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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 67 Documents
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Integrating Tasyji’ul Lughah into Arabic Curriculum Development for Creating a Sustainable Linguistic Environment Fairuz Subakir; Agus Yasin; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati
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.v2i2.2324

Abstract

This study examines the integration of Tasyji’ul Lughah into Arabic curriculum development for creating a sustainable linguistic environment at Pondok Modern Darussalam Gontor Putri Campus 1. Using a qualitative case study approach, the research explored how the program was integrated into curriculum practices and contributed to strengthening bi’ah lughawiyyah within the pesantren environment. Data were collected through in-depth interviews, participant observation, and documentation involving curriculum coordinators, Arabic teachers, language supervisors, student language organizers, and female students. The data were analyzed interactively through data condensation, data display, and conclusion drawing. The findings reveal that Tasyji’ul Lughah functions not only as a language motivation program but also as an integrative curriculum strategy connecting formal Arabic instruction with authentic communicative practices in students’ daily lives. The integration was reflected in language regulations, vocabulary habituation, communicative interaction, and institutional language culture. The study further found that sustainable bi’ah lughawiyyah was strengthened through institutional ideology, peer interaction, and continuous language exposure, which positively affected students’ communicative competence, speaking confidence, and intrinsic motivation. This study contributes to Arabic curriculum innovation discourse by offering an integrative model for developing sustainable Arabic linguistic ecosystems in Islamic boarding schools.
Curriculum Development for Arabic Language Enhancement Through Muntada Lughah in Modern Pesantren Fairuz Subakir; Agus Yasin; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati
Education and Sociedad Journal Vol. 3 No. 1 (2025): January - June
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v3i1.2326

Abstract

This study aims to analyze curriculum development for Arabic language enhancement through Muntada Lughah at Pondok Modern. The research employed a qualitative case study approach involving language supervisors, Arabic teachers, curriculum coordinators, student committees, and fifth-grade students of Kulliyyatu-l-Mu’allimat al-Islamiyyah (KMI). Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that Muntada Lughah functions as a curriculum enrichment program integrating communicative language learning, immersive language environments, and leadership-oriented educational practices. The program was implemented through seminars, public speaking training, discussion forums, listening practices, grammar reinforcement, and language correction sessions that encouraged active Arabic communication among students. The study further demonstrates that the program contributed not only to improving Arabic proficiency but also to strengthening students’ self-confidence, discipline, teamwork, and leadership character through hidden curriculum practices embedded within pesantren culture. In addition, the findings indicate that curriculum development in modern pesantren requires authentic interaction, institutional language environments, and participatory learning experiences beyond conventional classroom instruction. This study contributes theoretically to Arabic curriculum development discourse and practically offers an alternative model for communicative and leadership-based language learning in Islamic boarding schools.
Embodied Islamic Character Education through Performing Arts: A Phenomenological Study of Panggung Gembira Amanda Najla Krisnandya Armansyah; Syarifah Syarifah; Muwahidah Nurhasanah; Nuraeni Rahmawati
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.v3i2.2374

Abstract

This study explores the role of Panggung Gembira as a medium of embodied Islamic character education at Pondok Modern. The research aims to analyze how performing arts activities contribute to the formation of Islamic character among sixth-grade female students through lived educational experiences. Employing a qualitative phenomenological approach, the study collected data through in-depth interviews, participant observation, and documentation. The participants consisted of sixth-grade female students involved in organizing and performing Panggung Gembira. Data were analyzed using Interpretative Phenomenological Analysis to identify themes emerging from students’ experiences during the preparation and performance processes. The findings reveal that Panggung Gembira functions not merely as an artistic performance, but as an embodied educational arena integrating cooperation, conflict management, creativity, self-management, self-evaluation, leadership, and independence within the pesantren culture. Islamic values were internalized through collective artistic practices, emotional engagement, organizational responsibility, and reflective interaction. The study further demonstrates that performing arts in pesantren serve as a hidden curriculum through which students experience moral and spiritual formation beyond formal classroom instruction. This research contributes to contemporary Islamic education discourse by positioning performing arts as a transformative pedagogical space for embodied religiosity, female leadership development, and experiential character education in modern pesantren.
Project-Based Learning for Fostering Students' Ecological Awareness: An Integration of Ecopedagogy and Islamic Ecotheology Anggi Anggraini; Zuhri Zuhri; Sutiah Sutiah; Samsul Susilawati
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.v3i2.2409

Abstract

This study aims to analyze the effect of Project-Based Learning (PjBL), the ecopedagogical approach, and Islamic ecotheological values on students' ecological awareness, with PjBL products as a mediating variable in Fiqh learning at state Islamic high school. This study employed a quantitative explanatory approach using the SEM-PLS method. The sample consisted of 120 students selected through purposive sampling. Data were collected using questionnaires and project product assessment rubrics. The results show that PjBL (P-value < 0.001), the ecopedagogical approach (P-value = 0.004), and Islamic ecotheological values (P-value = 0.032) have a positive and significant effect on PjBL products. PjBL products also have a significant effect on ecological awareness (P-value = 0.001). However, PjBL (P-value = 0.089) and the ecopedagogical approach (P-value = 0.234) do not have a significant direct effect on ecological awareness, while Islamic ecotheological values remain significant (P-value = 0.032). Furthermore, PjBL products act as a full mediator in the relationship between PjBL and the ecopedagogical approach on ecological awareness but do not mediate the effect of Islamic ecotheological values. These findings indicate that ecological awareness is more effectively developed through learning experiences embodied in project products, while spiritual values have a direct influence on students' behaviour.
Transformation of Community-Based Islamic Education in Building Family Resilience and Empowering Marginalized Communities Kandiri Kandiri
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.v3i2.2445

Abstract

This study aims to analyze the transformation of community-based Islamic education in strengthening family resilience and empowering marginalized communities through a comprehensive review of relevant scholarly literature. The research employs a Systematic Literature Review (SLR) approach by identifying, selecting, and synthesizing articles, books, and scientific reports published in reputable national and international journals. The literature was analyzed using thematic analysis to identify patterns, strategies, challenges, and impacts of community-based Islamic education on family and social empowerment. The findings reveal that community-based Islamic education plays a strategic role in fostering family resilience through the internalization of Islamic values, character development, religious literacy, and strengthening interpersonal relationships within families. Furthermore, Islamic educational programs implemented through mosques, Islamic boarding schools, community learning centers, and religious organizations contribute significantly to enhancing social capital, economic independence, community participation, and social cohesion among marginalized groups. The review also indicates that successful programs are characterized by participatory approaches, local cultural adaptation, collaborative stakeholder engagement, and the integration of spiritual, social, and economic dimensions of empowerment. In conclusion, the transformation of community-based Islamic education serves as an effective instrument for strengthening family resilience and promoting sustainable community empowerment. The study implies that policymakers, educational institutions, and community organizations should develop more inclusive, participatory, and context-sensitive Islamic education models to address contemporary social challenges and improve the quality of life of marginalized communities.
Learning Strategies in Al-Qur'an-Hadith Education within Islamic Religious Education Programs in Schools Lailatul Qomariah; Ainur Rofiq Sofa; Kustiana Arisanti; Ahmad Khumaidi; Abd Aziz; Imam Bukhori
Education and Sociedad Journal Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i1.2177

Abstract

This study explores learning strategies employed in Al-Qur'an-Hadith education within Islamic Religious Education (PAI) programs in schools. The research aims to identify instructional approaches used by teachers, examine their implementation in classroom settings, and analyze their contribution to students’ understanding of Qur’anic and Hadith teachings. Using a qualitative case study approach, data were collected through classroom observations, in-depth interviews with teachers and students, and analysis of relevant educational documents. The findings reveal that teachers utilize a combination of lecture, discussion, memorization, contextual learning, collaborative learning, and technology-assisted strategies to facilitate students’ comprehension of religious texts. The integration of active learning methods encourages student participation, critical thinking, and the practical application of Islamic values in daily life. Furthermore, the effectiveness of learning strategies is influenced by teacher competence, learning resources, school support, and students’ learning motivation. The study concludes that diverse and student-centered learning strategies enhance the quality of Al-Qur'an-Hadith instruction by promoting both cognitive understanding and character development. These findings contribute to the development of more effective pedagogical practices in Islamic Religious Education and provide recommendations for improving the teaching and learning of Al-Qur'an-Hadith in contemporary school settings.
Implementation of Sharia Marketing in The Digital Era to Improve Consumer Trust and Loyalty in Online Stores Nur Sakinah; Fauzan Abdul Syakur; Indra Kurniawan
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.v3i2.2195

Abstract

This study aims to analyze the implementation of Islamic marketing in the digital era in enhancing consumer trust and loyalty at Zada Olshop in Sengkemang Village. This study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman model and validated through source triangulation. The findings reveal that Zada Olshop has implemented Islamic marketing principles through honesty, trustworthiness, transparency, good service, and the utilization of digital media in marketing activities. These practices have fostered consumer trust, which in turn has strengthened customer loyalty, as reflected in repeat purchases, customer satisfaction, and consumers’ willingness to recommend the products to others. Therefore, Islamic marketing in the digital era serves as an effective strategy for maintaining business sustainability in accordance with Islamic economic principles.
Civic Values in Action: Integrating Pancasila and Local Wisdom into Digital Citizenship Sri Rejeki; Wahyu Azwar; Rihal Jayadi; Aliahardi Winata; Isnaini Isnaini; Malami Muhammad Garba
Education and Sociedad Journal Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i1.2234

Abstract

This study aims to analyze the integration of Pancasila values and local wisdom into digital citizenship, identify their application in concrete actions within the digital space, and formulate a value-based conceptual model of digital citizenship relevant to digital dynamics that need to be managed and addressed through digital literacy to foster responsible citizenship in social media use. This study employs a Systematic Literature Review (SLR) method by examining 40 scientific articles published between 2016 and 2026, indexed in the Google Scholar and Scopus databases. Data were collected through documentation using Mendeley and systematically analyzed to identify patterns, concepts, and research findings. The results indicate that the integration of Pancasila values and local wisdom plays a strategic role in shaping students’ character in the digital age. Conceptually, Pancasila serves as a normative foundation, while local wisdom provides contextual relevance within the socio-cultural context. Practically, this integration is implemented through an action-oriented citizenship model, encouraging students to actualize these values in their daily digital behaviors. The implications of this study highlight the importance of strengthening value-based digital citizenship to develop responsible, critical, and ethical digital citizens.
Examining Instructional Models in Enhancing 4C Skills among Primary School Students Melkianus Panda Huki; Markhamah Markhamah; Masduki Masduki
Education and Sociedad Journal Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i1.2262

Abstract

21st-century education must emphasize the development of the 4Cs as essential competencies for elementary school students in remote areas, such as those at elementary school. This study aims to identify and analyze the learning models used by teachers and to examine their contribution to the development of critical thinking, creativity, communication, and collaboration skills. This research method with a descriptive approach. The research subjects consisted of 3 teachers and 30 fourth- and fifth-grade students at elementary school, who were selected using purposive sampling. Data were collected through observation, in-depth interviews, and documentation. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing/verification, with validity ensured through source and method triangulation. The results of the study indicate that the Cooperative Learning and Problem-Based Learning models contribute positively to the development of students’ communication and collaboration skills through group discussions, teamwork, and collaborative problem-solving. However, critical thinking skills and creativity still need to be improved. In addition, challenges were identified, including limited facilities and teachers’ lack of competence in implementing 4C-based learning.  The implications of this study highlight the importance of enhancing teachers’ pedagogical competence and providing equate learning resources to optimize the implementation of 4C-based learning in elementary schools.
Exploring Christian Values in Educational Supervision: A Multi-Site Study on Implementing Value-Based Teaching Practices Ferdinandus Lando; Burhanudin Burhanudin; Imron Arifin
Education and Sociedad Journal Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i1.2292

Abstract

This study aims to explore and analyze the implementation of Christian values, particularly those inspired by Galatians 5:22-23 (love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control), in teaching supervision practices conducted by principals in Catholic elementary schools. A qualitative multi-site research design was employed, with data collected through classroom observations, in-depth interviews with principals and teachers, and document analysis related to supervisory practices. The findings indicate that principals consciously and unconsciously integrate these Christian values across all stages of supervision, including planning, classroom observation, and follow-up. Supervision is perceived not merely as performance evaluation but as a tool for holistic spiritual and professional development, fostering empathetic communication, constructive feedback, continuous support, and a harmonious and trustful work environment. Despite variations in supervisory style and emphasis across schools, the essence of value-based supervision remains consistent, enhancing teaching quality and strengthening teacher character in alignment with Catholic educational principles. The study contributes empirically and conceptually to understanding value-based leadership in education and offers practical guidance for developing spiritually grounded and relational supervisory practices.

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