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Annisa Tri Ananda Dewi
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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 26 Documents
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Corrigendum Corrigendum
Journal of Social Studies and Education Vol. 3 No. 1 (2025): January-June (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In the article “Harmonization of Customary Law and Islamic Law in the Management of Forbidden Lakes in Village Communities” (Vol. 03 No. 01, 2025: 01–13), the name Dr. Farouq Saber Al-Shibli was incorrectly included as a co-author without his knowledge, contribution, or consent.His name has now been removed from the article PDF, metadata, and indexing.The editorial team sincerely apologizes for this error.
Educating through Ritual: Rokat Bar-Lobaran as the Educational Heritage of the Madurese Society Arman; Rahmat Hidayat
Journal of Social Studies and Education Vol. 3 No. 2 (2025): July-December (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.669

Abstract

This research aims to reveal the stages of implementing the Rokat Bar-Lobaran ritual as a means of instilling educational value in society. The Bar-Lobaran rocket is a hereditary tradition that is carried out twice a year, namely during the transition period of the dry season to the rainy season and vice versa. The method employed is a qualitative approach, utilizing a case study design. Data was collected through direct observation, in-depth interviews with ritual performers and locksmiths, and documentation. Data analysis follows the Miles and Huberman model, which involves data reduction, data presentation, and conclusion. The results of the study reveal that this ritual comprises several main stages, namely preparation, Rokat Ngoro' Somor, Rokat Accem Raja, and the culmination of Rokat Bar-Lobaran, which is carried out in the Kakandhalia Cave. Each stage is led by a community leader who inherits a special customary title, and each process contains educational values such as responsibility, cooperation, cultural preservation, and spirituality. Value instilling is carried out symbolically and practically through community participation in every stage of the ritual. This research demonstrates that Rokat Bar-Lobaran is not only a cultural heritage but also a vehicle for educational values rooted in local wisdom that remains relevant in the context of modern society.
Centralization vs Flexibility: Comparative Study of Education Policy in Sudan and Vietnam Saifaldin Onia
Journal of Social Studies and Education Vol. 3 No. 2 (2025): July-December (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.1284

Abstract

This study comparatively analyzes national education policies in Sudan and Vietnam to understand the structural and institutional differences in the education systems of the two countries. Using a qualitative approach of comparative case studies, data is collected through studies of official documents, reports of international institutions, and academic literature. The analysis was conducted through a thematic-based content analysis, which encompassed the structure of the education system, language and curriculum policies, as well as quality strategies and the role of institutions. The results show that Sudan implements a fully centralised model with strict central government control over all aspects of policy, including a uniform curriculum and language of instruction (Arabic), with no room for local innovation. In contrast, Vietnam implements a centralised policy model with flexible implementation, leaving room for adaptation at the school and university levels. The structure of Vietnam's education system is more adaptable, supported by a bilingual policy (Vietnamese and English), as well as a comprehensive quality strategy that includes improved budgets, teacher quality, and institutional autonomy. This study suggests that differences in institutional approaches have a significant impact on the effectiveness of implementation and innovation in education.
From Classroom to Community: Strengthening Economic Understanding through Problem-Based Learning M. Sa'i; Prasetyo Adi Nugroho; Abdul Wahid Zaini Wahid Zaini
Journal of Social Studies and Education Vol. 3 No. 2 (2025): July-December (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.738

Abstract

This study aims to analyze the effectiveness of the Problem-Based Learning (PBL) model in improving students’ understanding of local economic potential. Using a qualitative approach with the Classroom Action Research (CAR) method, the study was conducted through four stages: planning, implementation, observation, and reflection. The participants consisted of eighth-grade students enrolled in Social Studies (IPS) subjects. Data were collected through observation, interviews, pre- and post-tests, and student response questionnaires regarding the implementation of PBL. The findings indicate that PBL significantly enhanced students’ critical, collaborative, and analytical thinking skills in understanding local economic dynamics. The increase in average scores from pre-test to post-test demonstrates a measurable improvement in students’ conceptual mastery. Furthermore, students’ active involvement in creating a local economic map strengthened their ability to connect theoretical knowledge with real-life economic practices in their surroundings. This study concludes that implementing PBL in social studies effectively promotes contextual economic literacy and fosters socio-economic awareness among junior high school students.
Transforming Islamic Elementary Education: The Role of Curriculum Management in Quality Improvement Nurhayati; Lumiati
Journal of Social Studies and Education Vol. 3 No. 2 (2025): July-December (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.1293

Abstract

This study aims to analyze the implementation of curriculum management and its impact on improving the quality of education in Islamic elementary schools. The research focuses on three key aspects: curriculum planning, implementation, and evaluation within the context of Islamic education institutions that operate under limited resources. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation, and validated using triangulation of sources and techniques. The findings reveal that curriculum planning is conducted collaboratively and systematically, involving school leaders, teachers, and school committees. The implementation stage applies various learning strategies such as project-based learning, differentiated instruction, and the integration of Islamic values across subjects. Evaluation is carried out continuously through academic supervision, reflective meetings, and feedback from parents. The effective implementation of curriculum management positively influences students’ learning outcomes, teacher professionalism, academic culture, and the development of students’ moral and spiritual character. Despite challenges such as limited facilities, funding, and differences in student ability, these are addressed through teacher training, innovative teaching strategies, and active collaboration with stakeholders. Conceptually, this study highlights that well-structured and participatory curriculum management serves as a crucial determinant of educational quality improvement in Islamic educational settings.
Bridging Revelation and Reality: Pedagogical Reform in Islamic Education through the Lens of Fazlur Rahman Edi Sutrisno; Taufikin
Journal of Social Studies and Education Vol. 3 No. 2 (2025): July-December (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.1295

Abstract

This study aims to analyze the implementation model of Fazlur Rahman's thought in the development of modern Islamic vocational education. The primary focus of this study is how the integration between general science and religious science is realized systematically through curriculum, learning, and school culture. A descriptive qualitative approach is used, with data collected through interviews, observations, and documentation. The results of the study show that SMK NU Gembong has successfully applied Rahman's idea of integrating knowledge by removing the dichotomy between religious and general knowledge. This merger is evident in the curriculum, which includes tafsir, hadith, nahwu, fiqh, and Ke-NU-an, alongside vocational lessons in computers, automotive, and accounting. In addition,  Rahman's concept of double movement is adapted in the learning of tafsir and hadith, where students are trained to understand the historical context of verses and relate them to modern reality. This implementation not only strengthens students' technical competence but also fosters moral and spiritual character rooted in Islamic values. This research emphasizes that Islamic vocational education can serve as a laboratory for integrating knowledge relevant to modern needs while maintaining the integrity of Islamic values.

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