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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 18 Documents
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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.
Contextual Teaching and Learning (CTL) Model to Improve Reading and Writing Literacy Skills of Elementary School Students Nicolas David Azizi; Ahmad Wahyulil Albab; Musrikah; Chusnul Chotimah
Social Journal of Studies in Education Vol. 2 No. 01 (2026): Article in Press
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

The low literacy skills of elementary school students remain a fundamental problem in learning. One effort that can be made to overcome this problem is to apply the Contextual Teaching and Learning (CTL) model. This study aims to: (1) describe the application of the CTL learning model in improving the reading and writing literacy skills of elementary school students, and (2) identify the supporting and inhibiting factors in the application of the CTL learning model. This study uses a qualitative approach with a literature study method. Data were obtained through the collection and analysis of various relevant literature sources, such as books, journal articles, previous research results, and other supporting documents related to CTL learning and reading and writing literacy in elementary schools. The results of this study indicate that CTL learning can improve students' reading and writing literacy skills through the relevance of learning materials to real-life contexts, meaningful learning activities, and active student involvement in the learning process. The supporting factors for the implementation of CTL are teacher readiness, availability of learning resources, and a conducive learning environment, while the inhibiting factors are time constraints, low teacher understanding of the CTL learning concept, and a lack of supporting facilities. Thus, the CTL learning model has the potential to be an effective alternative in improving the reading and writing literacy skills of elementary school students.
Integration of Deep Learning in IPAS Learning Models Based on Project-Based Learning in Elementary Schools Mawaddah Warohmah; Mega Setya Handayani; Diah Romiana; Umi Mahmudah
Social Journal of Studies in Education Vol. 2 No. 01 (2026): Article in Press
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

Pergeseran paradigma dalam pendidikan abad ke-21 membutuhkan transformasi pembelajaran sains, teknologi, teknik, dan matematika (STEM) di sekolah dasar sehingga tidak lagi hanya tentang menghafal fakta, tetapi lebih berfokus pada pemahaman konseptual yang mendalam dan penguasaan keterampilan berpikir kritis. Studi ini bertujuan untuk mengembangkan model konseptual yang menjelaskan bagaimana integrasi prinsip-prinsip pedagogi Deep Learning dapat memperkuat model PjBL dalam pembelajaran sains di tingkat sekolah dasar. Metode yang digunakan adalah riset pustaka dengan teknik analisis konten pada artikel ilmiah, prosiding, dan laporan penelitian dari basis data Google Scholar, Garuda, dan DOAJ. Analisis dilakukan melalui tahapan kategorisasi, sintesis, dan interpretasi aspek implementasi Deep Learning dan PjBL. Hasil penelitian menunjukkan bahwa integrasi Deep Learning dalam PjBL-IPAS menghasilkan sinergi optimal yang menggabungkan dimensi konseptual (kedalaman materi), dimensi sosial (kolaborasi), dan dimensi afektif (manajemen emosi). Kesimpulan dari penelitian ini menegaskan bahwa integrasi Deep Learning dalam PjBL-IPAS merupakan sintesis efektif yang sejalan dengan semangat Kurikulum Merdeka. Sebagai rekomendasi, penelitian empiris lebih lanjut di bidang ini diperlukan untuk menguji efektivitas model konseptual ini dan untuk mengembangkan alat pembelajaran praktis bagi guru di kelas.
Developing Differentiated Content of PAI Based on Divergent Thinking: A Define-Stage of Khalifa Abu Bakr as-Siddiq at SDN 02 Pariangan Gusrina Fadhila; Syahrur Ramli; Nadia Zakia
Social Journal of Studies in Education Vol. 2 No. 01 (2026): Article in Press
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

This research aims to analyze the necessity of developing differentiated Islamic Cultural History (SKI) content during the define stage to stimulate the divergent thinking skills of elementary school students. The primary problem driving this study is the prevalence of rigid rote-learning patterns that stifle students' creativity and original ideation when attempting to understand historical dynamics. Specifically, initial diagnostic assessments at SDN 02 Pariangan revealed low performance in fluency, flexibility, originality, and elaboration indicators, as students struggled to engage with the complex leadership and strategic policies of Khalifa Abu Bakr as-Siddiq. This study utilizes a Research and Development (R&D) approach, adopting the 4D development model which encompasses the define, design, develop, and disseminate phases. The methodology is specifically focused on the Define stage, incorporating front-end analysis, learner analysis, task analysis, concept analysis, and the specification of learning objectives for eighteen sixth-grade students at SDN 02 Pariangan. Findings indicate that efforts to enhance divergent thinking are realized by integrating problematic historical narratives as a cognitive stimulus to trigger diverse, open-ended, and non-linear exploration of ideas. The form of content differentiation is implemented by presenting the biography and policies of Abu Bakr through various modalities—visual, auditory, and kinesthetic—while adjusting difficulty levels to align with each student's unique learning profile. The urgency of this research underscores the necessity of an inclusive and responsive Merdeka Curriculum to equip the younger generation with analytical sharpness and intellectual courage to navigate complex global challenges.
Integrating Maqashid Shari’a on Cultural Responsiveneness to Constructing Academic Culture Syahrur Ramli; Gusrina Fadhila; Ramza Husmen; Aidil Darmawan
Social Journal of Studies in Education Vol. 2 No. 01 (2026): Article in Press
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

This study aims to develop a culturally responsive instrument based on the principles of Maqashid Syariah to address the cultural identity crisis among students at the State Islamic University of Indonesia. Focusing on the integration of five essential safeguards (faith, life, reason, progeny, and wealth) with a hierarchical culturally responsive model, this study specifically examines how the levels of needs, requirements, and embellishments (tahsiniyyah) can map the inclusive attitudes of students. Using the Systematic Literature Review (SLR) methodology, this study synthesizes existing literature to build a comprehensive framework. The results of the study indicate successful integration, where Maqashid Syariah provides a strong ethical and transcendental foundation for measuring cultural responsiveness, going beyond mere social skills to embody the practice of universal Islamic values such as compassion and modesty. This instrument offers a nuanced and spiritually grounded alternative to conventional secular scales, allowing for a more holistic evaluation of how students navigate cultural plurality while remaining rooted in their religious and local wisdom.
Secularism and Its Challenges to Islamic Education: A Historical and Philosophical Analysis of Islamic Education Lilik Qonitah; M. Sugeng Solehuddin
Social Journal of Studies in Education Vol. 2 No. 01 (2026): Article in Press
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/sjse.v2i01.61

Abstract

Secularism is often discussed in Islamic education studies in a normative manner, primarily as an ideology perceived to be incompatible with religious teachings. Previous studies tend to examine secularism either from the perspective of Western historical development or from Islamic normative critiques, without sufficiently integrating historical analysis with the philosophical framework of Islamic education. This article aims to analyze the historical development of secularism and its influence on the Muslim world, to examine how Islamic educational philosophy conceptualizes secularism, and to explore the implications of secularism for contemporary Islamic education. This study employs a qualitative approach through critical library research, drawing on classical and contemporary literature, with particular emphasis on peer-reviewed journal articles and works of modern Muslim thinkers. The conceptual framework is grounded in an integrative Islamic epistemology that views knowledge, moral values, and spirituality as inseparable. The findings indicate that secularism emerged from specific Western historical contexts and entered the Muslim world through colonialism and modernization, resulting in epistemological tensions within Islamic educational systems. Islamic educational philosophy views secularism as problematic due to its separation of knowledge from transcendent values, which has contributed to educational dualism and identity crises. This article contributes to Islamic education scholarship by emphasizing the need for a reconstructive and integrative educational paradigm that engages modernity critically while preserving its spiritual foundations.
Between Divine Destiny and Economic Transactions: A Qualitative Study of Underprivileged People's Perceptions of the Role of Education Aeni Nur Khofifah; Ubaidillah; Karina Milatu Azka; Siti Nur Khusnul Khotimah
Social Journal of Studies in Education Vol. 2 No. 01 (2026): Article in Press
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

The aim of this study is to critically analyze the dynamics of poor people's perceptions in Sukorejo Village, Kendal, Indonesia regarding whether education functions as a liberating theological intervention or merely as a material necessity for survival. This research employs a qualitative approach with a case study design. Participants were selected purposively, and data were collected through in-depth interviews, participatory observation, and document analysis. Data analysis used the Miles and Huberman interactive model. The findings reveal a dialectical tension between spirituality and economic pragmatism. Community perspectives are divided into three orientations: education as divine destiny, education as an economic transaction, and education as a spiritual-material hybrid. The hybrid perspective is the most dominant but often constrained by economic pressure. This study identifies a hermeneutical meaning crisis as a root problem, where poverty is not only financial but also related to limited understanding of education’s role. This research offers a strategic framework integrating material and spiritual dimensions as an innovative approach to inclusive education policies.
The Dynamics of the Decline of Madrasah Diniyah Students: Curriculum Challenges, Family Economy, and the Influence of Digital Technology Ayu Nurul Hikmah; Ubaidillah; Sefi Islamiya Pasha; Tsalatsa Fajriyah
Social Journal of Studies in Education Vol. 2 No. 01 (2026): Article in Press
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

This study specifically conducts a comprehensive analysis of the critical phenomenon of declining enrollment in Madrasah Diniyah schools within Islamic foundations in the Tlogosari Wetan district of Semarang City, Indonesia, from the perspective of contemporary Islamic education. Adopting a qualitative approach with a phenomenological design, data were collected through unstructured interviews, participant observation, and document analysis in Pedurungan Subdistrict, then analyzed using the Miles and Huberman interactive model to ensure empirical validity. Key findings reveal the decline in student enrollment as a multidimensional phenomenon, driven by three dominant, mutually interacting factors: the economic priorities of urban families that prioritize formal education, a stagnant curriculum that is irrelevant to Generation Z, and the penetration of digital technology that diverts children’s interests. These factors exacerbate the marginalization of madrasahs, triggering operational and humanitarian crises such as budget deficits, limited facilities, and the erosion of teachers’ welfare, which significantly reduce the quality of education. Although administrators have implemented digital curriculum innovations, schedule adjustments, and strategic collaborations, these efforts are hindered by limited human and financial resources. Therefore, an urgent holistic intervention is needed that integrates financial management, teacher protection, and sustainable educational methodology transformation through government-community collaboration. The findings of this study provide an empirical basis for strategic policies that not only aim to increase the number of santri but also strengthen the operations and core values of Islamic education, adapting them to urban dynamics, in order to ensure the continued existence of these non-formal institutions in the future.

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