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Hasan Baharun
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Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia
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INDONESIA
Indonesian Journal of Education and Social Studies
Published by Universitas Nurul Jadid
ISSN : 28279077     EISSN : 28280903     DOI : http://doi.org/10.33650
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Indonesian Journal of Education and Social Studies is published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia. The journal publishes articles of interest to education practitioners, teachers, education policy makers, and researchers. This journal encompasses research articles, original research report, reviews in education and social studies. This journal is very open to various new paradigms and research methods. The following articles will be issued for publication: 1) Educational management, 2) Learning and instructional, 3) Curriculum, 4) Gender Issues, 5) Business Studies, 6) Communication Studies, 7) Cross-Cultural Studies, 8) Economic, 9) Linguistic, 10) Psychology, 11) Sociology, etc.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 5, No 1 (2026)" : 6 Documents clear
A sense-making approach to pre-service teachers’ use of teaching and learning materials in resource-constrained contexts. Tsoka, Maxwell
Indonesian Journal of Education and Social Studies Vol 5, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i1.12575

Abstract

This study examines how prospective teachers understand and use teaching and learning materials in the context of under-resourced schools. The goal is to uncover how the sense-making process influences pedagogical decisions when teaching. The research used a phenomenological approach with classroom observation and in-depth interviews with one prospective teacher who taught the topic of electrical circuits in grade 9. Thematic analysis is used to identify patterns of use of teaching materials and the way prospective teachers interpret their functions. The results showed that the selection of teaching materials was driven by personal experience and peer recommendations, rather than mature pedagogical considerations. The implementation of the material in the form of videos takes place passively without activities that encourage student involvement. Prospective teachers are not able to connect teaching tools with learning objectives so that the potential of the material is not utilized optimally. The discussion highlighted that limited sense-making has an impact on the quality of learning and hinders the development of professional competencies. The findings of the study suggest the need for professional learning communities to strengthen the pedagogical reflection and understanding of prospective teachers. This study shows that structured support can improve the ability to use teaching materials effectively in the context of limitations.
Legal Education and Digital Discipline in Pesantren: Fostering Santri’s Legal Awareness in the Age of Social Media Nurhaida, Heni Satar; Asdiqoh, Siti
Indonesian Journal of Education and Social Studies Vol 5, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i1.13187

Abstract

The rapid expansion of digital technology and the widespread use of social media have introduced new challenges for fostering legal awareness among young people, including santri in pesantren environments. This article examines how legal education is implemented within pesantren to cultivate santri’s legal awareness related to social media use. Employing a qualitative approach with a case study design, the research was conducted. Data were collected through in-depth interviews, field findings, and document analysis, and were analyzed using thematic analysis. The findings reveal that pesantren apply internal regulations that are firm yet educational in nature, including restrictions on mobile phone ownership and use, direct supervision by administrators and kyai, and the application of educational sanctions. These regulatory practices function not merely as administrative rules, but as instruments for internalizing discipline, responsibility, and legal awareness in digital contexts. Nevertheless, the study also identifies persistent challenges, particularly the inconsistency between pesantren regulations and formal school policies, as well as santri’s strong curiosity toward social media trends. To address these challenges, pesantren adopt adaptive strategies such as inter-institutional coordination, guided supervision, and the habituation of disciplined behavior. Overall, the study highlights the strategic role of pesantren in integrating digital legal education with Islamic values and Islamic educational management in responding to contemporary digital realities.
Capable but Excluded: Unpacking the Systemic Barriers to Mathematics Education for Students with Blindness Milki, Tsegaye Gerba; Hailu, Belay Hagos; Male, Abebe Yehualawork
Indonesian Journal of Education and Social Studies Vol 5, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i1.11898

Abstract

This study investigates the long-standing exclusion of students with blindness from mathematics education in Ethiopia, despite national commitments to inclusive learning and international frameworks supporting equitable access. Using a qualitative research design, the study gathered data from policymakers, regional education officials, disability advocates, and blind professionals to uncover structural, attitudinal, and pedagogical factors underpinning this exclusion. Data were collected through semi-structured interviews and analyzed thematically to identify patterns across institutional practices and lived experiences. Findings reveal a persistent misalignment between inclusive education policies and their implementation, driven by misconceptions that mathematics is inherently visual, insufficient teacher preparation, and the absence of adapted instructional tools. Testimonies from blind professionals further demonstrate that mathematical competence is attainable when accessible pedagogies are provided, highlighting that exclusion stems from systemic inaction rather than learner limitations. The study concludes that restoring mathematics education for blind learners requires challenging entrenched beliefs, strengthening teacher training, and ensuring institutional accountability. These insights contribute to broader debates on disability-inclusive education and emphasize the need for transformative reforms that honor the educational rights of students with blindness.
More Than Teaching Values: Teacher Exemplarity and Moral Formation through the Figurative Learning Model Tohet, Moch; Nuraini, Faridatun
Indonesian Journal of Education and Social Studies Vol 5, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i1.13087

Abstract

This study aims to examine the implementation of the Figurative Learning Model as an exemplar-based pedagogical approach to addressing moral challenges among adolescents at Madrasah Aliyah Negeri 1 Probolinggo, Indonesia. The research is grounded in concerns over declining moral behaviors among students, including low levels of discipline, responsibility, empathy, and politeness, despite their immersion in an Islamic educational environment. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, Islamic education teachers, guidance counselors, and students. Data analysis followed the Miles and Huberman model, encompassing data reduction, data display, and conclusion drawing. The findings reveal that the implementation of the Figurative Learning Model significantly enhances students’ moral awareness and behavior, particularly in terms of discipline, social empathy, responsibility, and respectful conduct. Teachers’ consistent role modeling, emotional engagement, and daily moral habituation function as powerful mechanisms for moral internalization among students. These findings align with Albert Bandura’s Social Learning Theory and Kolb’s Experiential Learning Theory, emphasizing learning through observation and lived experience. The study concludes that exemplar-based moral education constitutes an effective, contextual, and sustainable strategy for fostering adolescent character development in Islamic secondary education settings.
When Leadership and Climate Matter: Enhancing Teachers’ Work Ethic through Participative School Leadership Soim, Soim; Purwanto, Eko Sigit; Haryanti, Nik
Indonesian Journal of Education and Social Studies Vol 5, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i1.13024

Abstract

Teachers’ work ethic is a crucial factor in supporting instructional quality and the achievement of educational goals. Variations in teachers’ work ethic across schools indicate that organizational factors play a significant role in shaping teachers’ professional attitudes and behavior. This study aims to obtain empirical evidence on the influence of the principal’s participative leadership style and school climate on teachers’ work ethic. The research employed a quantitative approach with an explanatory survey design. The population consisted of 142 teachers, with 105 teachers selected as respondents. Data were collected through a structured questionnaire developed based on theoretical indicators of participative leadership, school climate, and teachers’ work ethic. Multiple linear regression analysis was used to analyze the data with the assistance of SPSS software. The results reveal that the principal’s participative leadership style has a positive and significant effect on teachers’ work ethic. In addition, school climate also has a positive and significant influence on teachers’ work ethic. Simultaneously, participative leadership style and school climate significantly contribute to enhancing teachers’ work ethic. These findings indicate that involving teachers in decision making and creating a supportive, harmonious, and conducive school environment can strengthen teachers’ motivation, responsibility, and professional dedication. This study provides important implications for school principals and educational policymakers to implement participative leadership practices and foster a positive school climate as effective strategies for improving teachers’ work ethic and overall educational quality. 
FLIPPED CLASSROOM MODEL - PBL: INNOVATIVE SOLUTIONS TO IMPROVE STUDENT PROBLEM SOLVING Surur, Miftahus; Puspitasari, Yesi; Dewi, Siti Karunia
Indonesian Journal of Education and Social Studies Vol 5, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i1.13062

Abstract

The increasing integration of digital technology in higher education requires instructional approaches that can effectively develop students’ higher-order thinking skills, particularly problem-solving ability. This study examines the effect of integrating the Flipped Classroom model with Problem-Based Learning (PBL) on university students’ problem-solving skills. A quantitative approach was employed using a quasi-experimental design with a nonequivalent control group. The participants consisted of 66 undergraduate students enrolled in an Innovative Learning Media course, divided into an experimental group (31 students) and a control group (35 students). The experimental group was taught using the Flipped Classroom–PBL model, while the control group received conventional lecture-based instruction. Data were collected through pretests and posttests using a validated problem-solving test comprising non-routine essay questions, supported by observation sheets to ensure instructional fidelity. The data were analyzed using descriptive statistics, independent samples t-tests, and ANCOVA to control for initial differences between groups. The results indicate that students in the experimental group demonstrated a significantly greater improvement in problem-solving ability compared to those in the control group. These findings suggest that the integration of Flipped Classroom and PBL provides meaningful learning opportunities by encouraging active engagement, critical analysis, and collaborative problem-solving. This study contributes empirical evidence supporting the use of integrated active learning models as an effective strategy for enhancing problem-solving skills in higher education contexts.

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