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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 56 Documents
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Cultural and Structural Pathways to Character Formation: Teacher Parent Collaboration in Islamic Education Mohamad Hasyim; Abdullah; Agus Angga Rizki; Syamsul Arifin
Journal of Social Studies and Education Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.2855

Abstract

This study aims to analyze the forms, strategies, and supporting and inhibiting factors of collaboration between Islamic Religious Education (PAI) teachers and parents in developing students’ character, as well as to compare collaboration patterns within different Islamic educational traditions. This study employed a qualitative descriptive approach with a comparative case study design. Data were collected through non-participant observation, semi-structured interviews, and documentation involving PAI teachers, parents, school principals, and students. Data were analyzed through data condensation, data display, and conclusion drawing, supported by source and technique triangulation. The findings show that teacher–parent collaboration plays an important role in strengthening students’ religiosity, discipline, responsibility, politeness, and social behavior. Two complementary collaboration patterns were identified: a cultural-relational approach emphasizing religious habituation, exemplary behavior, and interpersonal communication, and a structured-programmatic approach emphasizing formal communication, character monitoring, parenting programs, and systematic documentation. Supporting factors include shared religious values, institutional commitment, communication technology, and parental awareness, while major obstacles include limited parental availability, uneven participation, and differences in home-based parenting practices. The study implies that sustainable character formation requires adaptive collaboration that integrates institutional systems, interpersonal relationships, and continuity between school and home.
From Memorization to Character: Internalizing Qur’anic Values through the 3T+1M Approach Moh. Azizi Al Mahbub; Hefniy; Syamsul Arifin
Journal of Social Studies and Education Vol. 3 No. 1 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i1.2856

Abstract

This study aims to examine the implementation of the 3T+1M method through Qur’anic understanding and to analyze the internalization of Qur’anic values among students. The study employs a qualitative approach with a multi-site case study design. Data were collected through in-depth interviews, observation, and documentation, and analyzed through data condensation, data display, and verification. The findings show that 3T+1M integrates Talaqqi, Tafahhum, Tikrar, and Muraja’ah as interconnected processes in Qur’anic learning. Tafahhum plays an important role in connecting memorization with understanding, while Tikrar and Muraja’ah reinforce memorization and its continuous practice. The internalization of the Qur’anic value of patience was predominantly identified at the Receiving, Responding, and Valuing stages, while the Characterization stage remained limited. Theoretically, the study contributes an integrated perspective linking the 3T+1M pedagogical process, Qur’anic understanding, and affective value internalization. Practically, the findings imply that tahfidz education should integrate memorization with systematic understanding, contextual learning, repeated practice, and daily behavioral reinforcement to strengthen the transformation of Qur’anic knowledge into lived values.
The Role of Reputation Management in Mitigating Environmental Damage and Restoring Trust Hilda Nurhidayati; Susie Perbawasari; Subekti Wirabhuana Priyadharma
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.2911

Abstract

This study aims to critically examine the ecological reputation crisis following a landslide disaster and land-clearing activities, focusing on the failure of defensive reputation management, power asymmetries, and the development of an alternative reputation management model. This study employed a critical qualitative case study design, with data collected through direct observation, in-depth interviews, and document analysis. The findings indicate that defensive corporate reputation strategies were ineffective in restoring legitimacy due to regulatory violations, polarized digital discourse, and distorted communication practices. Furthermore, instrumental communication that disregarded the four validity claims of communicative action theory intensified public distrust and widened the gap between corporate interests and community expectations. In response, the study formulates an Open Sustainable Tourism-Based Reputation Management Model that integrates discourse ethics, inclusive deliberation, regulatory compliance, and ecological accountability. The model implies that sustainable reputation management requires organizations to move beyond defensive communication toward transparent, participatory, and ethically grounded engagement. These findings contribute to crisis communication and sustainable tourism management by providing an alternative framework for reconciling tourism investment, corporate legitimacy, public trust, and ecological sustainability.
Rhetorical Imagery in the Qur'an: A Comparative Isti'ārah Study of Al-Zamakhshari and Al-Zuhaili Mohamad Thohir; Muhammad Afifuddin Dimyathi; Wahidiyat Nur Laduni
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.2923

Abstract

This study aims to examine the use of isti’arah (metaphor) in Surah Al-Taubah through a comparative analysis of Tafsir Al-Kasyaf by Al-Zamakhsyari and Tafsir Al-Munir by Wahbah Al-Zuhaili. The study focuses on identifying the types of isti’arah, examining their semantic implications, and comparing the interpretive approaches employed by both mufassir. This research adopts a qualitative descriptive-analytic design using library research. Data were collected from the two tafsir works as primary sources and supported by classical and contemporary literature on Arabic rhetoric balaghah. Data were analyzed through content analysis and comparative analysis. The findings reveal 19 verses containing isti’arah in Surah Al-Taubah, classified into three types: tasrihiyyah, taba’iyyah, and lathaiful isti’arah. The analysis of QS. Al-Taubah: 5 and 32 indicates that Al-Zamakhsyari emphasizes historical-linguistic interpretation and lexical comparison, whereas Al-Zuhaili provides a more systematic explanation with greater attention to contemporary relevance. The findings imply that integrating both approaches strengthens comparative Qur'anic interpretation and provides a more comprehensive understanding of the Qur'an's linguistic and rhetorical dimensions.
Bridging Educational Inequality Through Educational Technology: A Literature-Based Analysis Toward Smart Society 5.0 Muhammad Iqbal Hidayatullah; Haziq Farda Isyrafi; Syarifah; Abu Darda; Cecep Sobar Rochmat
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.2929

Abstract

Educational inequality persists despite digital transformation, where access, capacity, and technological readiness remain uneven. Educational Technology offers opportunities to expand participation, personalize learning, and support inclusive education within Smart Society 5.0. This study aims to develop a framework explaining how Educational Technology can reduce educational inequality. A descriptive qualitative design using an Analytical Literature Review was employed. Literature from eight databases published between 2021 and 2026 was screened, evaluated, thematically coded, and synthesized. The findings show that Educational Technology expands access and learning flexibility across geographical and socioeconomic barriers. Artificial intelligence and adaptive systems support personalized learning pathways. Learning analytics and assistive technologies strengthen monitoring, accessibility, and learner autonomy. However, infrastructure gaps, digital literacy disparities, limited teacher competence, and fragmented policies constrain equitable implementation. The study identifies teachers as facilitators of technology-enhanced inclusion. Its novelty is a framework integrating equitable digital infrastructure, continuous digital literacy, future-oriented curriculum innovation, and multi-stakeholder collaboration. The framework advances theory by positioning educational equity as the core outcome of digital transformation. Practically, it guides policymakers and institutions in designing sustainable, inclusive, resilient technology-enabled education systems.
Unpacking the Muslim Mindset: History, Epistemology, and the True Purpose of Islamic Universities Siti Fatimah; Kholili Hasib
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.2934

Abstract

This study examines the concept of the university within Islamic educational thought and its relationship to the aims of Islamic education. It aims to reformulate the orientation of the Islamic university through the concepts of adab, taʾdīb, and the unity of knowledge within a coherent tawḥīdic worldview. This qualitative library research employs a historical-philosophical approach combined with critical-hermeneutic analysis of foundational works and recent scholarly articles. Data were analyzed through the reconstruction of the genealogy of Islamic educational institutions, epistemological interpretation of knowledge and adab, and critical evaluation of the modern university. The findings indicate that mosques, kuttāb, madrasahs, and major centers of Islamic learning historically developed within an integrated conception of knowledge that connected intellectual learning, ethical formation, and devotion to Allah. In contrast, the crisis of the modern university involves not only disciplinary fragmentation but also the loss of adab, reflected in confusion regarding the proper hierarchy of knowledge, human beings, and reality. The study implies that Islamic universities should function as institutions of taʾdīb that cultivate professionally competent, morally responsible, civilization-oriented graduates and produce knowledge grounded in a tawḥīdic worldview.
Beyond Financial Management: An Integrated Framework for Strengthening Financial Performance in Educational Institutions Tajudin; R. Andriana Meirani; Irfan Intan Nurdiana
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.2967

Abstract

This study aims to develop a conceptual understanding of strategies for strengthening the financial performance of educational institutions through the integration of financial management, good governance, internal control, human resource competencies, technology utilization, revenue diversification, and financial sustainability. The study employed a literature review approach by synthesizing relevant scholarly literature on educational financial management, governance, accountability, internal control, efficiency, digitalization, revenue diversification, asset optimization, and financial sustainability. The findings indicate that strengthening financial performance requires an integrated managerial process. Leadership capacity, good governance, human resource competence, technology, and organizational culture serve as foundational factors influencing financial planning, budgeting, control, revenue diversification, asset optimization, and evaluation. Their integration contributes to improved efficiency, transparency, accountability, financial health, and institutional resilience. The study proposes an Input–Process–Output–Outcome conceptual framework that positions financial performance as an integral component of institutional sustainability rather than merely a financial objective. This framework provides a basis for educational leaders and policymakers to develop more accountable, efficient, adaptive, and sustainable financial management strategies.
Navigating Educational Disruption: Challenges and Opportunities for Differentiated Learning in Islamic Primary Education Anang Setiawan; Merina Khoirunisa; Sutisna; Deding Ishak; Helmawati
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.2974

Abstract

This study aims to examine the challenges and opportunities in implementing differentiated learning in Madrasah Ibtidaiyah during the era of disruption and to identify technological innovations that can support personalized learning. This study employed a qualitative research design using a case study approach. Data were collected through in-depth interviews with 14 teachers, classroom observations, and document analysis. The data were analyzed thematically to identify patterns related to the implementation of differentiated learning, challenges encountered by teachers, and opportunities for technological integration. The findings reveal several major challenges, including limited teacher competencies, inadequate technological infrastructure, time constraints, and large class sizes. Despite these challenges, significant opportunities exist through digital transformation, the implementation of the Merdeka Curriculum, and the use of collaborative digital learning platforms. These developments can facilitate more flexible, personalized, and student-centered learning practices. The study implies that successful implementation of differentiated learning requires strengthening teacher competencies, improving digital infrastructure, providing adequate institutional support, and integrating technology strategically. Policy support and continuous professional development are essential for creating sustainable conditions for student-centered education in diverse classrooms.
Consumerism in Indonesian Contemporary Popular Culture: A Qur’anic Ethical Critique of Urban Consumption Patterns Moh. Labib Maftuh Assamarqondi
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.2981

Abstract

This study aims to analyze consumerism in contemporary popular culture and critically examine consumption practices through Qur’anic ethical principles, particularly wasatiyyah, and the prohibition of isrāf and tabżīr. The study employed a qualitative descriptive design using field and library approaches. Data were collected through semi-structured interviews with religious leaders and Muslim consumers, observations of contemporary consumption practices, and documentation of Qur’anic texts, interpretations, and relevant scholarly literature. Data were analyzed through data condensation, data display, and verification to identify recurring patterns of consumption and their relationship with Qur’anic ethical values. The findings show that popular culture contributes to normalizing excessive consumption by encouraging pleasure-oriented consumption, social recognition, lifestyle presentation, and material-based self-image. Consumption practices were frequently associated with identity construction and social validation rather than functional needs. These patterns indicate tensions between contemporary consumer culture and Qur’anic principles of moderation, self-control, and responsible consumption. The study highlights the importance of reactivating Qur’anic ethical values in religious education, public discourse, and digital spaces to promote more balanced, conscious, and socially responsible consumption practices.
The Influence of Digital Literacy Competence on Teacher Readiness to Adapt to the Digital Transformation of Education Dismawati; Riska Meisyi Putri; Hidayatul Fadliah; Renny Yuliarti; Mardalena
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.2986

Abstract

The digital transformation of education requires teachers to possess adequate digital literacy competencies to adapt to technological changes in the learning process. Low digital literacy competence can hinder teachers' readiness to implement various digital-based educational innovations. This study aims to analyze the influence of digital literacy competence on teachers' readiness to adapt to the digital transformation of education. A quantitative approach with an explanatory research design was employed. The sample consisted of 50 teachers from Elementary School X, selected using purposive sampling. Data were collected via a five-point Likert scale questionnaire and analyzed using descriptive statistics and simple linear regression with SPSS version 25. The results indicate that teachers' digital literacy competence falls into the high category (mean score: 30.50), as does their readiness to adapt to the digital transformation of education (mean score: 31.08). Regression analysis reveals that digital literacy competence has a positive and significant effect on teacher readiness (β = 0.875; t = 12.516; p < 0.001). The coefficient of determination (R²) of 0.765 indicates that digital literacy competence contributes 76.5% to teachers' readiness to adapt to the digital transformation of education. These findings confirm that strengthening digital literacy competence is a crucial strategy for enhancing teacher readiness and supporting the successful implementation of digital transformation in schools.

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