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Social Journal of Studies in Education
Published by Yayasan Pendidikan Haiba Nasywa
ISSN : -     EISSN : 3123657X     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Social Journal of Studies in Education is a peer-reviewed academic journal that focuses on the socio-humanist approach in education, with a particular emphasis on the social, cultural, and humanist aspects of the learning process. This journal publishes qualitative, quantitative, and mixed research articles that examine issues such as education policy, social inclusion, digital literacy, religious moderation, educational leadership, and the integration of ethical, history and philosophy of education, and spiritual values ​​in the context of formal and non-formal education, including religious-based education such as Islamic Education. With a critical and contextual approach, this journal is a concrete manifestation of the commitment of the Yayasan Pendidikan Haiba Nasywa as the parent institution of the Pesantren Wahdatul Ulum International to encourage academic dialogue relevant to the challenges of education in contemporary society.
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Articles 6 Documents
 1 
Search results for , issue "Vol. 1 No. 02 (2025): Desember" : 6 Documents clear
Transformation and Duality of Religious Authority in The Digital Era Ulil Abdillah
Social Journal of Studies in Education Vol. 1 No. 02 (2025): Desember
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

This study examines the shift in religious authority amidst the dominance of social media and the post-truth era. Religious authority, which was once singular and static, now faces the challenges of democratization and fragmentation. Using descriptive qualitative methods and theoretical perspectives ranging from Marshall McLuhan to Bryan S. Turner, this study analyzes the interaction between technology and tradition. The results show that social media has transformed religious authority into a competitive actor in the public arena through digital indicators such as followers, likes, and shares. This phenomenon has triggered the emergence of "Celebrity Ustadz" who often displace traditional ulama due to their expertise in managing algorithms and emotional narratives. In the post-truth era, objective facts tend to be defeated by personal sentiment, forcing authority holders to choose between the depth of knowledge or the relevance of digital aesthetics. In conclusion, social media creates a new ecosystem that redefines religious authority as a "brand" in a highly competitive digital identity market
Implementation of Pragmatic Stream Principles in Islamic Education Learning: Efforts to Realize Adaptive and Solutive Education Dhini Maulidatul Isnaini; Abdul Khobir; Nilna Zulfa; Ika Nur Iliza
Social Journal of Studies in Education Vol. 1 No. 02 (2025): Desember
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

The development of the modern era marked by globalization, digitalization, and the complexity of social problems requires Islamic Education to be adaptive and solution-oriented. However, Islamic Education learning still tends to be normative and insufficiently connected to students’ real-life contexts, thus necessitating a relevant philosophical and pedagogical approach. This study aims to analyze the principles of the pragmatic school of thought and their implementation in Islamic Education learning to realize adaptive and solution-oriented education. This research employs a qualitative approach using a library research method. Data were obtained from books, scholarly journal articles, and relevant academic documents. Data collection was conducted through source selection, critical reading, and systematic note-taking. Data were analyzed using descriptive-analytical content analysis techniques. The findings indicate that pragmatic principles such as experiential learning, problem solving, inquiry-based learning, technological integration, and performance-based assessment are compatible with the values of Islamic Education. The implementation of these principles enhances learning relevance, strengthens character development, and makes Islamic Education more contextual in addressing modern challenges. The implementation of pragmatism in Islamic Education strengthens the integration of knowledge and action, making learning more applicable, adaptive, and responsive to contemporary social dynamics. The novelty of this study lies in the conceptual synthesis of educational pragmatism with Islamic values as a foundation for adaptive and solution-oriented learning.
The Effectiveness of Extracurricular Management in Developing Student Interests and Talents at MAN Kota Batu Muamalatul Hikmah; Ahmad Ta'rifin; Silna Farodis; Amalia Shinta Defi; Abiyyu Al Fatih; Ahmad Ziyan Hanif
Social Journal of Studies in Education Vol. 1 No. 02 (2025): Desember
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

This study aims to determine the effectiveness of extracurricular management in developing students' interests and talents at MAN Kota Batu. The research employed a descriptive qualitative approach through observation, interviews, and documentation. The results indicate that effective extracurricular management is supported by strong leadership, adequate facilities, and active participation of all stakeholders. Main challenges include resource limitations, time management issues among students, and less optimal parental support. Findings demonstrate that the success of fostering student potential relies heavily on systematic management and a conducive environment. Therefore, extracurricular management requires continuous evaluation and strong collaboration to optimize activities in character building, interests, and talents comprehensively. This research provides valuable contributions as an evaluation basis and development of extracurricular management models in schools.
Optimizing the Role of Teachers and Educators in Realizing Quality Character-Based Education in the Digital Age Raysa Afifa Amelia; Sakina Radhtul Easy; Shitra Giofika; Rinda Handayani Fathuloh; Ririn Mardana Putri; Selfi Regina Putri; Salsabila; Annisaul Khairat
Social Journal of Studies in Education Vol. 1 No. 02 (2025): Desember
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

The advancement of digital technology necessitates fundamental transformation in educational practices, particularly regarding the roles of teachers and educational staff. This literature study examines optimization strategies for teachers and educational personnel in realizing quality character-based education amid digital transformation. Through thematic content analysis of recent academic publications, this research reveals three critical findings. First, 60% of teachers possess minimal digital competencies, requiring structured capacity building through tiered training and peer mentoring programs. Second, effective digital education integration demands a three-pillar model comprising professional digital competencies, character-based innovative learning, and educational ecosystem synergy. Third, educational staff including school principals, digital librarians, and laboratory technicians play strategic yet often overlooked roles in creating conducive digital learning environments. The study demonstrates that successful digital education depends not merely on technological sophistication but on educators' capacity to utilize technology as instruments for enhancing learning quality while maintaining character values. This research contributes a comprehensive framework emphasizing the balance between technological mastery and moral value cultivation, proposing systematic professional development programs and multi-stakeholder collaboration to address implementation barriers including digital gaps, infrastructure limitations, and increased workload burdens.
Metode Psikologi Pembelajaran Pendidikan Agama Islam Silmi Afifah; Ma'mun Hanif
Social Journal of Studies in Education Vol. 1 No. 02 (2025): Desember
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

Penelitian ini bertujuan untuk menjelaskan berbagai metode psikologi pembelajaran yang relevan diterapkan dalam Pendidikan Agama Islam (PAI) guna meningkatkan efektivitas proses belajar mengajar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan jenis studi pustaka (library research) melalui analisis terhadap berbagai literatur psikologi pendidikan dan pembelajaran Islam. Hasil penelitian menunjukkan bahwa terdapat lima metode utama dalam psikologi pembelajaran PAI, yaitu introspeksi, eksperimen, kuesioner, studi kasus, dan klinis. Masing-masing metode memiliki peran dan keunggulan berbeda dalam memahami perilaku belajar peserta didik. Metode introspeksi berfungsi menggali kesadaran diri siswa, eksperimen menguji hubungan sebab-akibat dalam proses belajar, kuesioner mengukur sikap dan motivasi religius, studi kasus mendalami permasalahan individual, dan metode klinis membantu menangani kesulitan psikologis siswa. Kesimpulan penelitian ini menegaskan bahwa penerapan metode psikologi pembelajaran secara tepat dapat membantu guru PAI memahami karakter peserta didik secara holistik dan mendukung tercapainya tujuan pendidikan Islam, yakni membentuk insan beriman, berilmu, dan berakhlak mulia.
Contributions of John Dewey and Immanuel Kant's Thought in Formulating Islamic Education Objectives Ahmad Isa Abdallah Ahsa; Abdul Khobir
Social Journal of Studies in Education Vol. 1 No. 02 (2025): Desember
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

The formulation of Islamic education objectives represents one of the most critical challenges in contemporary Islamic pedagogy. This research explores the significant contributions of John Dewey's pragmatism and Immanuel Kant's philosophical thought in constructing a comprehensive framework for Islamic education objectives. Through a critical literature review approach, this study examines how Dewey's emphasis on experiential learning and social relevance, combined with Kant's categorical imperative and moral philosophy, can enrich the traditional understanding of Islamic education objectives. The findings demonstrate that Dewey's concept of learning by doing and problem-solving methodology complement Islam's emphasis on wisdom (al-hikma) and the practical application of knowledge, while Kant's duty-based ethics align with the Islamic concept of moral responsibility (amanah). This research concludes that integrating these Western philosophical perspectives with Islamic education principles creates a holistic framework that emphasizes not only the transmission of knowledge but also the development of ethical consciousness, critical thinking, and social responsibility. The synthesis of these three philosophical traditions offers new possibilities for contemporary Islamic education in addressing modern educational challenges while preserving Islamic values and principles. This research contributes to the formulation of an innovative and inclusive Islamic educational model in which philosophical dialogue between Western and Islamic intellectual traditions establishes robust academic grounds for curriculum reform and pedagogical innovations that effectively address the demands of both local and global educational contexts.

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