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Journal Of Sustainable Education (JOSE)
Published by EL-EMIR INSTITUTE
ISSN : 30475899     EISSN : 30475899     DOI : https://doi.org/10.69693/jose
Core Subject : Education,
Education Other
Journal Of Sustainable Education (JOSE) is published by the EL-EMIR Institute in helping academics, researchers, and practitioners to disseminate their research results. JOSE is a blind peer-reviewed journal dedicated to publishing quality research results in the fields of Education. All publications in the JOSE Journal are open access which allows articles to be available online for free without any subscription. JOSE is a national journal with e-ISSN: 3047-5899, and is free of charge in the submission process and review process. Journal of Education publishes articles periodically four times a year, in March, June, September, December. JOSE uses Turnitin plagiarism checks, Mendeley for reference management and supported by Crossref (DOI) for identification of scientific paper.
Arjuna Subject : Umum - Umum
Articles 102 Documents
 7   8   9   10   11 
Persepsi Mahasiswa Riau Terhadap Seni “Kayat” Dan Kebudayaan Kuantan Dalam Upaya Pelestarian Budaya Kuantan Singingi Destita Mutiara; Seri Hartati; Diki Arisandi; Muthmainnah Muthmainnah
Journal of Sustainable Education Vol. 3 No. 1 (2026): Maret 2026
Publisher : EL-EMIR Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63477/jose.v3i1.502

Abstract

This study aims to analyze students’ perceptions in Riau Province toward the traditional art of Kayat and the culture of Kuantan Singingi as part of efforts to preserve local culture. The method employed in this study is a quantitative approach with a survey design. Data were collected through the distribution of questionnaires to students from several universities in Riau, selected using purposive sampling. The research instrument was developed based on perception indicators, including knowledge, attitudes, and interest in the traditional art of Kayat. The results indicate that, in general, students have a fairly positive perception of Kayat as part of regional cultural identity. However, the level of students’ understanding of the philosophical values and cultural meanings embedded in Kayat remains moderate to low. In addition, students’ interest in directly participating in cultural preservation activities is not yet optimal. Factors influencing these perceptions include limited access to information, lack of exposure to cultural performances, and the dominance of popular culture in the digital era. Therefore, more innovative preservation strategies are needed, including the integration of digital technology, strengthening cultural literacy in higher education, and fostering collaboration among government, academics, and cultural communities.
Implementasi Kurikulum Barbasis Cinta Pada Madrasah Ibtidaiyah Nahdatul Ulama (MINU) Maslakul Falah Glagahwaru Undaan Kabupaten Kudus Achmad Syakur
Journal of Sustainable Education Vol. 3 No. 2 (2026): Juni 2026
Publisher : EL-EMIR Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63477/jose.v3i2.570

Abstract

This study examines the implementation of the Love-Based Curriculum (LBC) in Islamic elementary schools within the Nahdlatul Ulama tradition, particularly at MINU Maslakul Falah, as an Islamic educational approach that emphasizes compassion, empathy, and holistic character development. A qualitative approach with a library research design was employed by analyzing scholarly articles, policy documents from the Ministry of Religious Affairs, and relevant studies published between 2020 and 2026. Data were processed through data reduction, data display, and inductive-comparative conclusion drawing to construct a conceptual model of LBC implementation. The findings indicate that the Love-Based Curriculum is grounded in five core pillars: love for God, knowledge, humanity, the environment, and the nation. Its implementation in madrasah settings is not limited to cognitive achievement but extends to affective and spiritual development through school culture, humanistic learning processes, and holistic assessment systems. The study also reveals that LBC implementation contributes to a more inclusive and disciplined learning environment while strengthening students’ character aligned with Pancasila values and the Islamic principle of rahmatan lil ‘alamin. Nevertheless, several challenges remain, including teachers’ limited conceptual understanding, lack of technical training, and uneven institutional readiness.

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