cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Siti Rokhmah
Contact Email
penerbithellowpustaka@gmail.com
Phone
+6285223321332
Journal Mail Official
penerbithellowpustaka@gmail.com
Editorial Address
Jl. Dampuawang No. 9 Simpang Tiga Utara Karangampel Indramayu Jawa Barat 45283
Location
Kab. indramayu,
Jawa barat
INDONESIA
Demagogi: Journal of Social Sciences, Economics and Education
Published by Penerbit Hellow Pustaka
ISSN : -     EISSN : 30318033     DOI : DOI: https://doi.org/10.61166/demagogi
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences
The aim of this journal publication is to disseminate the conceptual thoughts or ideas and research results that have been achieved in the area of Social Sciences, Economics and Education particularly focuses on the main problems in the development of the Social Sciences, Economics and Education areas as follows: Social Sciences 1. Local Politics and Regional Autonomy; 2. Civil Society; 3. Media, Democracy, and Human Rights; 4. Public administration and Government 5. Contemporary Social and Political Issues 6. Law 7. Information and Communication Science Economics 1. Economics Science 2. Digital Bisnis /E-commerce 3. Human Resource Management 4. Banking and Finance 5. Management and development studies Education 1. Learning Theory In Practice 2. Educational Research 3. E-Learning 4. Educational Case Studies 5. Innovative Learning Techniques, Teaching and Education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 104 Documents
 7   8   9   10   11 
Character Education in Islamic Thought: A Comparative Study of Al-Miskawaih and Al-Ghazali Alwy Ahmed Mohamed; Muk Andhim
Demagogi: Journal of Social Sciences, Economics and Education Vol. 4 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/demagogi.v4i2.194

Abstract

Character education has long been a central concern in Islamic intellectual tradition, particularly in the works of classical Muslim scholars who emphasised the development of moral virtues and ethical behaviour. This study examines the concept of character education in the thought of Abū ʿAlī Aḥmad ibn Muḥammad ibn Yaʿqūb Miskawayh and Abu Hamid al-Ghazali, two prominent Muslim thinkers who significantly contributed to Islamic ethical philosophy. The research aims to analyse and compare their perspectives on the formation of moral character and the role of education in cultivating virtuous individuals. Using a qualitative library research method, this study examines primary texts such as Tahdhib al-Akhlaq by Al-Miskawaih and Ihya Ulum al-Din by Al-Ghazali, as well as relevant secondary literature. The findings reveal that Al-Miskawaih emphasises a rational and philosophical approach to moral education, highlighting the importance of intellectual discipline and balance among human faculties to achieve virtue. In contrast, Al-Ghazali focuses more on spiritual purification, emphasising the role of faith, self-discipline, and religious practices in shaping moral character. Despite their methodological differences, both scholars share a common goal of guiding individuals toward moral excellence and social harmony. This study concludes that integrating their perspectives can provide valuable insights for contemporary Islamic education, particularly in developing character-based curricula that combine intellectual development with spiritual and ethical formation.
Gender Differences in Digital Literacy Skills and Political Awareness Among Secondary School Students in Gusau Educational Zone, Zamfara State, Nigeria Sule Muhammad; Haladu Isa Bayero
Demagogi: Journal of Social Sciences, Economics and Education Vol. 4 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/demagogi.v4i2.195

Abstract

This study investigated gender differences in digital literacy skills and political awareness among secondary school students in the Gusau Educational Zone, Zamfara State, Nigeria. A descriptive survey design was adopted, with a population of 8,753 SS2 students from public schools. Using a stratified random sampling technique, a sample of 365 students was selected. Data were collected through the Digital Literacy and Civic/Political Awareness Questionnaire (DLCPAQ), validated by experts and tested for reliability (Cronbach’s alpha = 0.86). Independent samples t-tests and MANOVA were employed to analyze the data at a 0.05 significance level. Findings revealed a significant difference in digital literacy skills between male and female students, with males demonstrating higher proficiency. Conversely, no significant gender difference was observed in political awareness, indicating that male and female students possessed similar levels of civic and political understanding. The study highlights the role of gender in digital skill acquisition while showing that political awareness is more evenly distributed across genders. The findings underscore the need for targeted interventions to enhance digital literacy among female students and for continued promotion of civic education to foster informed and responsible participation in society.
The Unemployment Dilemma of University Graduates: Bridging the Skills Gap in the Labor Market—Evidence from Afghanistan Abdul Rahman Adeli; Sayed Masood Habibi
Demagogi: Journal of Social Sciences, Economics and Education Vol. 4 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/demagogi.v4i2.196

Abstract

Graduate unemployment emerges as a pressing global challenge in higher education and labor market dynamics, acutely intensified in fragile economies like Afghanistan, where prolonged economic instability and structural shifts have widened skills mismatches. Recent years have witnessed a disconnect between educational outputs and market absorption, resulting in youth unemployment rates around 16.7% in 2024, with educated graduates facing disproportionate barriers to productive employment. This study investigates the skills gap as the primary mediator of graduate unemployment in Afghanistan, emphasizing deficiencies in practical competencies, digital literacy, and entrepreneurial skills amid theoretical curricula and systemic resource constraints. The research adopts a mixed-methods approach, integrating secondary analysis of international reports with qualitative insights from existing faculty and graduate perceptions. Key findings reveal that mismatches stem largely from outdated programs and limited industry alignment, perpetuating informal employment and brain drain. Recent studies underscore the critical need to align technical and vocational curricula with labor market needs to foster economic growth. Furthermore, the role of universities in empowering individuals is pivotal, yet current institutional capacities are strained by economic limitations. These patterns amplify economic fragility, constraining productivity and growth. Theoretically, the study extends human capital and skills mismatch frameworks to conflict-affected contexts, proposing a fragility-integrated model incorporating economic and structural moderators. Policy implications advocate curriculum modernization toward competency-based learning and international support for TVET and private-sector linkages to enhance employability. Bridging this gap is essential for harnessing Afghanistan's youthful demographic dividend and fostering sustainable recovery, underscoring the necessity of robust research to guide these reforms.
Race, Class, and Gender Inequality in Sports: A Socio-Historical Analysis Dipak Ghosh
Demagogi: Journal of Social Sciences, Economics and Education Vol. 4 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/demagogi.v4i2.198

Abstract

Although sports are commonly portrayed as symbols of physical ability, competition, and equality, in reality, they are deeply influenced by the prevailing structures of race, class, and gender in society. Historically, sports have never existed as a sphere separate from social realities; rather, they have sometimes reflected and at other times reproduced social inequalities. An analysis of the development of sports in India, and particularly Bengal, reveals that participation, opportunities, recognition, and representation in sports have never been distributed equally. This research paper presents a socio-historical analysis of race, class, and gender inequality in sports. It examines how colonial and contemporary sports institutions, educational systems, and state policies have enabled certain social groups to dominate sports arenas. The predominance of upper-caste and middle-class groups has historically limited the participation of lower-caste, Dalit, and indigenous communities. Similarly, class-based disparities in economic resources, leisure time, and training opportunities have unevenly shaped access to sports. Gender inequality forms a central focus of this paper. Historically, sports have been constructed as a male-dominated domain, which has exposed women athletes to social conservatism, notions of modesty, and institutional neglect. Women athletes have often been assessed more on their bodies, attire, and personal lives rather than their skills, further reinforcing gender-based inequality. The main argument of this research is that race, class, and gender inequalities in sports are not isolated problems; they are interconnected and embedded within broader social power structures. At the same time, sports have the potential to challenge these inequalities. Through inclusive policies and social awareness, sports can serve as a vital medium for social justice and equality.

Page 11 of 11 | Total Record : 104

 7   8   9   10   11 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2026) Vol. 4 No. 1 (2026): February Vol. 3 No. 6 (2025): December Vol. 3 No. 5 (2025): October Vol. 3 No. 4 (2025): August Vol. 3 No. 3 (2025): June Vol. 3 No. 2 (2025): April Vol. 3 No. 1 (2025): February Vol. 2 No. 6 (2024): December Vol. 2 No. 5 (2024): October Vol. 2 No. 4 (2024): August Vol. 2 No. 3 (2024): June Vol. 2 No. 2 (2024): April Vol. 2 No. 1 (2024) Vol. 2 No. 1 (2024): February Vol. 1 No. 1 (2023): December Vol. 1 No. 1 (2023) More Issue