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IJELaSS: International Journal of Education, Language and Social Scince
Published by YAYASAN DARUL ILMI BINA INSAN
ISSN : -     EISSN : 29885078     DOI : https://doi.org/10.62612/ijelass.v2i2.36
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Education, Language and Social Science (IJELaSS), is a peer-reviewed journal published twice a year (June and December) by Darul Ilmi Bina Insan (DIBI) Foundation, Aceh Province, Indonesia. All published articles are available online. IJELaSS encourages submission of unpublished articles on topics of significance to individuals concerned with Education, Language Teaching and Applied Linguistics, and Social Science As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, IJELaSS invites manuscripts on a wide range of topics, especially in the following areas: Education (Curriculums, Teaching, and Learning, Islamic Education, Educational Technology, Psychology and Counseling, Special Education, Educational Research Methods, and Innovation in Teaching); Language Teaching and Applied Linguistics (Curriculum and Material Development, Teaching Media, Language Testing and Assessment, Sociolinguistics, Translation, Second Language Acquisition) Humanities and Cultural Studies (Cultural Studies, Religion Studies, Islamic Studies, Philosophy, Cross-cultural studies, History and Historiography, Anthropology, Local Wisdom, Gender Equality, Linguistic, and Natural Sciences for Social Sciences); All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal. IJELaSS welcomes submissions from English and Arabic language around the world.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 69 Documents
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The Epistemology of Ecological Tafsir and the Transformation of The Interpretation of Kawniyyah Verses in Classical and Contemporary Exegesis Muhammad Faisal; Siti Nurkhafifah Marisa; Triansyah Fisa; Edy Saputra; Hanif Hanif; T Mairizal; Muhammad Nur Mirwan; Tabsyir Masykar
International Journal of Education, Language, and Social Science Vol. 4 No. 1 (2026): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i1.81

Abstract

This study examines the development of Qur’anic exegesis from an ecological perspective, highlighting the epistemological shift from classical to contemporary interpretations. The primary focus of this study was the analysis of QS. al-Baqarah: 30 and QS. ar-Rum: 41 in the tafsirs of Al-Tabari, Ibn Kathir, Quraish Shihab, and Hamka. This study employed a library research method using qualitative, hermeneutical, philosophical, and comparative approaches. The findings reveal that classical exegesis tends to be textual-normative, with a strong reliance on transmitted narrations (riwayat) to understand the concepts of khalifah (vicegerency) and fasad (corruption), thereby positioning nature primarily in a theological domain. In contrast, contemporary exegesis demonstrates a shift toward a contextual-ecological approach that emphasizes environmental balance and human responsibility, as in Khalifah. Quraish Shihab and Hamka, in particular, relate environmental destruction to modern ecological crises such as pollution, deforestation, and climate change. This study further demonstrates that ecological tafsir emerged from the awareness of the global environmental crisis and the need to reinterpret the Qur’an’s kauniyah verses integratively. Thus, ecological exegesis functions not only as a textual interpretation but also as a foundation for environmental ethics grounded in Qur’anic values that are relevant to the challenges of the modern era. This research is expected to strengthen the integration of Qur’anic studies and environmental issues within contemporary Islamic academic discourse, while also contributing theoretically to the development of an interpretive paradigm that is responsive to global ecological problems and the sustainability of human life in the modern age
Representation of Religious Values in the Acehnese Manuscript of Hikayat Tambeh Tujoh Nina Eka Putri; Roslan Bin AB. Rahman
International Journal of Education, Language, and Social Science Vol. 4 No. 1 (2026): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i1.85

Abstract

This research focuses on the urgency of preserving Aceh's old literary culture. This research aims to examine the content of the Hikayat “Tambeh Tujoh” manuscript and the religious values contained in it Using a qualitative approach with literature review methods, the study analyzes the manuscript, which contains seven chapters of advice and warnings. The manuscript consists of ten sections, including an introduction and specific chapters discussing topics such as marriage advice, physiognomy, medical knowledge, essential traits of believers, stinginess, and the inevitability of death and resurrection. The religious values within the text are categorized into: (1) Sharia values, emphasizing the six pillars of faith; (2) Creed values, reflected in discussions of Usul Fiqh and Islamic jurisprudence; and (3) Moral values, spanning from the opening section to the seventh chapter. These religious teachings highlight the spiritual and ethical foundations in the hikayat and offer insight into Aceh’s rich literary and cultural history
Integrating Deep Learning to Enhance Collaboration Skills Among Elementary School Students: Challenges and Opportunities Lutfiana Nurohmah; Indriani Nur Amanah; Junia Amalia; Kumala Wahyu Widowati; Melata Warisma; Muhammad Rafli; Brigida Intan Printina
International Journal of Education, Language, and Social Science Vol. 4 No. 1 (2026): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i1.90

Abstract

Collaboration skills represent a crucial 21st-century competence integrated through the mutual cooperation (gotong royong) dimension of the Pancasila Student Profile. However, empirical evidence indicates that the collaborative abilities of elementary school students in Indonesia remain considerably low. While previous studies have extensivelyl focused on field-based interventions, there remains a critical gap in comprehensively synthesizing the theoretical rediness and systemic hurdles of shifting traditional paradigms toward deeper learning models in the Indonesian context. This study aims to examine the concept of collaboration skills, analyze the contribution of the deep learning approach to strengthening students' cooperative character, and map the challenges and opportunities of its implementation in elementary schools. The research method employed is library research utilizing content analysis techniques on reputable academic literature published within the last ten years. The findings indicate that the deep learning approach, anchored on mindful, meaningful, and joyful learning principles, holds the potential to transform the classroom climate into a student-centered environment, which may facilitate enhanced social interaction, empathy, and shared responsibility. The primary opportunity of this approach lies in its capacity to shift the traditional memorization paradigm toward holistic conceptual understanding through concrete activities such as Project-Based Learning (PjBL) and interactive learning. Nevertheless, systemic challenges persist, including limited teacher pedagogical capacity, rigid administrative burdens, disparities in digital infrastructure, and the heterogeneity of students' academic backgrounds, which risk inducing cognitive overload. This study concludes that strengthening deep learning-based collaboration requires holistic policy interventions, continuous teacher professional development, and the provision of authentic affective assessment instruments.
Transforming Social Studies Learning in MI/SD through the Integration of Problem-Based Learning and Augmented Reality to Strengthen HOTS: A Literature Review: English Julianda; Ahmad Fauzi; Indri Yani; Moh. Amiruddin Bin Haji Abd. Rahman
International Journal of Education, Language, and Social Science Vol. 4 No. 1 (2026): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i1.91

Abstract

Social Studies (IPS) learning at the Madrasah Ibtidaiyah (MI) and Elementary School (SD) levels continues to face challenges, including teacher-centered instruction, memorization-oriented learning, limited contextual experiences, and the underutilization of educational technology to foster Higher Order Thinking Skills (HOTS). These conditions highlight the need for a learning transformation that integrates innovative pedagogy with digital technology. This study aims to analyze the transformation of Social Studies learning through the integration of Problem-Based Learning (PBL) and Augmented Reality (AR) as a conceptual approach to strengthening students’ HOTS. The study employed a library research design using a systematic literature search conducted between January and April 2026 across Google Scholar, Scopus, ERIC, ScienceDirect, and SpringerLink. Following predefined inclusion and exclusion criteria, 38 relevant publications published between 2020 and 2026 were selected through identification, screening, eligibility assessment, and qualitative conceptual synthesis. Data were analyzed using content analysis to identify recurring themes and conceptual relationships among learning transformation, PBL, AR, and HOTS. The synthesized literature suggests that integrating PBL and AR provides complementary pedagogical and technological support for creating more contextual, interactive, collaborative, and student-centered Social Studies learning environments that encourage higher-order thinking. The reviewed evidence further indicates that the successful implementation of this approach depends not only on instructional innovation but also on teachers’ pedagogical competence, technological readiness, and institutional support. Overall, the literature synthesis provides a conceptual framework that may inform future instructional practices and empirical research on technology-enhanced Social Studies learning at the MI/SD level.
Philosophy of Science as a Foundation for Scientific Method Development M. Thontawi; Ahmad Syukri SS; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 2 No. 2 (2024): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v2i2.48

Abstract

Philosophy of science plays a critical role as the epistemological foundation in shaping research methodologies and guiding scientific inquiries. Although previous literature emphasizes the theoretical connection between philosophy and science, studies synthesizing how specific philosophical paradigms directly dictate operational research designs remain limited. This study aims to analyze the role of philosophy of science in developing scientific methods through a critical synthesis of ontological, epistemological, and axiological pillars across major research paradigms. Utilizing a descriptive-analytical library research approach, relevant literature on philosophy, methodology, and scientific inquiry was systematically examined. The findings demonstrate that philosophical paradigms directly govern research operations: (1) positivism enforces quantitative, experimental designs aimed at empirical verification and causal relationships; (2) constructivism drives qualitative, naturalistic approaches focused on contextual meaning and dialectical interpretation; and (3) pragmatism serves as the theoretical bridge for mixed-methods research, prioritizing practical problem-solving over methodological purity. Furthermore, the study underscores that integrating axiological reflection is vital for navigating contemporary methodological challenges, including algorithmic bias and data ethics. In conclusion, philosophy of science provides both the logical structure for operational methodology and the ethical framework necessary for maintaining scientific integrity
Axiology of Modern Science: Navigating Ethical Dilemmas, Technological Imperatives, and Humanistic Benefits Ade Sofa; Ahmad Syukri SS; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 2 No. 2 (2024): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v2i2.49

Abstract

In an era characterized by rapid technological innovation, artificial intelligence expansion, and ecological crises, the development of science often prioritizes technical progress over moral considerations. This study critically examines the axiology of science as an essential philosophical framework to ensure scientific advancements remain aligned with human dignity and planetary sustainability. Utilizing a qualitative library research design with a philosophical-hermeneutic approach, this paper synthesizes contemporary and classical literature on the value dimensions of science. The analysis addresses three core issues: the structural alignment between axiology and scientific inquiry, the systemic factors leading to the marginalization of axiological reflection, and a critical evaluation of science's benefits alongside its potential risks. The findings demonstrate that axiology serves not merely as a moral supervisor, but as a active compass that bridges theoretical knowledge with human welfare, limits destructive applications, and promotes inclusive, data-driven public policy. However, the institutional dominance of positivism, hyper-specialization, and commercial pressures frequently sideline axiological considerations in modern research environments. The study concludes that embedding axiological evaluation into scientific education, policy design, and research governance is imperative for transforming scientific progress into sustainable, ethically grounded benefits for humanity.
Epistemological Foundations of Educational Development: Synthesizing Knowledge Construction and Pedagogical Transformation in Modern Education Fahrizal Nover; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 2 No. 2 (2024): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v2i2.50

Abstract

Epistemology serves as a foundational philosophical lens that defines how knowledge is constructed, validated, and integrated within educational frameworks. While traditional educational models often emphasize passive knowledge transmission, modern educational challenges require an epistemological paradigm shift toward active knowledge creation. This study explores the structural relationship between epistemological philosophy and educational development, focusing on the operational impact of knowledge construction on pedagogical methodologies and curriculum design. Utilizing a qualitative-descriptive library research approach, classical and contemporary epistemological theories ranging from rationalism and empiricism to constructivism and social epistemology were systematically synthesized and applied to educational practices. The findings reveal three core contributions of epistemology to educational transformation: (1) pedagogical shift, moving from passive instruction to critical, inquiry-based, and dialogical learning where students actively construct meaning; (2) adaptive curriculum design, providing the analytical framework necessary to filter abundant information, combat misinformation, and integrate 21st-century skills; and (3) reconciling tradition and innovation, enabling frameworks such as Islamic education to integrate classical intellectual traditions with modern scientific inquiries. In conclusion, epistemological reflection is not merely a theoretical exercise but an essential driver for developing critical, adaptive, and ethically grounded educational systems
The Dilemma of Implementing the Public Service Agency (BLU) Policy in Islamic State Higher Education Institutions (PTKIN) in Aceh: Between Institutional Autonomy and Lecturer Welfare Yusaini Yusaini
International Journal of Education, Language, and Social Science Vol. 4 No. 1 (2026): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i1.86

Abstract

This study aims to analyze the paradox of institutional autonomy and internal conflicts of interest between university leaders and lecturers in the implementation of the Public Service Agency (BLU) system at Islamic State Higher Education Institutions (PTKIN) in Aceh. The novelty of this study lies in its examination of how financial autonomy under the BLU scheme simultaneously shapes institutional governance and generates internal social tensions within relatively small Islamic higher education institutions, an issue that has received limited scholarly attention. This research employed a descriptive qualitative design using a case-study orientation to explore the institutional and social dynamics of BLU implementation. Data were collected through semi-structured interviews, observations, documentation, and closed-ended questionnaires used as supporting instruments to strengthen data triangulation rather than for quantitative hypothesis testing. Data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing, while the trustworthiness of the findings was ensured through source and technique triangulation. The findings indicate that BLU implementation in PTKINs in Aceh remains constrained by a high dependence on student tuition fees (UKT/SPP) and limited optimization of alternative institutional revenue sources. Furthermore, financial autonomy has contributed to differing perceptions of welfare and resource distribution between structural leaders and non-structural lecturers, creating internal conflicts of interest that influence institutional cohesion. This study contributes to the literature on higher education governance by demonstrating that the success of BLU implementation depends not only on financial autonomy but also on equitable governance and participatory institutional management. It concludes that the implementation of the BLU system in smaller PTKINs requires a contextual, transparent, and inclusive governance model to strengthen institutional sustainability while minimizing financial disparities and internal social conflict
Character Education in the Era of Technological Development and Advancement Marhamah; Zikriati; Baharuddin; Miratil Hayati; Rahmat Saputra; Hanifuddin
International Journal of Education, Language, and Social Science Vol. 4 No. 1 (2026): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i1.87

Abstract

The advancement of technology presents both opportunities and challenges for education. While technology supports learning processes, uncontrolled use can negatively affect behavior, particularly among adolescents. Ethical use of technology enhances learning efficiency, curriculum attainment, creativity, and student autonomy. Conversely, excessive and unrestricted use can cause moral decline, reduced social interaction, misuse of digital tools, and diminished critical-thinking skills, which in turn weaken motivation and academic achievement. In this context, character education is a crucial element for shaping an integrity-driven younger generation amid rapid globalization and digital transformation. This study employed a literature-review approach, analyzing sources through data reduction, thematic categorization, interpretation, and synthesis. Findings indicate that character education provides a foundational basis for developing morally responsible, dignified, and honorable youth, exemplified by the prophetic mission of Prophet Muhammad (peace be upon him). Effective implementation requires collective responsibility from schools, families, communities, and government. Strong collaboration among these stakeholders will create a civilized, respectful, safe, and harmonious environment that supports the development of resilient, intelligent, high-achieving, and responsible generations. Integrating character values into the curriculum, promoting exemplary role models, strengthening parental involvement, and enhancing digital literacy are effective strategies to cultivate a generation equipped with robust character values in the digital era
Analysis of the Performance Community Empowerment, Women, and Child Protection Service of Jambi City: Perspective of Islamic Family Law and Education Lutfi
International Journal of Education, Language, and Social Science Vol. 4 No. 1 (2026): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

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

Abstract

his study aims to analyze the performance of the Jambi City DMPPA in implementing Law Number 35 of 2014 concerning Child Protection, reviewed from the perspective of education and Islamic family law. This study uses a qualitative approach with descriptive analytical methods. The results show that the performance of the Jambi City DMPPA has been positive and in line with the principles of Islamic family law, which is realized through various programs such as socialization, the formation of childcare groups, and training in supporting holistic child protection. However, policy implementation still faces several obstacles, including budget constraints, weak inter-agency coordination, and low community participation, so that program implementation is not optimal and not evenly distributed. From an educational perspective, educational institutions play a strategic role in instilling Islamic-based child protection values, such as compassion, justice, and responsibility. The scientific contribution of this study presents an integrative perspective between child protection policies, education, and Islamic family law as a basis for strengthening the implementation of child protection more effectively and sustainably. Synergy is needed between the government, educational institutions, families, and communities, as well as strengthening coordination and funding to ensure the implementation of effective child protection.

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