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Agung Prayogo
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Young Journal of Social Sciences and Humanities
Published by Yayasan Bayt Shufiya Nusantara
ISSN : -     EISSN : 30902878     DOI : -
Core Subject : Humanities, Social,
Humanities Social Sciences
Young Journal of Social Sciences and Humanities (YJSSH) is an academic journal which focuses on social and humanistic issues, both of a conceptual and an empirical nature. The journal uses a multidisciplinary perspective with a focus on the main issue. The journal is open to all to contribute to it, either as authors or reviewers.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 144 Documents
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Islamic Character Formation through School-Based Habituation: The Roles of Islamic Education Teachers and the Family Environment Wulan Sari; Yanuardin
Young Journal of Social Sciences and Humanities Vol. 2 No. 2 (2026): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Abstract

Islamic character education in Indonesian public senior high schools faces a recurring tension between students’ participation in school-organized religious rituals and the consistency with which ethical and religious values are enacted in everyday life. This qualitative case study examines the dynamics of Islamic character habituation at SMA Negeri 1 Galang, Deli Serdang, North Sumatra, by integrating three dimensions that are often analyzed separately: the pedagogical strategies of Islamic Religious Education (IRE) teachers, school discipline and religious-culture policies, and the continuity of reinforcement in the family environment. Data were generated through observation, interviews, and document analysis and were analyzed iteratively through data reduction, display, conclusion drawing, and verification, with source and technique triangulation. The findings identify a central analytic category termed habituation discontinuity, defined as the weakening or interruption of school-cultivated religious routines and ethical expectations when students move into home and peer contexts in which those practices are not consistently reinforced. Within the school, character formation was supported by teacher modeling, recurrent disciplinary and religious practices, the Pencerahan Kalbu reflective forum, the Islamic Spirituality Student Organization (Rohis), and adaptive use of digital media. However, ritual participation functioned primarily as a behavioral indicator and could not, by itself, demonstrate moral internalization. The case also showed tensions in dress ethics and Qur’anic literacy that pointed to uneven internalization of religious values. The study contributes an integrative school–family perspective to research on Islamic character education and suggests that sustainable character formation requires a shift from institutionally controlled compliance toward coordinated pedagogical reinforcement across school, family, and community settings.
Islamic Character Formation through School-Based Habituation: The Roles of Islamic Education Teachers and the Family Environment Nur Hafsah Lubis
Young Journal of Social Sciences and Humanities Vol. 2 No. 2 (2026): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Abstract

Extracurricular activities are frequently treated as peripheral to the core work of schools, although they can also function as visible expressions of institutional values and educational quality. This study examines how extracurricular activities are managed and how their management contributes to school branding and perceived institutional competitiveness at MI Nurul Iman Tanjung Morawa, an Islamic elementary school in Indonesia. A qualitative case-study design was used, drawing on observation, interviews with school leaders and extracurricular teachers/coaches, and institutional documents. The analysis focused on program architecture, management practices, public visibility, and the meanings attached to these practices in relation to school branding. The findings show that the madrasah organizes a portfolio consisting of compulsory Scouting and elective religious, sports, martial arts, and arts programs. The programs are managed through planning, organizing, implementation, and monitoring practices, including annual program formulation, coach assignment, scheduling, routine supervision, and periodic evaluation. Competitions, performances, exhibitions, and other public-facing activities provide occasions through which program outcomes become visible beyond the school. The case therefore supports an interpretive mechanism in which consistent extracurricular governance enables program quality and visible student outputs, which may contribute to institutional identity, public reputation, and perceived differentiation. However, the study does not establish causal effects on enrollment growth, accreditation results, or graduate outcomes because longitudinal and outcome-specific data were not available.
Internalizing Educational Quality Values: Evaluation and Principal Managerial Strategies at SMA Darussalam Medan Rizky Maulana Rangkuti
Young Journal of Social Sciences and Humanities Vol. 2 No. 2 (2026): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Abstract

School quality improvement is often constrained not by the absence of formal quality assurance instruments, but by a gap between institutional quality standards and how those standards are understood and enacted by teachers. This study examines how educational quality values are internalized through School Self-Evaluation (Evaluasi Diri Sekolah/EDS) and the principal’s managerial strategies at SMA Darussalam Medan. Using qualitative field research with a single-site case orientation, data were derived from in-depth interviews with the principal, teachers, and school committee representatives, limited participatory observation of teaching and supervision, and institutional documents, including the School Development Plan (RPS), EDS reports, and teacher qualification records. The data were triangulated across sources and techniques and analyzed through iterative condensation, EDS-informed categorization, thematic comparison, and interpretive synthesis. The findings identify a connected mechanism rather than a single managerial intervention. Participatory planning creates shared ownership of quality goals; EDS functions as an evidence informed diagnostic mechanism that identifies teacher-development and staffing needs; and the principal translates these needs into professional development, staffing responses, external advocacy, and the internalization of itqān as an Islamic ethic of professional thoroughness and responsibility. The case also reveals tensions: differences in quality awareness, continued reliance on teacher-centered instruction among some teachers, and shortages of permanent teachers. Recruiting honorary teachers helps maintain instructional continuity but introduces sustainability, financing, employment-status, and professional-quality trade-offs. The study contributes a context-sensitive explanation of how technical quality-assurance routines and value-based professional ethics can interact in a resource-constrained Islamic school.
The Love-Based Curriculum Paradigm through the Educational Thought of K.H. Hasyim Asy’ari Siti Hamidah Nasution
Young Journal of Social Sciences and Humanities Vol. 2 No. 2 (2026): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Abstract

The Love-Based Curriculum (Kurikulum Berbasis Cinta, KBC), introduced by Indonesia’s Ministry of Religious Affairs, requires a sufficiently explicit philosophical foundation if its implementation is to move beyond normative policy language. This study analyzes KBC through the educational thought of K.H. Hasyim Asy’ari, with particular attention to ontological, epistemological, pedagogical, and axiological correspondences and tensions. A qualitative library-research design was employed using conceptual and qualitative content analysis. The findings indicate that the relationship between KBC and Hasyim Asy’ari should not be reduced to value similarity. Ontologically, both view education as the formation of the whole person rather than cognitive acquisition alone. Epistemologically, Hasyim Asy’ari ties valid learning to ethical-spiritual readiness, disciplined transmission, and responsible use of knowledge. Pedagogically, love becomes educationally operative through adab, exemplary conduct, disciplined learning practices, and reciprocal care between teacher and learner. Axiologically, knowledge is directed toward worship, moral refinement, social benefit, and responsible action.

Page 15 of 15 | Total Record : 144

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