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Jurnal Ilmu Pendidikan & Sosial (SINOVA)
Published by Yayasan Miftahul Ulum
ISSN : 30259231     EISSN : 30259231     DOI : -
Core Subject : Education, Social,
Social Sciences Other
Jurnal Ilmu Pendidikan & Sosial (SINOVA) ISSN 3025-9231 adalah jurnal ilmiah yang menerbitkan artikel tentang ilmu pendidikan dan sosial. Terbit 4 bulanan, Issue 1 pada bulan Januari-April; Issue 2 pada bulan Mei-Agustus; dan Issue 3 pada bulan September-Desember. Diterbitkan oleh Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04. Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI Sangatta Kab. Kutai Timur.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 79 Documents
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Peran Pendidikan Formal dalam Meningkatkan Mobilitas Sosial Siswa dari Keluarga Miskin: Studi Kualitatif di SMP Negeri 5 Sangatta Utara Avryn Wella Saputri; Yunia Cahya Laila; Muhammad Yasin
JURNAL ILMU PENDIDIKAN & SOSIAL (SINOVA) Vol. 3 No. 3 (2025): September-Desember
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI SANGATTA Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/sinova.v3i3.327

Abstract

This study aims to analyze in-depth the role of formal education in facilitating and enhancing the social mobility of students from low socioeconomic backgrounds at SMP Negeri 5 Sangatta Utara. Social mobility is understood not only as an increase in economic status but also as an increase in students' cultural capital and life aspirations. Using a qualitative case study approach, data were collected through in-depth interviews with the principal, teachers, students, and parent representatives, as well as participant observation of school activities. The study results indicate that schools play a significant role as agents actively counteracting students' cultural capital deficits by providing an environment that encourages the development of non-academic skills, such as leadership and public speaking. Key internal factors supporting this role are teachers' pedagogical consistency and innovative school leadership in integrating professional values. External driving factors include the existence of an alumni network that serves as inspiring mentors and provides psychological support from the majority of parents. It is concluded that a school's effectiveness in enhancing social mobility depends largely on its ability to bridge the gap between instilled values ​​and the socioeconomic realities of families through structured partnership programs.
Pengaruh Tingkat Pendidikan Terhadap Pola Komunikasi Masyarakat Perbatasan pada Media Sosial Rafif Dhiyaulhaq; Dimas Wahyudi Budi Hariyanto; Fajriyatul Muflikhah; Flora Suci Aniaraga Sapitri
JURNAL ILMU PENDIDIKAN & SOSIAL (SINOVA) Vol. 4 No. 1 (2026): Januari-April
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI SANGATTA Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/sinova.v4i1.368

Abstract

The level of education in border regions remains an issue that affects the quality of community communication on social media. Limited access to education, technological infrastructure, and low digital literacy result in media use that tends to be consumptive and reactive. This study aims to analyze the relationship between educational levels and communication patterns among border communities, identify the educational factors influencing them, and explain the communication patterns that emerge in the digital space. The methodology employed involves a literature review of five primary sources selected based on credibility, relevance, and publication span. The analysis was conducted thematically and descriptively. The results indicate that educational level plays a role in shaping digital literacy and motivations for social media use, which in turn determine the quality of communication. The interaction between educational limitations and technology reinforces unproductive communication patterns. This study recommends strengthening education, digital literacy, and equitable infrastructure to foster more critical and sustainable communication.
Pendidikan Multikultural Di SDIT 2 Daarussalaam dan SMPIT Daarussalaam Sangatta Utara Anisa Nur Azizah Anisa; Muhammad Yasin
JURNAL ILMU PENDIDIKAN & SOSIAL (SINOVA) Vol. 4 No. 1 (2026): Januari-April
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI SANGATTA Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/sinova.v4i1.315

Abstract

This study aims to examine the implementation of Multikultural education at SDIT 2 Darussalaam and SMPIT Daarussalaam Sangatta using a qualitative approach. The research focuses on three main aspects: (1) the implementation of Multikultural educatio at SDIT 2 Daarussalaam and SMPIT Daarussalaam, (2) school policies supporting Multikultural values at SDIT 2 Daarussalaam and SMPIT Daarussalaam, and (3) the challenges and efforts in its implementation at SDIT 2 Daarussalaam and SMPIT Daarussalaam . The findings indicate that SDIT 2 Daarussalaam applies Multikultural education conceptually through thematic learning, while SMPIT Daarussalaam implements it more practically through habituation and collaborative activities. Both schools support tolerance-based values through character-building programs and the integration of Islamic teachings grounded in rahmatan lil ‘alamin. The main challenges include a homogeneous school environment and limited interfaith interaction; however, these are addressed through character education, social activities, and teacher role modeling, which effectively foster inclusive and tolerant attitudes among students.
Implementasi Sistem Penjaminan Mutu Internal (SPMI) Berbasis PPEPP dalam Meningkatkan Kinerja Guru di SMKN 2 Sangatta Utara Fatimah Al Jahra; Indah Pratama Poluan; Salsabila Khairani; Nurfadilla Nurfadilla; Anggra Prima
JURNAL ILMU PENDIDIKAN & SOSIAL (SINOVA) Vol. 4 No. 1 (2026): Januari-April
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI SANGATTA Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/sinova.v4i1.345

Abstract

This study aims to describe the implementation of the Internal Quality Assurance System based on the PPEPP cycle in improving teacher performance at Vocational High School 2, North Sangatta. This study uses a qualitative approach with a case study type. The research subjects consisted of the principal, the quality assurance team, and 7 teachers. Data collection techniques were carried out through in-depth interviews, observation, and documentation. Data analysis used the interactive model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions, with data validity testing through source and technique triangulation. The results of the study indicate that the implementation of the Internal Quality Assurance System based on PPEPP was carried out systematically through quality planning, program implementation, evaluation through quarterly internal audits, control, and follow-up of continuous improvement. This implementation has an impact on improving teacher performance, especially in aspects of discipline, completeness of learning tools, and compliance with standard operating procedures (SOP). However, obstacles are still found in the aspect of consistency of quality documentation and the involvement of industrial partners in supporting school programs. This study contributes in the form of a contextual implementation model of the Internal Quality Assurance System based on PPEPP in vocational schools, and can be a reference in strengthening quality culture and improving teacher performance in a sustainable manner.
Pendidikan Sebagai Institusi Sosial pada Era Digital Di SMP Negeri 2 Sangatta Selatan Ajeng Puspita Ambarsari; Muhammad Yasin
JURNAL ILMU PENDIDIKAN & SOSIAL (SINOVA) Vol. 4 No. 1 (2026): Januari-April
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI SANGATTA Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/sinova.v4i1.353

Abstract

This study aims to analyze the role of education as a social institution in the digital era at SMP Negeri 2 Sangatta Selatan. This study used a qualitative approach with data collection techniques through interviews, observation, and documentation to gain a deep understanding of the dynamics that occur in the educational process. The results show three main findings. First, education continues to function as an agent of socialization by strengthening character values, media ethics, and shaping students' social behavior, even though learning interactions have shifted to the digital realm. Second, several challenges remain, including the gap in internet access, low digital literacy among some teachers and students, and a decline in the quality of direct social interactions that have the potential to affect character formation. Third, schools respond to these challenges through various adaptive strategies, such as training to improve digital competency for teachers, the use of simple and easily accessible learning platforms, and the integration of social values ​​into digital-based learning processes. Furthermore, schools also strive to maintain a balance between online and face-to-face learning. These findings confirm that the success of educational digitalization depends heavily on the ability of educational institutions to wisely integrate technology with strengthening their social functions.
Pengaruh Permasalahan Sosial Siswa Pindahan dan Dampaknya Terhadap Proses Belajar Mengajar Di SDN 014 Sangatta Selatan Mohd. Samran; Muhammad Yasin
JURNAL ILMU PENDIDIKAN & SOSIAL (SINOVA) Vol. 4 No. 1 (2026): Januari-April
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI SANGATTA Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/sinova.v4i1.355

Abstract

This study aims to analyze the social problems experienced by transfer students and their impact on the teaching and learning process at SDN 014 Sangatta Selatan. The study employed a qualitative approach with data collection techniques consisting of interviews, observations, and documentation. The informants involved transfer students, teachers, the school principal, and parents. The results showed that transfer students faced various social problems, including difficulties adapting to a new environment, limitations in building social interactions, and feelings of isolation within the school environment. These social problems significantly affected the teaching and learning process, particularly in reducing students’ concentration, motivation, and participation in learning activities. The study also found that unfavorable social conditions could hinder students’ optimal learning achievement. In addition, the role of teachers and schools was found to be highly important in helping transfer students adapt through the creation of an inclusive, supportive, and conducive learning environment. The findings reinforce the view that successful learning is determined not only by academic aspects but also by the social and emotional support received by students. Therefore, holistic and sustainable learning strategies are needed by integrating social support into learning practices to improve both the quality of learning and the adaptation success of transfer students in the school environment.
Pendidikan dan Stratifikasi Sosial Di TK Darun Najah Sangatta Selatan: Analisis Peran Lembaga Paud Dalam Membangun Kesetaraan Sosial Nurainiya Maghfiroh; Muhammad Yasin
JURNAL ILMU PENDIDIKAN & SOSIAL (SINOVA) Vol. 4 No. 1 (2026): Januari-April
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI SANGATTA Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/sinova.v4i1.359

Abstract

Education and social stratification are two interrelated concepts in research on society and education. Education does not merely serve as a tool for transferring knowledge and skills, but also plays an important role in shaping the social structure within a community. The focus of this study is: What is the form of social stratification at Darun Najah Kindergarten in South Sangatta, what is the role of social stratification at Darun Najah Kindergarten in South Sangatta, and what factors support and hinder social stratification at Darun Najah Kindergarten in South Sangatta. The methodology used in this research is a qualitative approach, which includes a literature review and analysis of secondary data from various relevant empirical sources and interviews. The findings from the analysis show that social stratification at Darun Najah Sangatta Selatan Kindergarten is formed through several layers or categories that arise from differences in roles, status, and responsibilities within the school environment. Social stratification in the Darun Najah Sangatta Selatan Kindergarten environment has several important roles, such as helping to divide tasks and responsibilities, creating effective coordination, and increasing the professionalism of teachers and staff. The main factors causing social inequality include suboptimal budget allocation, unequal access to educational facilities, and economic inequality among families, which limits their ability to pay for their children's education. This is because Darun Najah Kindergarten still lacks the infrastructure and resources to support learning activities to ensure that children receive a better and fairer education
Kebijakan Moderasi Beragama dalam Pendidikan Islam Indonesia: Tantangan Implementasi di Era Digital Khotibul Umam; Prita Arianti; Muhammad Khairil
JURNAL ILMU PENDIDIKAN & SOSIAL (SINOVA) Vol. 4 No. 1 (2026): Januari-April
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI SANGATTA Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/sinova.v4i1.377

Abstract

This study aims to analyze various moderation policies in the Indonesian Islamic education system and identify various challenges to their implementation in the digital era. The study uses a qualitative approach with library research. Data were obtained from various primary and secondary sources in the form of government regulations, books, and relevant scientific articles, then analyzed using content analysis techniques. The results show that religious moderation policies have been integrated into the Islamic education system through curriculum strengthening, educator competency development, and internalization of wasathiyah values ​​in the learning process. However, its implementation still faces various challenges, including the polarization of religious understanding, the penetration of extreme ideologies through digital media, limited teacher pedagogical competencies, and low digital literacy of students. This research confirms that strengthening Muslim moderation in Islamic education serves not only as an effort to prevent radicalism but also as a strategy to build social and cultural resilience in the increasingly complex digital transformation. Therefore, synergy between the government, educational institutions, educators, and the community is needed to optimize the implementation of religious moderation sustainably.
Penguatan Digital Citizenship Melalui Pembelajaran Pendidikan Pancasila dan Kewarganegaraan dalam Membangun Moderasi Beragama pada Generasi Z Farida Catur Wahyu Anggriyani
JURNAL ILMU PENDIDIKAN & SOSIAL (SINOVA) Vol. 4 No. 1 (2026): Januari-April
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI SANGATTA Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/sinova.v4i1.394

Abstract

The development of digital technology has changed the patterns of interaction, communication, and social participation of Generation Z in everyday life. On the one hand, technological advances provide easier access to information and wider participation space, but on the other hand, they also give rise to various challenges such as the spread of hoaxes, cyberbullying, violations of digital ethics, and low awareness of digital responsibility. This study aims to analyze the implementation of digital citizenship strengthening through Pancasila and Citizenship Education (PPKn) learning, the role of PPKn teachers in shaping digital citizens with Pancasila character, as well as supporting and inhibiting factors for its implementation at MI Al Munawwir Sangatta Selatan. The study used a qualitative approach with a case study type. Data were obtained through observation, interviews, and documentation involving the principal, PPKn teachers, guidance and counseling teachers, and students. Data analysis used the interactive model of Miles, Huberman, and Saldaña which includes data condensation, data presentation, and drawing and verifying conclusions. The results of the study indicate that digital citizenship strengthening is implemented through the development of digital literacy, digital ethics, digital responsibility, and digital participation integrated into PPKn learning. Civics and Citizenship Education (PPKn) teachers act as facilitators, mentors, role models, and reinforcers of Pancasila and Islamic values ​​in students' digital lives. Supporting factors include a religious school culture, the active role of teachers, the availability of technology, and the integration of Islamic and national values. Inhibiting factors include low information verification skills, the negative influence of social media, limited family support, and the rapid development of digital technology. This study confirms that Civics and Citizenship Education (PPKn) learning has a strategic role in shaping digital citizens who are intelligent, ethical, responsible, and have Pancasila character and have an attitude of religious moderation in facing the dynamics of life in the digital era

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