Interdisciplinary Journal of Social Sciences
Aims Interdisciplinary Journal of Social Sciences is a leading peer-reviewed and open-access journal, which publishes scholarly works of researchers and scholars from around the world, and specializes in the Social Sciences. The journal also has a strong interest in the scientific development of theory that is of global significance. Focus Interdisciplinary Journal of Social Sciences focuses on publishing the highest quality scientific articles emphasizing contemporary Asian issues with interdisciplinary and multidisciplinary approaches. Scope This journal seeks to publish articles that deal with economic, political, socio-cultural, and educational development issues in Asia. Its scope consists of: Education (Curriculums, Teaching, and Learning, Islamic Education, Educational Technology, Psychology and Counseling, Educational Sociology, Educational Management, Basic Education, Secondary Education, and Higher Education, Special Education, Educational Research Methods, Innovation in Teaching, Learning, Assessment of Teacher Training and Education, and Natural Education for Social Sciences); Politics (Diplomatic and International Affair, Bureaucracy, Development Studies, Structure and Agency in Social Dynamics, the Role of Government and Non-Governmental Organizations, Concepts and Practical Sociology, Islamic Politics, Government and Public Administration); Law (Human Right, Terrorism, and Global Issue, Social Justice, Islamic Law, Criminal Law, International Relation, Civil Law, Constitutional Law, Customary Law); Humanities and Cultural Studies (Cultural Studies as a Constitutive field, Religion Studies, Islamic Studies, Philosophy, Ethics, Consciousness, Cross-cultural studies, History and Historiography, Theology, Psychology, Spirituality, Human Geography, Anthropology, Local Wisdom, Gender Equality, Linguistics, and Natural Sciences for Social Sciences); Economics (Business and Entrepreneurship, Management, Accounting, Public Finance, Economic Development, and Islamic Economics).
Articles
27 Documents
<![CDATA[Decolonizing Emotional Scaffolding in Lebanese Ma‘āhid: Hermeneutics of Parental Reinforcement ]]>
<![CDATA[Badawi, Habib]]>
<![CDATA[ Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March ]]>
Publisher : <![CDATA[Perkumpulan Dosen Tarbiyah Islam Indonesia ]]>
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DOI: 10.59373/ijoss.v3i1.294
<![CDATA[Parental emotional engagement in Lebanese Islamic boarding schools (ma’ahid) has been persistently mischaracterized in prior scholarship through culturally inappropriate terminology, obscuring the psychological and pedagogical mechanisms that underpin parent-child relationships within Beirut’s Sunni educational institutions. Existing research has largely applied Western-centric motivational frameworks without accounting for the collectivistic, honor-based, and religiously grounded structures that define these contexts. Objective: This study reconceptualizes parental emotional reinforcement within culturally appropriate theoretical frameworks by integrating Self-Determination Theory (SDT), Ricoeurian hermeneutics, and culturally responsive pedagogy, and identifies the primary mechanisms through which such reinforcement operates within Lebanese ma’ahid. Method: A qualitative hermeneutic-phenomenological design (Van Manen, 2016) was employed across three schools in Sunni-dominated districts of Beirut (Tariq al-Jdideh and Mazraa), involving 30 students (ages 13–18) and 40 parents. Data were collected through structured observations, systematic document analysis of parental letters and institutional communications, and digital ethnography of school-approved messaging platforms, then analyzed using Ricoeur’s three-level hermeneutic triad framework. Results: Parental emotional support operates through three primary mechanisms: (1) verbal affirmation anchored within religious and sharaf (family honor) discourse; (2) religious validation connecting academic perseverance to spiritual purpose and family dignity; and (3) future-oriented hope linking present effort to comprehensive life goals. These mechanisms fulfill SDT’s psychological needs autonomy, competence, and relatedness through culturally specific expressions that extend SDT beyond its original Western individualistic assumptions into collectivistic, religiously grounded motivational frameworks. Implications: This research offers a theoretically rigorous, culturally responsive framework for understanding emotional support in Lebanese Islamic educational contexts, contributing to the decolonization of educational psychology and demonstrating that fundamental psychological needs can be authentically fulfilled through non-Western cultural mechanisms.]]>
<![CDATA[Leading The Future Through Student Leadership: A Bibliometric Mapping ]]>
<![CDATA[Adnan, Nor Syamimi Mohamed]]>;
<![CDATA[Aziz, Mohd Kasturi Nor Abd]]>;
<![CDATA[Halim, Jasin Abd]]>;
<![CDATA[Ridzuan, Ahmad Hifzurrahman]]>;
<![CDATA[Israr, Mohammad]]>
<![CDATA[ Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March ]]>
Publisher : <![CDATA[Perkumpulan Dosen Tarbiyah Islam Indonesia ]]>
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DOI: 10.59373/ijoss.v3i1.297
<![CDATA[Student leadership has emerged as a strategic field for developing future-ready graduates; however, its global research landscape remains insufficiently mapped. This study aims to systematically analyze the intellectual structure and geographical distribution of student leadership research from 2000 to 2026. Using a bibliometric approach, data were collected from the Scopus database with keywords such as student leadership, youth leadership, peer leadership, and student leader, resulting in 1,536 publications. Data were refined using OpenRefine, while Scopus analytical tools were employed to generate statistical trends. The findings indicate a significant and consistent growth in publication output, peaking in recent years. The United States dominates the field, followed by Canada and Australia, reflecting the strong influence of Western scholarship. However, emerging contributions from Asia, particularly China and Malaysia, signal a shift toward a more multipolar research landscape. The intellectual development of the field shows a transition from hierarchical leadership models to more relational and socially oriented perspectives. This study provides a comprehensive bibliometric overview that highlights key trends, influential works, and research gaps. The findings offer valuable insights for scholars, educators, and policymakers to promote more inclusive and globally relevant student leadership development]]>
<![CDATA[Decolonizing Emotional Scaffolding in Lebanese Ma‘āhid: Hermeneutics of Parental Reinforcement ]]>
<![CDATA[Badawi, Habib]]>
<![CDATA[ Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March ]]>
Publisher : <![CDATA[Perkumpulan Dosen Tarbiyah Islam Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.59373/ijoss.v3i1.294
<![CDATA[Parental emotional engagement in Lebanese Islamic boarding schools (ma’ahid) has been persistently mischaracterized in prior scholarship through culturally inappropriate terminology, obscuring the psychological and pedagogical mechanisms that underpin parent-child relationships within Beirut’s Sunni educational institutions. Existing research has largely applied Western-centric motivational frameworks without accounting for the collectivistic, honor-based, and religiously grounded structures that define these contexts. Objective: This study reconceptualizes parental emotional reinforcement within culturally appropriate theoretical frameworks by integrating Self-Determination Theory (SDT), Ricoeurian hermeneutics, and culturally responsive pedagogy, and identifies the primary mechanisms through which such reinforcement operates within Lebanese ma’ahid. Method: A qualitative hermeneutic-phenomenological design (Van Manen, 2016) was employed across three schools in Sunni-dominated districts of Beirut (Tariq al-Jdideh and Mazraa), involving 30 students (ages 13–18) and 40 parents. Data were collected through structured observations, systematic document analysis of parental letters and institutional communications, and digital ethnography of school-approved messaging platforms, then analyzed using Ricoeur’s three-level hermeneutic triad framework. Results: Parental emotional support operates through three primary mechanisms: (1) verbal affirmation anchored within religious and sharaf (family honor) discourse; (2) religious validation connecting academic perseverance to spiritual purpose and family dignity; and (3) future-oriented hope linking present effort to comprehensive life goals. These mechanisms fulfill SDT’s psychological needs autonomy, competence, and relatedness through culturally specific expressions that extend SDT beyond its original Western individualistic assumptions into collectivistic, religiously grounded motivational frameworks. Implications: This research offers a theoretically rigorous, culturally responsive framework for understanding emotional support in Lebanese Islamic educational contexts, contributing to the decolonization of educational psychology and demonstrating that fundamental psychological needs can be authentically fulfilled through non-Western cultural mechanisms.]]>
<![CDATA[Check and Balance in Islam: The Role of the ‘Ulama ]]>
<![CDATA[Abdullah, Ab Halim bin]]>
<![CDATA[ Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March ]]>
Publisher : <![CDATA[Perkumpulan Dosen Tarbiyah Islam Indonesia ]]>
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DOI: 10.59373/ijoss.v3i1.296
<![CDATA[This study examines the concept of checks and balances within Islamic constitutional thought, particularly in comparison to Western constitutional doctrine. While the Western model explicitly institutionalizes separation of powers to prevent tyranny, classical Islamic jurisprudence does not articulate an equivalent formal doctrine. The research gap lies in the limited scholarly articulation of how mechanisms functionally similar to checks and balances operated within Islamic governance despite the absence of a formalized theory. This research employs a qualitative normative approach based on classical Islamic legal texts and historical practices of governance. It analyzes key principles such as the primacy of Sharī’ah, consultative governance (shūrā), and elective leadership, alongside the institutional roles of rulers and the ‘ulama. The findings reveal that although Islamic governance is often described as unitary, a form of functional separation of powers existed in practice. The ‘ulama exercised independent authority in interpreting Sharī’ah and producing fiqh, while rulers implemented administrative policies (siyāsa shar‘iyyah) within Sharī’ah boundaries. This interaction created a dynamic system of checks and balances, with legitimacy largely dependent on scholarly endorsement, thereby positioning the ‘ulama as a decisive counterbalance to political authority. However, this balance shifted due to political centralization, particularly during the late Ottoman period. This study contributes by conceptualizing an implicit model of Islamic checks and balances rooted in the dual authority of scholars and rulers, offering a novel framework to reinterpret classical Islamic governance in contemporary constitutional discourse. It also highlights the potential relevance of this model in current constitutional reform movements in Muslim-majority countries, particularly in the post-Arab Spring context.]]>
<![CDATA[Leading The Future Through Student Leadership: A Bibliometric Mapping ]]>
<![CDATA[Adnan, Nor Syamimi Mohamed]]>;
<![CDATA[Aziz, Mohd Kasturi Nor Abd]]>;
<![CDATA[Halim, Jasin Abd]]>;
<![CDATA[Ridzuan, Ahmad Hifzurrahman]]>;
<![CDATA[Israr, Mohammad]]>
<![CDATA[ Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March ]]>
Publisher : <![CDATA[Perkumpulan Dosen Tarbiyah Islam Indonesia ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
|
DOI: 10.59373/ijoss.v3i1.297
<![CDATA[Student leadership has emerged as a strategic field for developing future-ready graduates; however, its global research landscape remains insufficiently mapped. This study aims to systematically analyze the intellectual structure and geographical distribution of student leadership research from 2000 to 2026. Using a bibliometric approach, data were collected from the Scopus database with keywords such as student leadership, youth leadership, peer leadership, and student leader, resulting in 1,536 publications. Data were refined using OpenRefine, while Scopus analytical tools were employed to generate statistical trends. The findings indicate a significant and consistent growth in publication output, peaking in recent years. The United States dominates the field, followed by Canada and Australia, reflecting the strong influence of Western scholarship. However, emerging contributions from Asia, particularly China and Malaysia, signal a shift toward a more multipolar research landscape. The intellectual development of the field shows a transition from hierarchical leadership models to more relational and socially oriented perspectives. This study provides a comprehensive bibliometric overview that highlights key trends, influential works, and research gaps. The findings offer valuable insights for scholars, educators, and policymakers to promote more inclusive and globally relevant student leadership development]]>
<![CDATA[Technology-Enhanced Civic Education: A Systematic Literature Review of Digital Learning Systems and Civic Competencies ]]>
<![CDATA[Rosyad, Ali Miftakhu]]>
<![CDATA[ Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March ]]>
Publisher : <![CDATA[Perkumpulan Dosen Tarbiyah Islam Indonesia ]]>
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DOI: 10.59373/ijoss.v3i1.299
<![CDATA[Technology transforms civic education delivery and outcomes in higher education institutions worldwide. This systematic review addresses a critical gap by synthesizing empirical evidence on how specific digital learning systems support civic competency development, examining which technological features and pedagogical integration strategies effectively cultivate democratic citizenship capabilities. Following PRISMA guidelines, we analyzed 63 peer-reviewed articles published between 2014-2024 from Scopus, Web of Science, ERIC, and IEEE Xplore databases. Results show that technology-enhanced approaches combining interactive systems with structured pedagogy produce moderate to large effects (d=0.51-1.18) on civic competencies, while technology-as-content-delivery shows minimal effects (d=0.14-0.38). However, 79% of studies measure outcomes within one month post-intervention using self-report instruments, limiting conclusions about sustained behavioral change. Four categories of digital learning systems emerged: learning management systems, specialized civic platforms, immersive technologies, and social networking tools. Substantial gaps exist in longitudinal behavioral research, implementation science studies, and comparative system effectiveness analyses. Critical Gap: No prior systematic review has explicitly synthesized empirical evidence on which digital learning systems and pedagogical integration strategies most effectively develop all four civic competency dimensions (cognitive, participatory, affective, and behavioral) in higher education globally, including in developing and Asian contexts where this urgency is greatest. Novelty: This study provides the first PRISMA-guided, cross-dimensional synthesis demonstrating that pedagogical integration quality—not technological sophistication—is the primary predictor of civic learning outcomes, offering an evidence-based framework transferable across diverse institutional and cultural contexts worldwide.]]>
<![CDATA[Dzikir As Cognitive Reprogramming: Transforming Internalized Negative Beliefs among Muslim Students ]]>
<![CDATA[Nadhif, Moh.]]>;
<![CDATA[Sirojuddin, Akhmad]]>;
<![CDATA[Bakhiet, Bakri Muhammad]]>;
<![CDATA[Acetylena, Sita]]>;
<![CDATA[Ma'arif, Samsul]]>
<![CDATA[ Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March ]]>
Publisher : <![CDATA[Perkumpulan Dosen Tarbiyah Islam Indonesia ]]>
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DOI: 10.59373/ijoss.v3i1.308
<![CDATA[This study examines the role of dzikir as a cognitive reprogramming intervention in transforming internalized negative beliefs among Muslim students. Rooted in the intersection of Islamic education, cognitive psychology, and emerging neuro-religious perspectives, the study addresses how repetitive parental narratives such as “life is difficult” or “earning money is hard” contribute to the formation of maladaptive cognitive schemas and scarcity-oriented mindsets. Despite the growing body of research on cognitive restructuring, the integration of Islamic spiritual practices into contemporary psychological frameworks remains limited. This study employs a convergent mixed-methods design, combining quantitative and qualitative approaches. Quantitative data were collected through a quasi-experimental pre-test–post-test design involving 80 participants and analyzed using paired sample t-tests and effect size analysis. Qualitative data were obtained from semi-structured interviews with 20 participants and analyzed using thematic analysis to explore participants’ lived experiences and cognitive transformation processes. The findings reveal statistically significant improvements in cognitive belief orientation, including a reduction in scarcity mindset and an increase in positive life orientation and self-efficacy (p < .001). Effect size analysis indicates a strong practical impact of the intervention. Qualitative findings further highlight three key themes: internalized negative narratives, emergence of cognitive awareness, and the transformative role of dzikir in reshaping internal dialogue and emotional states. These results suggest that structured and meaning-oriented dzikir practices can serve as an effective culturally grounded approach to cognitive restructuring. While the study does not directly measure neural activity, the findings provide indirect evidence of possible neurocognitive adaptation associated with repetitive spiritual practices. This study contributes to the development of a Neuro-Religious Cognitive Reprogramming Framework, bridging Islamic spiritual praxis and cognitive science. The findings also offer practical implications for integrating dzikir-based interventions into Islamic education and counseling to promote healthier cognitive patterns and improved psychological well-being.]]>
