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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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Education Quality Gap Between Types of Education Services: Education Report Data Analysis 2025 Muhammad Alwi
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.v4i1.2997

Abstract

This study aims to examine disparities in educational quality across different types of educational services, including public schools, madrasas, religious education, equivalency education, and special schools, using comparable indicators across educational levels. The study employed a qualitative descriptive-comparative approach based on secondary data from the 2025 Indonesian Education Report. Data were analyzed across fifteen educational service types at elementary, junior secondary, and senior secondary/vocational levels using four core indicators: literacy, numeracy, student character, and learning quality. The analysis involved data condensation, comparative data display, identification of achievement patterns, and verification of recurring disparities across service types and educational levels. The findings reveal persistent disparities in literacy and numeracy, particularly among equivalency education services, which frequently fall into the lower achievement categories. Several madrasas also demonstrate lower achievement, whereas religious education services show substantial variation across educational levels. Student character achievement is comparatively more homogeneous, while learning quality shows a predominantly declining trend across several service types. The findings demonstrate that educational inequality is multidimensional and cannot be adequately explained by a public–non-public dichotomy. Education quality policies should therefore adopt differentiated interventions based on educational pathways, service types, and specific quality indicators.
Digital Socialization: Social Media’s Role in Shaping Students’ Values and Norms Binti Maunah; Muhammad Afnan Habibi; Etty Zakiya Pratiwi; Azkia Brilian Kurniawan
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3000

Abstract

This study aims to analyze the role of social media as an agent of socialization in shaping university students' values ​​and norms, and to identify variations in its influence across different higher education contexts. A qualitative approach employing a case study design across three universities was utilized. Data were collected through participant observation, in-depth interviews, and document analysis involving university leaders, bureau heads, deans, faculty members, and students between July and September 2025. Data analysis was conducted interactively through data condensation, data display, verification, and cross-site comparison. The findings indicate that social media plays an active role in value formation by broadening perspectives, shaping self-identity, facilitating digital interaction, and influencing habits and behaviors. This influence is ambivalent, offering benefits regarding information and networking while simultaneously posing risks of dependency, anxiety, and impaired academic focus. In conclusion, the influence of social media is gradual, interactive, and contextual. Consequently, higher education institutions need to strengthen digital literacy, media ethics, and social media governance.
Smartphone Use and Students’ Learning Concentration: Examining the Impact of Digital Distraction Hidayatul Fadliah; Riska Meisyi Putri; 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.v4i1.3004

Abstract

This study aims to examine the effect of smartphone usage on students’ learning concentration and identify its implications for educational practice. A quantitative approach with an explanatory research design was employed. The study involved 124 students selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire measuring smartphone usage and learning concentration. Data were analyzed using descriptive statistics and simple linear regression with SPSS version 25, preceded by normality and linearity tests. The findings show that smartphone usage had a mean score of 38.42, while learning concentration had a mean score of 39.16. Regression analysis revealed a significant negative effect of smartphone usage on learning concentration (β = −0.562; t = −7.507; p < 0.001). The coefficient of determination (R² = 0.316) indicates that smartphone usage explains 31.6% of the variation in learning concentration. The study concludes that excessive or poorly regulated smartphone usage is associated with reduced concentration. The findings imply that schools, teachers, students, and parents should promote purposeful smartphone use, strengthen self-regulation, and establish appropriate digital-use guidelines.
Between Akhlakul Karimah and Digital Competence: The Reflective Journey of Islamic Education Teachers in the Modern Era M.Ikhwan Nur Fadilah; Wildan Alwi
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.v4i1.3006

Abstract

This study aims to analyze the actualization and contribution of Islamic Religious Education teacher reflection in improving learning quality at Madrasah. Professional development does not automatically transform classroom practice without systematic reflection. Urban madrasahs require pedagogical innovation, digital adaptation, and affective-spiritual formation. This qualitative study used a single-case design involving two school leaders and three Islamic Religious Education teachers. Data were collected through interviews, nonparticipant observation, and documentation, then analyzed thematically with triangulation and member checking. Findings reveal three forms of reflection: individual, collegial, and action-based reflection through classroom action research. Individual reflection helps teachers identify strengths, weaknesses, and student needs. Collegial reflection broadens solutions through peer feedback and the sharing of competencies. Reflective practices encourage interactive, contextual, and problem-based learning. Reflection promotes integration of digital media into religious learning. Furthermore, reflection strengthens affective-spiritual learning through dialogue, habituation, and the internalization of values. Theoretically, the study proposes a transformative reflection cycle linking professional development with pedagogical, digital, and affective-spiritual transformation. Practically, madrasahs should institutionalize reflective journals, collegial forums, academic supervision, digital mentoring, and classroom action research as an integrated professional development ecosystem.
Bridging Cognitive-Affective Dissonance in Islamic Religious Education: Strengthening Critical Thinking through the Ulul Albab Framework Hamidah; Junaidi Arsyad
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.v4i1.3008

Abstract

This study analyzes Islamic Religious Education (IRE) learning strategies, models of cognitive-affective integration, and challenges in developing students’ critical thinking within the ulul albab character framework in the digital era. This study used a descriptive qualitative approach and collected data through classroom observations, in-depth interviews, and document analysis. The findings reveal that IRE learning remains predominantly teacher-centered, particularly through one-way lectures, due to time constraints and a dense curriculum. A significant gap was identified between students’ cognitive achievement and affective internalization, as students tend to engage in short-term rote learning to achieve formal examination scores. Furthermore, the development of critical thinking through provocative and reflective questioning is not yet optimal because students’ understanding of religious arguments remains predominantly textual and literal. These findings imply that conventional IRE learning strategies are insufficient to foster deep religious character and critical reasoning. Therefore, a transformation toward student-centered learning is needed, particularly through the consistent implementation of Problem-Based Learning and the development of structured affective assessment instruments to strengthen the integration of cognitive, affective, and critical-thinking dimensions in accordance with the ulul albab character.
Beyond Administration: Reconstructing Marriage Registration as a Preventive Legal Protection for Women and Children in Indonesia Sutriyono Sutriyono; A. Halil Thahir; Ahmad Sarwini
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.v4i1.3010

Abstract

This study examines marriage registration as a legal protection instrument for women and children through the perspectives of Maqāṣid al-Sharīʿah and Sadd al-Dharīʿah. This study employs normative legal research using statutory, conceptual, and Islamic legal-philosophical approaches. Legal materials were collected through legal document and literature studies involving legislation, court decisions, Islamic legal sources, scholarly literature, and relevant previous studies. The materials were analyzed using normative-qualitative analysis by interpreting and synthesizing legal norms based on Maqāṣid al-Sharīʿah and Sadd al-Dharīʿah. The findings show that marriage registration is not merely an administrative requirement but a preventive legal protection instrument that provides legal certainty and facilitates the fulfillment of women’s and children’s rights. From the Maqāṣid al-Sharīʿah perspective, registration supports the protection of lineage, property, life, and dignity, while Sadd al-Dharīʿah positions registration as a mechanism for preventing potential harms arising from unregistered marriages. The study contributes a normative reconstruction of marriage registration as a maqāṣid-based legal protection instrument, providing a conceptual basis for strengthening marriage registration policies and protecting women and children.
Policy Strategies to Increase Public Participation through Digital Building Permits in Indonesia: A Qualitative Literature Review of SIMBG/OSS Dwi Putranto Riau; Siti Aisyah; Darmanto Darmanto; Rahmat Hidayat
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.v4i1.3013

Abstract

This study aims to identify enabling conditions and develop strategies for strengthening public participation through the digitalization of building-permitting services using SIMBG/OSS-RBA. The study employed a qualitative research design with a literature review approach, analyzing peer-reviewed articles, regulations, government documents, and relevant institutional reports published between 2015 and 2025. Data were analyzed using the Miles and Huberman interactive model through data condensation, thematic display, comparison, and conclusion verification. The findings show that meaningful public participation depends on five interconnected dimensions: digital infrastructure and interoperability, public digital literacy, regulatory simplification, information transparency, and responsive e-participation mechanisms. Digitalization improves efficiency, traceability, transparency, and accountability, but technological availability alone does not ensure inclusive participation. The study concludes that SIMBG/OSS-RBA should be developed as an integrated governance instrument rather than merely an administrative platform. The implication is that local governments need to strengthen data integration, operator capacity, digital literacy, accessible information, complaint mechanisms, and participation indicators to create inclusive, transparent, responsive, and accountable building-permitting services.
Management Strategies for Qur’an Based Co-Curricular Programs in Developing Students’ Spiritual Competence Artiyah; Adi Wibowo
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.v4i1.3017

Abstract

This study aims to analyze the management of Qur’an-based co-curricular programs in strengthening students’ spiritual competence, focusing on planning, organizing, implementation, supervision and evaluation, and supporting and inhibiting factors. The study employed a qualitative field research approach with a multisite design. Data were collected through in-depth interviews, observations, and document analysis involving school principals, Islamic Religious Education teachers, homeroom teachers, students, parents, and relevant stakeholders. Data were analyzed through data condensation, data display, and conclusion drawing and verification, with credibility strengthened through source, technique, and time triangulation. The findings show that Qur’an-based co-curricular programs are managed systematically through Qur’an recitation, tahfidz, muroja’ah, prayer, Asmaul Husna, and character habituation, supported by school leadership, teacher involvement, parental participation, and community collaboration. These activities strengthen Qur’anic literacy, memorization, religious motivation, discipline, responsibility, self-control, and religious school culture. However, limited time, diverse student abilities, teachers’ administrative workload, unequal parental involvement, and gaps in understanding Qur’anic meanings remain challenges. The study implies that integrated management and collaborative support are essential for sustainable spiritual competence development.
Developing a Differentiated Islamic Religious Education Teaching Module for Madrasah Ibtidaiyah Ismuhayadi; Daimah
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3024

Abstract

This study aims to develop and implement a teaching module for Islamic Religious Education (PAI) at the Madrasah Ibtidaiyah level that supports differentiated, contextual, and interactive learning. The study employed a research and development approach using the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Data were obtained through interviews with PAI teachers, curriculum-document analysis, classroom observation, questionnaires, and implementation of the module at Madrasah Ibtidaiyah. The implementation involved five PAI teachers who used the module for four weeks. The findings show that the module integrates learning objectives, PAI materials, varied learning methods, learning media, and assessment activities, while encouraging contextual, problem-based, project-based, and differentiated learning. The reported evaluation indicates that 80% of the identified module elements were fulfilled, while the language component reached an average of 85% and the curriculum-characteristic component reached 79%. Teachers reported greater confidence and wider use of discussion, case study, practice, and educational games, while students responded positively to more interactive learning activities. The study contributes a practical ADDIE-based module framework for PAI teachers and highlights the need for continued teacher support in digital learning implementation.
Integrating Interactive Game-Based Learning into PBL: Effects on Students' Analytical Thinking and Engagement Mia Sumarni; Meti Maspupah; Sri Hartati
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3027

Abstract

This study aims to investigate the effect of integrating Blooket into Problem-Based Learning (PBL) on students’ analytical-thinking abilities in environmental change learning. Environmental issues require students to develop scientific reasoning skills, including analyzing evidence, identifying causal relationships, and evaluating solutions, yet Indonesian students continue to demonstrate challenges in applying scientific knowledge to real-world contexts. Classroom observations at Senior High School indicated difficulties among Grade 10 students in organizing information, connecting concepts, and solving environmental problems analytically. This study employed a quantitative quasi-experimental method using a nonequivalent control-group pretest-posttest design involving 78 Grade 10 students. Data were collected through analytical-thinking tests, implementation observations, and student-response questionnaires, and analyzed using descriptive statistics, N-Gain analysis, and an independent-samples t-test. The findings revealed that both learning conditions improved students’ analytical thinking, but the Blooket-supported PBL group achieved higher gains (N-Gain = 70.12%) than the PBL-only group (34.16%). Statistical testing confirmed a significant difference between groups (t = 9.612, p = .001). Students also demonstrated very strong acceptance of Blooket-supported PBL, particularly regarding environmental learning and analytical-thinking development. These findings imply that digital game-based support can strengthen PBL effectiveness when integrated purposefully as a feedback and reinforcement mechanism. Future research should examine longer interventions and diverse learning contexts to determine the sustainability of these effects.

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