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Journal of Social Studies and Education
Published by Al-Qalam Institute
ISSN : 30218993     EISSN : 30252253     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Journal of Social Studies and Education is a peer-reviewed journal that advances social studies and education knowledge through original, high-quality research. It focuses on various themes, including pedagogical innovations, curriculum development, global citizenship, social and emotional learning, equity, diversity, and inclusion in education. Additionally, the journal explores historical and cultural studies, educational technology, teacher education, and community engagement. This journal bridges theory and practice by addressing these areas, fostering innovative approaches and interdisciplinary insights to tackle contemporary educational challenges. Journal of Social Studies and Education welcomes diverse methodologies and perspectives, emphasizing interdisciplinary research integrating sociology, history, political science, and related disciplines. The journal is committed to promoting global and local perspectives, focusing on aligning with the United Nations Sustainable Development Goals, such as quality education and reduced inequalities. Contributions aim to provide theoretical insights and practical applications for educators, policymakers, and researchers, making this journal a vital platform for fostering dialogue, innovation, and collaboration in social studies and education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 3 Documents
 1 
Search results for , issue "vol. 4 no. 3 (2026)" : 3 Documents clear
Community-Based Islamic Religious Guidance: Counselor Performance and Decentralized Operation in Minority Contexts Muhammad Kahfi; Zulkarnain Abdurrahman
Journal of Social Studies and Education Vol. 4 No. 3 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i3.3092

Abstract

Community-based Islamic religious guidance is important for strengthening religious understanding and sustaining religious activities, particularly when counselors face limitations in time, coverage, and availability. This study aims to examine the roles and performance of Islamic religious counselors in implementing community-based religious guidance, identify the forms of guidance activities, and analyze supporting and inhibiting factors. This study employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews, and documentation involving Islamic religious counselors, Islamic community guidance officials, mosque administrators, community leaders, and community members selected purposively. Data were analyzed through data condensation, data display, and verification. The findings show that counselors act as facilitators, mediators, motivators, and community mobilizers. Religious guidance is implemented through majelis Taklim, perwiritan groups, mosque youth, and community-based social organizations as spaces for religious learning and participation. Implementation is supported by religious and community leaders, mosque administrators, and residents but constrained by limited community time, geographical conditions, and the limited number of counselors. Community-based counselor performance strengthens participation and supports the continuity of Islamic religious activities. Shared responsibility between counselors and community organizations is essential for sustainable and decentralized religious guidance. 
Digital Piety among Generation Z: Representing Religious Identity through Instagram Visual Communication Putri Nadia Ritonga; Fakhrur Rozi
Journal of Social Studies and Education Vol. 4 No. 3 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i3.3101

Abstract

Social media has emerged as a significant digital space where Generation Z constructs, expresses, and negotiates religious identity through visual and audiovisual practices. The growing presence of religious content on Instagram highlights the need to understand how digital platforms shape contemporary forms of piety beyond traditional religious spaces. This study examines the construction of Generation Z piety in Instagram religious content using John Fiske’s semiotic framework. Employing a qualitative descriptive case study approach, this research analyzed four Instagram Reels uploaded by @naisaalifiayuriza through observation, content analysis, and interviews with selected viewers. The findings reveal three interconnected patterns of digital piety construction: modest appearance and embodied expressions of religiosity, direct visual communication of religious messages, and religious self-reflection as a form of digital piety. The analysis shows that clothing, facial expressions, gestures, camera framing, narration, subtitles, Arabic script, and reflective messages collectively construct meaning at the levels of reality, representation, and ideology. This study contributes to a multilayered understanding of digital piety as an embodied, communicative, and reflective practice. The implications suggest that contemporary digital da’wah should integrate authentic visual representation with meaningful religious reflection to engage younger audiences effectively.
Metacognitive Awareness: Fostering Cognitive Regulation through Hybrid Problem-Based Learning (HyProBeL) in Higher Education Halimatus Sa’diyah
Journal of Social Studies and Education Vol. 4 No. 3 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i3.3104

Abstract

Metacognitive awareness is essential for university students to plan, monitor, evaluate, and regulate their learning processes. However, conventional problem-based learning (PBL) often provides limited opportunities for students to develop these metacognitive skills systematically across different learning environments. This study aims to evaluate HyProBeL, a five-phase learning model integrating asynchronous digital learning and synchronous face-to-face PBL, in enhancing students’ metacognitive awareness. A quasi-experimental pretest-posttest non-equivalent control group design was employed with 72 undergraduate Educational Management students from two intact classes. Data were collected using an adapted Metacognitive Awareness Inventory and analyzed through ANCOVA and N-gain analysis using SPSS 26.0. The results revealed a significant adjusted post-test difference between the experimental and control groups (F=83.908, p<.001, partial η²=.549). HyProBeL produced higher N-gain scores in Regulation of Cognition (.71, high) and Knowledge of Cognition (.58, moderate) than conventional PBL (.26 and .25, respectively). The findings suggest that effective integration of asynchronous and face-to-face activities should align with metacognitive demands. Higher education instructors are encouraged to design learning environments that emphasize structured planning, monitoring, argumentation, and reflection to promote deeper and sustainable learning outcomes.

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