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International Journal of Education and Social Science Studies
Published by CV Tirta Pustaka Press
ISSN : -     EISSN : 3090675X     DOI : https://doi.org/10.60153/ijesss.v1i2.
Core Subject : Economy, Humanities, Education, Social,
Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other
International Journal of Education and Social Science Studies provides a platform for researchers, academicians, professionals, practitioners and students to impart and share knowledge in the form of high quality empirical and theoretical research papers, case studies, literature reviews, and book reviews. International Journal of Education and Social Science Studies welcomes and recognizes high quality theoretical and empirical original research papers, case studies, review papers, literature reviews, book reviews, conceptual frameworks, analysis and simulation models, technical notes from researchers, academicians, professionals, practitioners, and students from all over the world, covering a wide range of topics related to education and social sciences. International Journal of Education and Social Science Studies is to provide an important research and reference medium for the advancement and dissemination of research results that support high-level research in the field of Education and Social Science Research. Original theoretical works and application-based studies, which contribute to a better understanding of all areas of Education and Social Science Research. The topics covered by International Journal of Education Social Science Studies are: Curriculum, learning models, learning methods, learning strategies, character education, learning media, educational technology, educational management, Learning Evaluation or Learning Assessment, Learning Innovation, sociology, economics, communication, history, citizenship, politics, law, culture, and other relevant topics on the focus of International Journal of Education and Social Science Studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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IMPLEMENTATION OF RESTORATIVE JUSTICE IN THE CASE OF TRAFFIC ACCIDENTS THAT CAUSED THE DEATH OF THE VICTIM I Made Wahyu Chandra Satriana; Ni Made Liana Dewi; Berliana Indahsari
International Journal of Education and Social Science Studies Vol. 2 No. 1 (2026): International Journal of Education and Social Science Studies
Publisher : CV. Tirta Pustaka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60153/ijesss.v2i1.280

Abstract

Highways play a crucial role in socio-economic activities; however, traffic accidents resulting in fatalities remain a significant legal and social issue. The important role of this highway is sometimes not realized by road users to obey and obey traffic on the highway, so that it can cause a problem if a traffic accident causes the victim to die. The study aims to examine the implementation of restorative justice in fatal traffic accident cases in the SARBAGITA region and to identify the challenges encountered. This research used empirical legal research methods or field research with an emphasis on the gap between das sein and das solen or between the aspired regulations and their practice in the field related to the problems discussed. The findings indicated that restorative justice is implemented through formal agreements, including peace request letters, settlement agreements, and dispute resolution statements. Recommendation for special case titles that agree to settlement with restorative justice. Investigators facilitate the settlement process and may issue a Warrant for Termination of Investigation based on restorative justice considerations.. The obstacles faced include that there are still people as victims' families who have not been able to accept the loss of their family members, the costs that must be incurred by the perpetrator and the perpetrator's family are too high (expensive) and there is a change of mind in resolving this accident case.
THE ROLE OF THE WALI NAGARI SUNGAI KAMUNYANG IN RESOLUTING BULLYING BY TEENAGERS Syahrani Rahma Putri; Muhammad Zulherawan
International Journal of Education and Social Science Studies Vol. 2 No. 1 (2026): International Journal of Education and Social Science Studies
Publisher : CV. Tirta Pustaka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60153/ijesss.v2i1.282

Abstract

This study addresses the limited scholarly attention to community-based governance mechanisms in resolving adolescent bullying, particularly within rural Indonesian contexts, which requires a resolution through the village government, particularly the Village Head as the village leader. Bullying among teenagers not only impacts the victims but also affects social relationships within the community. Therefore, an active role from the Village Head is needed to resolve this problem to create order and harmony within the community. This study aims to critically examine how village leadership operates as an informal social control mechanism in addressing adolescent bullying and to extend the application of social control theory in local governance contexts. This This study employs a qualitative case study design, using purposive sampling of eight key informants and thematic analysis to ensure analytical depth and rigor. Data collection techniques were conducted through interviews, observation, and documentation with eight informants: the Village Head, the Principal, the Chairperson of the National Child Protection Commission (KPAN), KPAN members, the perpetrator, the victim, the perpetrator's parents, and the victim's parents. The The findings reveal that the village head institutionalizes informal dispute resolution through mediation, moral guidance, and multi-stakeholder collaboration, thereby reinforcing social cohesion and behavioral regulation. These resolutions are conducted amicably with the goal of improving the perpetrator's behavior without damaging social relationships within the community. From a social control theory perspective, the village heads' resolutions demonstrate the strengthening of social bonds through supervision, value instillation, and community involvement, thereby preventing deviant behavior in adolescents. The study underscores the importance of integrating informal leadership structures into social control frameworks and offers practical insights for community-based bullying prevention strategies in similar socio-cultural settings. Therefore, collaboration between the village government, schools, parents, and the community is necessary in supervising and guiding adolescents
POLITICAL STABILITY AND ECONOMIC DEVELOPMENT UNDER THE CHINESE COMMUNIST PARTY Wang Hao Ran; Zhao Xin Yi; Li Jian Hao; Lin Mei Xin Yu Jing; Chen Yu An Zhi Xuan
International Journal of Education and Social Science Studies Vol. 2 No. 1 (2026): International Journal of Education and Social Science Studies
Publisher : CV. Tirta Pustaka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60153/ijesss.v2i1.283

Abstract

This study examines the central role of the Chinese Communist Party (CCP) in shaping political stability and national economic development in contemporary China  However, limited studies have systematically examined the institutional mechanisms linking political stability and economic development under the CCP. Utilizing a qualitative document-based approach, the study analyzes policy reports, party congress documents, and peer-reviewed literature using thematic content analysis. The findings reveal three key mechanisms: ideological alignment, bureaucratic coordination, and centralized policy integration, but from a coherent institutional framework that aligns policy priorities across multiple administrative layers. This coherence reinforces the CCP’s legitimacy and enables coordinated implementation of national economic strategies. The results also show a symbiotic relationship between stability and development: sustained economic growth strengthens political legitimacy, while political order provides the conditions necessary for developmental continuity. Nevertheless, the study identifies inherent tensions within China’s governance model, particularly those arising from over-centralization, limited administrative flexibility, and growing societal complexity. These challenges indicate that the long-term sustainability of China’s political–economic model depends on the CCP’s ability to balance centralized authority with adaptive governance. This study contributes by proposing an integrated analytical framework linking institutional governance and developmental outcomes in authoritarian systems.  The findings provide insights for policymakers and scholars on governance strategies in centralized political systems
YOUTH, DIGITAL CULTURE, AND SOCIAL CHANGE IN MODERN AZERBAIJAN Kamran Ali Oglu Hasanov; Aygun Kazimova; Aysel Mammadova; Fatemeh Zahra Rahimi; Hossein Reza Farhadi
International Journal of Education and Social Science Studies Vol. 2 No. 1 (2026): International Journal of Education and Social Science Studies
Publisher : CV. Tirta Pustaka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60153/ijesss.v2i1.293

Abstract

This study addresses the limited empirical research on how youth in Azerbaijan navigate digital culture under socio-political constraints, a post-Soviet society undergoing rapid digitalization and socio-political transformation. Using a qualitative design with purposive sampling, data were analyzed through thematic analysis to capture in-depth youth experiences. The findings show that Azerbaijani youth strategically use digital platforms to express dissent through indirect and culturally adaptive practices, allowing youth to navigate cultural norms, express alternative narratives, and engage in social activism. The study identifies state surveillance and regulatory restrictions as primary constraints shaping youth digital engagement, which limit the scope and impact of online participation. These dual dynamics underscore the ambivalent role of digital culture as both an enabler of empowerment and a site of constraint. The study contributes to a nuanced understanding of how Azerbaijani youth strategically employ digital media to negotiate social, cultural, and political realities, while also revealing the contingent nature of digital-driven social change in transitional societies. The study recommends context-specific policies to improve digital literacy and protect youth civic expression in regulated digital environments. The study also provides directions for future research, including comparative analyses across post-Soviet contexts and intersectional examinations of digital participation. Overall, this research illuminates the transformative potential and limitations of digital culture in shaping youth agency and social change in modern Azerbaijan.
RECONSTRUCTING CHARACTER EDUCATION THEORY THROUGH THE PERSPECTIVES OF PRIMARY SCHOOL TEACHERS IN INDONESIA: A GROUNDED THEORY STUDY I Wayan Kandia; Ni Putu Ika Putri Sujianti; Adrianus Ahas
International Journal of Education and Social Science Studies Vol. 2 No. 1 (2026): International Journal of Education and Social Science Studies
Publisher : CV. Tirta Pustaka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60153/ijesss.v2i1.296

Abstract

This study aims to reconstruct a contextually grounded theory of character education based on Indonesian primary school teachers’ perspectives using grounded theory. Despite strong policy emphasis, existing models often fail to capture the cultural and pedagogical realities of Indonesian classrooms. Data were collected from approximately 25 primary school teachers across three provinces using interviews, observations, and document analysis. Data were analyzed using grounded theory procedures (open, axial, and selective coding) with constant comparison to achieve theoretical saturation. Findings indicate that character education is a dynamic, teacher-mediated process integrating curriculum, interaction, and local culture. The core category identified is contextualized teacher agency, supported by cultural integration, pedagogy, institutional support, and innovation. Teachers act as co-creators of moral development while balancing academic and ethical demands. The study also highlights challenges including limited resources, large class sizes, and the need for professional development, as well as innovative adaptations during remote learning contexts. This study proposes a culturally grounded framework and offers implications for curriculum, teacher training, and policy. It emphasizes teachers as key agents shaped by socio-cultural and structural contexts. 

Page 4 of 4 | Total Record : 35

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