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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 78 Documents
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Intersectionality Between CEDAW and Culture in Tonga’s Gender Development Efforts Iklilah Qotrinnada
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.v3i2.2748

Abstract

The South Pacific Region is known for its slow progress in gender equality and ranks relatively low on the GII (Gender Inequality Index). However, Tonga, as the only part of that region that has not ratified CEDAW (Convention on the Elimination of All Forms of Discrimination Against Women), has experienced significant fluctuations in its GII rating. After improving from 0.460 in 2015 to 0.354 in 2020, Tonga’s GII worsened to 0.444 in 2023, placing it 92nd out of 193 countries (UNDP, 2025). This phenomenon raises a question about the reasons for the reversal in Tonga’s Gender Inequality Index trajectory despite the government’s domestic gender policy efforts and the absence of CEDAW ratification. This research uses a descriptive analytical method and gathers data from various sources such as reputable articles, books, government reports, international organizations’ reports, and other sources known to be part of library research and documentation research. This study uses Liberal Feminism with Intersection Approach to analyze the phenomenon. Findings show that Tonga’s earlier success in improving GII was due to the good government effort to acknowledge the overlapping problem between CEDAW and Cultural Identity ‘anga fakatonga’ and transform it into a domestic gender policy that is appropriate to Tonga’s Socio-Cultural Conditions. However, the recent GII deterioration suggests that structural barriers, including limited women’s political representation at 7.1% and declining female labor force participation, continue to constrain progress. This study will help the government and policymakers to understand the importance of acknowledging intersectionality within gender problems and turn it into a supporting factor in gender development efforts.
The Effect of Audio-Visual Media on Students' Initial Reading Abilities in Indonesian Language Subjects for Elementary School Students Sindy Syahputri; Sakholid Nasution
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.v4i1.2773

Abstract

Early reading ability is a fundamental competency for elementary school students; however, some students still experience difficulties in recognizing letters and reading syllables, words, and sentences fluently. One contributing factor is the suboptimal use of instructional media that align with students' learning characteristics. This study aimed to examine the effect of audiovisual media on the early reading ability of second-grade students in the Indonesian Language subject at MIS Al Khoirot. The research employed a quantitative approach using a one-group pretest–posttest design. The sample consisted of 40 students selected through total sampling. Data were collected through early reading ability tests administered before and after the intervention and were analyzed using descriptive statistics and a Paired Sample t-Test. The findings revealed that the students' mean score increased from 88.88 in the pretest to 96.80 in the posttest. The hypothesis test yielded a significance value of 0.001 (< 0.05), indicating a statistically significant difference in reading ability before and after the implementation of audiovisual media. These findings demonstrate that audiovisual media are effective in improving students' early reading skills. The study implies that audiovisual media can serve as an alternative instructional strategy to enhance student engagement and support the development of reading skills in lower elementary grades.
Reconstructing Islamic Education Governance through Pesantren Values: A Multi-Site Model for Building Globally Competitive Islamic Boarding Schools Abdul Halim; Syamsun Niam; Ahmad Muhtadi Anshor; Syahril Siddik; Mujamil Mujamil; Kojin Kojin
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.v3i2.2959

Abstract

This study aims to reconstruct Islamic education governance through pesantren values by developing a multi-site governance model that strengthens institutional excellence and global competitiveness. The research responds to the growing need for governance frameworks that preserve the philosophical identity of Islamic boarding schools while adapting to educational transformation in the digital and global era. A qualitative approach with a multi-site case study design was employed at Salafiyah-Syafi'iyah Islamic Boarding School in Sukorejo, Situbondo, and Al Qodiri Islamic Boarding School in Jember, Indonesia. Data were collected through in-depth interviews, participant observation, document analysis, and field notes, and analyzed using the interactive model of data condensation, data display, and conclusion verification. The findings reveal that effective Islamic education governance is built upon the integration of value-based leadership, pesantren organizational culture, strategic educational management, integrated curriculum, professional human resource development, collaborative governance, and continuous quality assurance. These interconnected components contribute significantly to institutional innovation, educational quality, organizational resilience, and graduate competitiveness. The study proposes a Pesantren-Based Islamic Education Governance Model as its primary theoretical contribution, demonstrating that traditional Islamic values can serve as strategic organizational resources for sustainable institutional transformation. The findings imply that educational policymakers and pesantren leaders should integrate religious values with contemporary governance practices to strengthen institutional performance and prepare globally competitive graduates while preserving the authentic identity of Islamic boarding schools.
Islamic Counseling as an Intervention for Enhancing Social Empathy and Caring Behavior among Secondary School Students Fitriani Fitriani; Nurhanifah Nurhanifah
Education and Sociedad Journal Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i2.2851

Abstract

This study examines the implementation of an Islamic counseling approach in fostering students’ social empathy and concern for others at senior high school. A qualitative descriptive design was employed to explore the counseling process, the forms of Islamic counseling implemented, and the perceived contribution of Islamic values to students’ social development. Data were collected through observations, in-depth interviews with guidance and counseling teachers, and analysis of relevant school documents. The data were analyzed using the Miles, Huberman, and Saldaña framework through data condensation, data display, and conclusion drawing and verification. The findings indicate that students’ social empathy and concern were generally adequate but remained uneven, with insensitive behaviors such as teasing peers based on socioeconomic differences still occurring in everyday interactions. Islamic counseling was implemented through individual counseling, group counseling, personal and relational approaches, and recurring Islamic habituation activities, including Qur’an reading before the Dhuhr prayer. The counseling process emphasized active listening, contextual Islamic guidance, self-reflection, and the internalization of values such as respect, ukhuwah (brotherhood), ta'awun (mutual assistance), and rahmah (compassion). The findings suggest that these practices contributed to greater awareness of the emotional consequences of interpersonal behavior and encouraged more caring and respectful interactions among students. The study highlights the potential of Islamic counseling as a holistic approach to integrating psychological, spiritual, moral, and social development in secondary education.
Policy Ideals vs. Classroom Realities: Teacher Readiness and Barriers in Kurikulum Merdeka M Ragil Dwifani Azzura; Baiq Husnia Hamidayani; Siti Mukminatun
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.v3i1.2984

Abstract

The nationwide implementation of Kurikulum Merdeka represents a significant paradigm shift toward student-centered learning in Indonesia; however, its operationalization has exposed deep structural challenges within the school ecosystem. This systematic literature review synthesizes empirical evidence from sixteen peer-reviewed articles published between 2023 and 2026 to evaluate teacher readiness, localized classroom friction, and institutional barriers across different educational strata. The findings demonstrate that initial teacher adaptation is severely constrained by low conceptual readiness regarding deep learning pedagogy, which is inadequately resolved by self-directed digital training tools such as the Platform Merdeka Mengajar (PMM). Furthermore, the review identifies a distinct structural divergence between educational levels: primary school teachers (SD) are primarily burdened by classroom management and tracking complexities driven by high student heterogeneity and a lack of verified diagnostic data, whereas secondary school instructors (SMA/SMK) are restricted by rigid content-pacing dilemmas, subjective grading metrics for differentiated products, and technological infrastructure deficits. Across all levels, the successful execution of pedagogical autonomy is systematically undermined by excessive administrative inflation, particularly the complex e-Rapor P5 application, which induces acute cognitive exhaustion and forces a dangerous shift from instructional quality to bureaucratic compliance. These insights imply that successful educational reform depends not on expanding standardized regulatory mandates, but on providing localized, tier-specific pedagogical coaching and structurally reducing institutional reporting burdens to restore instructional agency.
Sequencing Halal Tourism Development in Merangin Jambi Geopark: An ASOCA Assessment Arief Musvidi; Zulfanetti Zulfanetti; Lucky Enggrani Fitri
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.v3i2.2988

Abstract

Halal tourism has become an instrument of destination competition across Muslim-majority regions, yet the question of how a newly designated geological heritage site should order its development priorities has received little attention. This study examines the potential, readiness, obstacles and strategic priorities for halal tourism development in Merangin Jambi UNESCO Global Geopark, Jambi Province, Indonesia. A qualitative field design was applied with ten purposively selected informants drawn from the Regional Tourism Office, the Office of Cooperatives, Small and Medium Enterprises, Trade and Industry, the village government of Air Batu, and local tourism operators. Data were collected through semi-structured interviews, a structured questionnaire, field observation and document review, then analysed with the ASOCA framework, which combines ability, strength, opportunity, culture and agility, followed by a Litmus test that scored fifteen strategic issues on a range from ten to thirty. The geopark holds substantial natural and geological capital together with a religiously observant host society, while readiness remains uneven in certified facilities, workforce capability and inter-agency coordination. Obstacles are primarily institutional, including burdensome certification, weak regulatory synchronisation, passive community participation, and the absence of a permanent stakeholder forum. Litmus scoring placed prayer and ablution facilities highest at twenty-eight, followed by halal lodging and dining at twenty-seven, workforce training with certification and community involvement at twenty-six, while culture-oriented strategies clustered between eighteen and twenty-two. Opportunity-facing strategies averaged 24.56 against 21.33 for culture-facing strategies. The study concludes that halal tourism readiness follows a sequenced logic where service foundations precede cultural differentiation, and proposes a three-phase development pathway for regency policy.
Data-Driven Leadership in Madrasahs: How Institutional Data Shapes Strategic Decision-Making and Educational Quality Yeni Tri Nur 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.v3i1.3095

Abstract

Data-driven leadership has increasingly emerged as an important approach to strengthening strategic decision-making and educational quality. However, the availability of institutional data does not automatically lead to effective decisions, particularly within madrasahs, where managerial practices are shaped by organizational, contextual, and Islamic value dimensions. This study aims to examine how institutional data are transformed into strategic intelligence and subsequently utilized to support educational quality improvement in madrasahs. A systematic literature review (SLR) was conducted using relevant peer-reviewed literature indexed in major academic databases. The review followed the PRISMA framework and analyzed studies addressing data-driven leadership, data literacy, strategic decision-making, organizational culture, and educational quality. The synthesis indicates that data-driven leadership operates through an interconnected process involving data availability, data literacy, interpretation, strategic sense-making, decision-making, and organizational intervention. The findings further demonstrate that the contribution of data to educational quality is mediated by organizational culture, institutional capacity, and contextual conditions. Data become strategically valuable when leaders move beyond administrative reporting and use evidence to identify institutional priorities, allocate resources, strengthen teacher professional development, improve instructional practices, and evaluate organizational interventions. In the madrasah context, Islamic values provide an ethical orientation for interpreting and implementing data-informed decisions through principles of amanah, justice, consultation, transparency, and institutional benefit. The study proposes a context-sensitive and value-based model of data-driven madrasah management that positions institutional data as a strategic resource for continuous educational quality improvement.
The Architecture of Strategic Decision-Making in Islamic Education: Leadership, Governance, Values, and Institutional Transformation Yeni Tri Nur 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.v3i2.3096

Abstract

Strategic decision-making is increasingly recognized as a critical component of institutional development in Islamic education, particularly amid changing educational demands, organizational complexity, and growing expectations for effective governance. However, existing scholarship remains fragmented, with leadership, governance, Islamic values, and institutional development often examined as separate dimensions. This systematic review aims to reconstruct the architecture of strategic decision-making in Islamic education by examining how leadership capability, participatory governance, Islamic values, and institutional context interact to shape strategic choices and institutional transformation. The study employed a systematic literature review guided by the PRISMA 2020 framework, using Scopus and Web of Science as the principal databases. Relevant literature was identified through combinations of keywords related to strategic decision-making, Islamic education, educational leadership, governance, Islamic leadership, strategic management, and institutional development. The selected literature was analyzed through thematic synthesis to identify recurring concepts, relationships, and explanatory patterns. The review indicates that strategic decision-making in Islamic education is not merely a rational managerial process but a context-sensitive, participatory, and value-oriented organizational process. Leadership provides strategic judgment and sense-making, while participatory governance strengthens deliberation, stakeholder engagement, and accountability. Islamic values, particularly amanah, ‘adl, shūrā, maslahah, and mas’uliyyah, provide an ethical architecture for evaluating institutional choices. The review further shows that strategic decisions contribute to institutional transformation only when supported by strategic alignment, implementation capacity, organizational action, and organizational learning. Based on these findings, the study proposes an integrated architecture connecting institutional challenges, leadership and governance, strategic decision-making, implementation, organizational learning, and institutional transformation. The framework offers a conceptual foundation for strengthening strategic management in Islamic educational institutions.

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