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M. Aqil Fahmi Sanjani
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Education and Sociedad Journal
Published by Al-Qalam Institue
ISSN : 30309417     EISSN : 30309484     DOI : https://doi.org/10.61987/edsojou.v1i1
Core Subject : Religion, Science, Education, Social,
Religion Education Physics Social Sciences Other
Education and Sociedad Journal publishes articles that explore the role of education in driving social, cultural, and economic change and the impact of education policies on the welfare of society at large. The journal invites articles that explore the role of education in driving social, cultural, and economic change and the impact of education policies on the welfare of society at large. Education and Sociedad Journal is an open publication of original, peer-reviewed articles that reflect educational or social theory and practice. The journal contains research articles, original research reports, general education reviews and cultural and religious integration in various fields including: Social Sciences (Sociology, Psychology, Economics, Political Science, History, Equality Studies, Law) in Educational Perspective, Educational and Learning Theory and Policy, Multicultural Education, Sociotechnology of Education, Humanistic Issues in Education, Social Education in Religious Perspective, Sociocultural and other related research topics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 29 Documents
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Between Devotion and Precarity: Religious Calling, Moral Resilience, and Livelihood Strategies among Underpaid Madrasah Teachers Taufikin, Taufikin
Education and Sociedad Journal Vol. 1 No. 1 (2023): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v1i1.765

Abstract

This study examines how underpaid teachers in private Islamic junior secondary schools (madrasah tsanawiyah) in rural Indonesia make sense of their profession amid persistent economic constraints. Against a broader context of precarious educational labor and limited welfare provision, the research explores how religious values shape teachers’ commitment and coping strategies. Using a qualitative approach with an interpretative phenomenological design, data were collected through observations of 62 teachers and in-depth interviews with six teachers and two school principals in Demak. Thematic analysis was conducted through open, axial, and selective coding. The findings reveal that teaching is constructed not merely as employment but as a religious calling and moral devotion, fostering a form of moral resilience that sustains teachers despite low and unstable income. At the same time, teachers engage in hybrid livelihood strategies—including farming, small-scale trading, and informal work—to meet their economic needs while maintaining their pedagogical identity. However, this moral framing also risks normalizing structural inequality and symbolic exploitation. This study contributes to the literature by proposing the concept of “moral resilience through religious calling” within a moral economy of teaching, integrating religious, economic, and educational dimensions in understanding teacher sustainability in the Global South.
Embedding Islamic Business Ethics in MSMEs: Insights from an Indonesian Case Study Saputri, Rachmiya; Fahri, Muhammad; Putra, Ilham Azra; Albekri, Dedi; Yulizar, Muhammad Redho
Education and Sociedad Journal Vol. 2 No. 2 (2024): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v2i2.2203

Abstract

This study aims to analyze the application of Islamic business ethics principles in the MSME Sirup Markisaku, a Sharia-based small business located in Lubuklinggau. Islamic business ethics, encompassing principles of honesty, fairness, transparency, and care, are considered essential in MSME operations to ensure business sustainability and foster trust with consumers and partners. This research utilizes a qualitative approach through in-depth interviews with the MSME owner, employees, business partners, and consumers. The findings reveal that Sirup Markisaku has implemented the principle of honesty in product information disclosure, maintaining the quality of raw materials, and ensuring fair pricing for consumers. Additionally, transparency in operations and profit-sharing is practiced to maintain equitable relationships with business partners and employees. However, certain areas still need improvement, such as enhancing transparency in financial reporting and providing further training for employees on Sharia business ethics. This study contributes to the development of Sharia-based MSMEs by offering recommendations on how Islamic business ethics principles can be strengthened and applied more effectively to support business growth and sustainability.
Marketing Innovation as a Strategic Approach to Increasing Customer Preference in Pesantren-Based Education Azizah, Ella Shofiatun; Mundiri, Akmal
Education and Sociedad Journal Vol. 1 No. 1 (2023): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v1i1.907

Abstract

The purpose of this study is to analyze the forms of educational marketing innovation implemented in Islamic Boarding Schools, to examine the challenges faced in their implementation, and to identify their impact on customer preferences. Pesantren are no longer viewed solely as traditional religious institutions but are also required to develop adaptive and innovative marketing strategies to remain relevant and competitive in the era of modernization and digital transformation. This study employed a qualitative approach using a multi-case study design. Data were collected through observation, in-depth interviews, and documentation at both pesantren. The data were analyzed thematically by comparing patterns of marketing innovation and customer preferences across the research sites. The findings reveal that both pesantren have implemented various marketing innovations, including the utilization of social media for promotion, strengthening institutional narratives and branding, adopting the Merdeka Curriculum-based educational system, and involving alumni as promotional agents. However, several challenges were identified, such as limited human resources, resistance to organizational change, and digital disparities among administrators. Despite these obstacles, the marketing innovations positively influenced customer preferences, as indicated by increased student enrollment and stronger public trust in the institutions.
ZYA CBT as a Digital Evaluation Tool for Enhancing Authentic Assessment Practices in Education Istiqomah, Shofia; Munif, Muhammad
Education and Sociedad Journal Vol. 2 No. 1 (2024): January - June
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v2i1.914

Abstract

This study aims to analyze the implementation of ZYA CBT-assisted learning evaluation in enhancing teachers’ authentic assessment practices in Islamic Religious Education. This research employed a qualitative approach using a multi-case study design. Data were collected through classroom observations, in-depth interviews, and documentation. The collected data were analyzed using the Miles and Huberman interactive analysis model, including data reduction, data display, and conclusion drawing. The findings reveal that the implementation of ZYA CBT-assisted learning evaluation consists of three major stages: planning, implementation, and evaluation. In the planning stage, teachers in both educational institutions prepared assessment blueprints, test items, answer keys, and scoring systems. During the implementation stage, both institutions utilized the same ZYA CBT application and examination facilities. Several procedural steps were followed by students during the examination process to ensure the effectiveness of the evaluation. In the evaluation stage, teachers and institutions reviewed technical obstacles encountered during the implementation process and analyzed assessment results generated automatically through the ZYA CBT system. The implementation of ZYA CBT-assisted learning evaluation produced positive implications for institutions, teachers, and students. The use of digital-based evaluation not only introduced technological adaptation in the learning process but also strengthened teachers’ authentic assessment practices in evaluating students’ competencies more effectively and efficiently.
Village Kiai Leadership in Internalizing Character Education Values within Rural Muslim Communities Ahmadi, Idris; Hefny, Hefny
Education and Sociedad Journal Vol. 2 No. 1 (2024): January - June
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v2i1.916

Abstract

This study aims to analyze the leadership role of village kiai as key actors in instilling character education values within rural communities. This research employed a qualitative method with a descriptive design using a phenomenological approach. Data were collected through in-depth interviews and direct observations to obtain comprehensive and relevant findings. The results reveal that village kiai function not only as religious leaders and educators but also as central figures and mediators in resolving social issues within the community. Their leadership is characterized by religious charisma, spiritual influence, democratic deliberation, and participatory approaches. The primary character values cultivated by village kiai include religiosity, honesty, discipline, independence, responsibility, and consistency in learning. The strategies implemented to instill these values involve habituation, role modeling, motivation, advice, storytelling, and disciplinary measures. Furthermore, the study identifies several challenges faced by village kiai, including deeply rooted cultural traditions, resistance to social change, difficulties in transforming community behavior, the growing influence of digital exposure, and limited governmental support. This study highlights the significant contribution of village kiai leadership to strengthening character education and social cohesion in rural Muslim communities.
A Conceptual Model of Islamic Educational Leadership for Managing Constructive Conflict and Strengthening Quality Culture in Madrasahs Zuhriyah, Indah Aminatuz; Aisah, Siti; Hidayat, Hidayat
Education and Sociedad Journal Vol. 3 No. 2 (2025): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v3i2.1395

Abstract

Leadership practices in many educational settings remain largely authoritarian, limiting the effectiveness of constructive conflict management and hindering the development of an inclusive, quality-oriented institutional culture. This study aims to analyze the leadership practices of madrasah principals in conflict management, reconstructing the meaning of the concept of "giving in does not mean losing" within the framework of constructive conflict management. The research used a qualitative approach with a case study design conducted in a public Islamic elementary school. Data were collected through in-depth interviews, participant observation, and documentation, and analyzed using an interactive model. The findings indicate that conflict in madrasahs is multidimensional, encompassing policy, interpersonal, and communication conflicts. Leadership practices based on Islamic values ​​are realized through a "giving in" strategy characterized by active listening, emotional regulation, empathy, and strategic compromise. Constructive conflict management is achieved through a collaborative resolution process that prioritizes mutual understanding and shared goals. Internalization of values-based leadership increases teacher commitment and supports continuous improvement in the quality of learning. This study contributes to the development of values-based educational leadership theory and offers practical insights for madrasah management aligned with global educational and institutional development agendas. It is recommended that future research expand this model to different educational contexts and include quantitative validation to strengthen its generalizability.
Kafa’ah in Contemporary Muslim Women’s Perspective: Selectivity in Partner Choice amid Reverse Gender Inequality Safitri, Khoiriyah Dwi; Martoyo, Martoyo; Wahab, Abdul
Education and Sociedad Journal Vol. 4 No. 1 (2026): January - June
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i1.1945

Abstract

This study examines the concept of kafa’ah from the perspective of contemporary Muslim women as a basis for selectivity in partner selection amid the phenomenon of reverse gender inequality. In contemporary social contexts, women are no longer positioned merely as objects within marital relations, but as active subjects possessing autonomy in determining their life partners. The growing discourse surrounding the perception that “marriage is scary” has further reinforced women’s selective attitudes toward marriage institutions. This research employs a qualitative method with an empirical socio-legal approach. Data are collected through literature review and are intended to be complemented by in-depth interviews with women aged 20–40 years who possess higher educational backgrounds. The data are analyzed using thematic analysis. Preliminary findings indicate that the concept of kafa’ah has undergone a significant transformation, shifting from a normative understanding of compatibility based on social status toward broader dimensions of equality, including shared values, life vision, emotional maturity, and psychological readiness. Contemporary Muslim women experience substantial social changes that influence their expectations and considerations in choosing a partner. The study concludes that kafa’ah in contemporary Muslim women’s perspectives is no longer limited to social equivalence, but increasingly emphasizes value alignment, emotional compatibility, and mutual readiness as essential foundations for marital relationships.
Strategic Management and Institutional Capacity Building in Islamic Higher Education: Evidence from the Emergence of a Postgraduate Program Akhmadi, Akhmadi
Education and Sociedad Journal Vol. 3 No. 2 (2025): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v3i2.1946

Abstract

The development of postgraduate education represents a critical stage in the transformation of higher education institutions, particularly within emerging Islamic universities seeking to enhance their academic capacity and intellectual contribution. However, limited studies have examined how strategic management functions as a mechanism for institutional capacity building in the establishment of postgraduate programs, especially in the context of Islamic higher education. This study addresses this gap by analysing the role of strategic management in supporting institutional transformation toward a research-based science education ecosystem. This research employs a qualitative field research design using a case study approach conducted at an Islamic higher education institution in Indonesia. Data were collected through semi-structured interviews, institutional observations, and document analysis, and analysed using thematic analysis to identify key patterns in leadership, planning, and organisational development processes. The findings reveal three main strategic foundations underpinning the successful establishment of the postgraduate program: visionary leadership, collaborative institutional planning, and academic resource mobilisation. These elements not only facilitated program implementation but also contributed to broader institutional capacity building through the strengthening of academic human resources, research culture, governance systems, and academic networks. Importantly, the study demonstrates that postgraduate education plays a transformative role in fostering a research-oriented academic environment, thereby supporting the development of a sustainable science education system.
Epistemic Sovereignty in Islamic Education under Secular Regulatory Regimes: A Normative–Integrative Framework for Science Education Suheri, Suheri
Education and Sociedad Journal Vol. 3 No. 2 (2025): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v3i2.2273

Abstract

This study examines the relationship between secular governance systems and epistemic sovereignty in Islamic education, with particular relevance to contemporary science education. Regulatory frameworks such as accreditation, credential hierarchies, and performance standards are often treated as neutral, yet they shape how knowledge and authority are legitimised. Studies on Islamic education mainly focus on institutional adaptation, with limited attention to how these frameworks transform the epistemological basis of knowledge legitimacy. Using a qualitative library-based approach, this study draws on sociology of knowledge, institutional theory, and Islamic intellectual tradition to analyse the impact of secular standardisation on epistemic authority. The findings indicate that the primary challenge facing Islamic education is not institutional marginalisation but normative relocation, where externally codified benchmarks increasingly define legitimacy. Consequently, internally grounded criteria—such as textual continuity, interpretive discipline, scholarly lineage, and ethical formation—risk losing epistemic primacy. This dynamic is particularly evident in science education, where empirical validation and standardised assessment dominate knowledge evaluation. To address this challenge, the study proposes a normative–integrative framework based on the concept of negotiated primacy. This framework enables Islamic educational institutions to engage with secular governance systems while maintaining the hierarchical primacy of their internal epistemological foundations. The study contributes to broader debates on education, governance, and knowledge by conceptualising epistemic sovereignty as a dynamic and reflexive institutional practice in contemporary educational systems.

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