonesia because they foster a tolerant, just, and balanced attitude, while also serving as a solution to counter the increasingly worrying rise of radicalism. This study aims to explore and analyze the process of internalization of wasathiyah values ??among students at the Kumpeh Daaru At-Tauhid Islamic Boarding School in Jambi. Wasathiyah values, which refer to the principles of moderation and balance in Islam, are considered crucial in shaping the character and behavior of students who are tolerant, just, and balanced. The research method used was a qualitative approach, with data collection techniques through observation, in-depth interviews, and documentation. This research employed a qualitative approach with a field study. Data were collected through observation, in-depth interviews, and documentation, then analyzed using an interactive model that includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the internalization of wasathiyah values ??is carried out through various daily activities at the Islamic boarding school, such as direct teaching, the role model of the ustadz, and special character development programs. The results of the study indicate (1) The wasathiyah values ??internalized by students at the Kumpeh Daaru At-Tauhid Islamic Boarding School in Jambi include the values ??of tawassuth (moderation), tawazun (balance), i'tidal (justice), tasamuh (tolerance), musyawarah (deliberation), and islah (peace). (2) The stages of internalization of wasathiyah values ??are: First, planning (Planning) Internalization of Wasathiyah Values, the Islamic boarding school has formulated core wasathiyah values ??such as tolerance, justice, balance, and love of peace which are then integrated into the curriculum, extracurricular activities, and student development programs. Second, Implementation of Internalization of Wasathiyah Values, realized through the example of teachers and caregivers who are the main figures for students. Third, Evaluation of Internalization of Wasathiyah Values, teachers and caregivers monitor students in various activities. (3) The results of internalization of Wasathiyah values ??are seen in changes in the attitudes and characters of students, including: students become more moderate in their behavior, do not judge easily, are able to live side by side peacefully in a pluralistic society, and become agents of change who spread the values ??of tolerance, justice, and balance in social and religious life.

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