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Journal of Social, Education and Religious Studies
Published by PT Suria Academic Press
ISSN : -     EISSN : 3109967X     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Journal of Social, Education and Religious Studies (JSERS) adalah jurnal akses terbuka yang ditinjau sejawat yang bertujuan untuk menjadi platform akademis untuk berbagi penelitian berkualitas tinggi dan pemikiran kritis di bidang ilmu sosial, pendidikan, dan studi agama. Jurnal ini bertujuan untuk: · Membina dialog ilmiah antara akademisi, peneliti, dan praktisi · Berkontribusi pada pengembangan pendekatan interdisipliner yang menjembatani perspektif sosial, pendidikan, dan agama · Mendorong penelitian yang inovatif, kritis, dan kontekstual yang relevan dengan masyarakat kontemporer Ruang lingkup JSERS meliputi, tetapi tidak terbatas pada: Ilmu sosial: · Sosiologi, antropologi, studi budaya, pengembangan masyarakat · Perubahan sosial, kesenjangan, identitas, dan globalisasi · Studi kebijakan terkait kesejahteraan sosial dan pembangunan Pendidikan: · Teori dan filsafat pendidikan · Desain dan pengembangan kurikulum · Model pembelajaran dan strategi pengajaran · Penilaian dan evaluasi dalam pendidikan · Teknologi dan inovasi pendidikan Studi Agama: · Perbandingan agama, dialog antaragama · Isu-isu kontemporer dalam agama dan masyarakat · Studi Islam, teologi kontekstual, filsafat agama · Agama, budaya, dan modernitas
Arjuna Subject : -
Articles 36 Documents
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Augmented Reality dan Virtual Reality dalam Pembelajaran: Sebuah Tinjauan Sistematis tentang Pemahaman Konsep Peserta Didik Neni Sriwahyuni; Muharleni
Journal of Social, Educational and Religious Studies Vol. 2 No. 1 (2026): Juni 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jsers.v2i1.119

Abstract

The rapid advancement of digital technology has encouraged the integration of Augmented Reality (AR) and Virtual Reality (VR) as innovative learning tools capable of providing interactive and immersive learning experiences. However, the effectiveness of these technologies in enhancing conceptual understanding remains inconsistent across educational contexts. This study aims to comprehensively analyze the potential and limitations of AR and VR in learning, particularly regarding students’ conceptual understanding. A qualitative approach employing a Systematic Literature Review (SLR) method was adopted following the PRISMA 2020 guidelines. Data were collected from articles indexed in Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar published between 2015 and 2025. Following the screening and selection process, 36 eligible articles were analyzed using thematic analysis. The findings reveal that AR and VR have significant potential to improve the visualization of abstract concepts, learning motivation, student engagement, and exploration-based learning experiences. Nevertheless, their impact on conceptual understanding is not always consistent and is strongly influenced by instructional design quality, pedagogical integration, learner characteristics, as well as infrastructure readiness and teacher competencies. Furthermore, challenges such as cognitive load, implementation costs, and digital access disparities remain significant barriers to the adoption of immersive technologies in education. This study highlights that the effectiveness of AR and VR depends not merely on technological sophistication but also on their integration with appropriate pedagogical strategies. Therefore, the development of more comprehensive AR- and VR-based learning models is necessary to support meaningful and sustainable conceptual understanding.
Integrasi Neuroembriologi dan Pendidikan Islam dalam Pengembangan Kerangka Neuro-Pedagogi Berbasis Perkembangan Otak Bukhari; Muksinin; Almawadi; Deby Habja Musdalifa
Journal of Social, Educational and Religious Studies Vol. 2 No. 1 (2026): Juni 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jsers.v2i1.111

Abstract

This study aims to analyze the integration of neuroembryology and Islamic education in developing a brain development-based neuro-pedagogical framework. The study is motivated by the limited research connecting neuroembryology as the biological foundation of human development with Islamic educational practices, which have traditionally emphasized normative, moral, and spiritual dimensions. A qualitative approach employing the Systematic Literature Review (SLR) method was used, following the PRISMA 2020 guidelines. Data were collected from Scopus, ScienceDirect, SpringerLink, DOAJ, and Google Scholar, covering publications from 2019 to 2025. Of the 126 identified articles, 42 met the inclusion criteria and were analyzed through content analysis and thematic synthesis techniques. The findings reveal that brain development from the embryonic stage significantly influences learning readiness, emotional regulation, cognitive growth, and character formation. Furthermore, key principles of brain-based learning, including positive emotions, contextual learning, reinforcement, and multisensory stimulation, are closely aligned with Islamic educational values such as fitrah, tarbiyah, ta’dib, and tazkiyah. The principal contribution of this study lies in the development of an Islamic neuro-pedagogical framework that integrates neuroembryology, brain-based learning, and Islamic spiritual values into a holistic educational model. This framework extends the discourse on the integration of neuroscience and Islamic education while providing a theoretical foundation for designing more adaptive, humanistic, and evidence-based curricula and instructional strategies.
Kepeloporan Pemikiran Kh Ahmad Dahlan dalam Melahirkan Gerakan Pembaruan Muhammadiyah Apris Yaman; Desi Asmaret; Julhadi; Syaifullah
Journal of Social, Educational and Religious Studies Vol. 1 No. 2 (2025): September 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jsers.v1i2.143

Abstract

This study aims to reconstruct KH Ahmad Dahlan’s integrative tajdid model as the foundation of the Muhammadiyah reform movement and Islamic social transformation in Indonesia. Previous studies have generally examined Ahmad Dahlan’s thought from partial perspectives, such as education, da‘wah, philanthropy, or Islamic reform, without providing a comprehensive understanding of the interconnected dimensions of his reformist ideas. This research employed a qualitative approach using a library research method. Data were collected from relevant primary and secondary sources and analyzed through content analysis involving data reduction, categorization, interpretation, and conceptual synthesis. The findings reveal that KH Ahmad Dahlan developed an integrative tajdid model consisting of five major pillars: purification of faith (aqidah), educational reform, Al-Ma’un social theology, women’s empowerment, and cultural da‘wah. These dimensions are interconnected and constitute the foundation of Muhammadiyah as a progressive Islamic movement capable of integrating Islamic values with social transformation. The study demonstrates that tajdid in Ahmad Dahlan’s perspective extends beyond the purification of Islamic teachings and encompasses the development of educational institutions, social services, community empowerment, and religious moderation. This integrative tajdid model remains highly relevant in addressing contemporary challenges shaped by globalization, digital transformation, and increasingly complex social changes.
Moderasi Beragama dalam Pandangan Hukum Islam dan Aplikasinya Dalam Pendidikan Dafril; Syafrianto; Rusydi; Riki Saputra; Sri Wahyuni
Journal of Social, Educational and Religious Studies Vol. 1 No. 4 (2026): Maret 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jsers.v1i4.144

Abstract

Religious moderation is a fundamental principle in Islam that emphasizes balance (tawazun), justice (i'tidal), tolerance (tasamuh), and the middle path (tawassuth) in religious life. This article aims to analyze the concept of religious moderation from the perspective of Islamic law and examine its implications for Islamic education. This study employed a qualitative approach using a library research method by reviewing primary and secondary sources, including the Qur’an, Hadith, classical and contemporary Islamic legal literature, academic journals, and official documents related to religious moderation. Data were analyzed using content analysis to identify key concepts, principles, and educational implications of religious moderation. The findings reveal that religious moderation is an integral part of Islamic law, reflected in the objectives of Sharia (maqashid al-shari'ah), the principles of justice, tolerance, consultation, equality, and legal flexibility. In the context of Islamic education, religious moderation can be implemented through curriculum development, inclusive learning approaches, and the creation of a tolerant and dialogical educational environment. However, religious moderation has clear normative boundaries and does not imply compromising core Islamic beliefs, including the principles of tawhid, Sharia, and Islamic morality. Therefore, religious moderation serves as a strategic framework for strengthening social harmony, preventing religious extremism, and fostering an inclusive and peaceful Islamic civilization.
Tantangan Pendidikan Kewarganegaraan dalam Masyarakat Modern Nia Ramadhani; Syamzaimar
Journal of Social, Educational and Religious Studies Vol. 2 No. 1 (2026): Juni 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jsers.v2i1.206

Abstract

This study aims to analyze the challenges of civic education in modern society and to formulate strategies for strengthening it among digital generations. The research employed a qualitative approach using a library research method through literature searches in Google Scholar, GARUDA, ERIC, Scopus, and accredited national journal portals. The data sources consisted of scholarly journal articles, academic books, proceedings, and relevant educational policy documents, with a focus on publications from the last five years (2022–2026). The literature was selected based on thematic relevance, source credibility, the presence of a DOI or clear publication identity, and full-text availability. The data were analyzed using content analysis through several stages: reading the literature, coding, grouping themes, interpreting relationships among categories, and developing thematic synthesis. The findings reveal that the challenges of civic education are not limited to low digital literacy, the spread of hoaxes, and declining nationalism, but also include the weak internalization of national values, changes in social interaction patterns, and a gap between civic knowledge and students’ civic behavior. These findings indicate that civic education in the modern era remains largely theoretical and has not fully responded to digital social realities. Therefore, strengthening civic education needs to be directed toward the integration of digital literacy, character education, participatory learning, civic engagement, and the contextual use of educational technology. The main contribution of this study is the emphasis that civic education should be understood as a process of building civic awareness that is adaptive, ethical, and participatory in digital spaces. This study offers a framework for strengthening civic education that not only stresses knowledge acquisition, but also develops critical thinking, social responsibility, cultural resilience, and the ability to participate in democratic life.
The Intellectual Landscape of Teacher Burnout Research: Evidence from Scopus Publications Moh. Badrut Tamam; Andi Nuzul Akbar; Asmansyah
Journal of Social, Educational and Religious Studies Vol. 2 No. 1 (2026): Juni 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jsers.v2i1.208

Abstract

This study maps the intellectual landscape of burnout research indexed in Scopus, highlighting how the field has evolved, where it is published, what themes dominate, and which methodological and geographic patterns shape the literature. A bibliometric study was conducted using Scopus metadata covering 1,421 English journal articles from 2020–2025. The analysis integrates performance analysis, annual publication trends, source productivity, and local source impact using the H-index within the corpus, science mapping three-field plot and word-frequency mapping or word cloud, complemented by corresponding-author country distribution to describe geographic contribution and collaboration patterns. The literature shows steady growth with a marked acceleration after 2022, rising from 167 publications in 2020 to 340 in 2025. Output is distributed across multiple key outlets, with strong visibility in education, behavioral science, and health-related journals. Local source impact indicates a small set of journals function as central knowledge anchors in the corpus. Thematic mapping confirms burnout as the core topic, strongly connected to psychology, mental health, job satisfaction, and related occupational outcomes. Methodologically, the field is dominated by cross-sectional survey designs, while mediator or moderator testing is a growing analytical trend.  The study provides a consolidated evidence map to clarify research directions, dominant themes, and underexplored opportunities for future studies and collaborations.

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