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Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Published by Universitas Islam KH. Achmad Muzakki Syah Jember
ISSN : -     EISSN : 25988735     DOI : https://doi.org/10.53515/alqodiri.v24i2
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Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan contains scientific writings on education, Social and Religious as well as educational innovations, and educational thoughts in the form of: Education (Curriculums, Teaching and Learning, Islamic Education, Educational Technology, Psychology and Counseling, Educational Sociology, Educational Management, Basic Education, Secondary Education, Higher Education, Special Education, Educational Research Methods, Innovation in Teaching, Learning, Assessment of Teacher Training and Education, Artificial Intelligence in Education, Biology Education, Digital and Hybrid Pedagogy, Character and Values-Based Education, and Education for Sustainable Development). Social (Communication Studies, Community Empowerment, Harmony and Conflict Resolution, Social Welfare, as well as Gender and Inclusion; furthermore, it includes legal perspectives ranging from Pure Law (Normative) and Social Law (Empirical) to more specific intersections such as Socio-Educational Law and Socio-Religious Law). Religious (Moderation and Religious Pluralism: Inclusive Tolerance, Interfaith Dialogue, Radicalism vs. Moderation. Sociology of Religion: Religious Institutions, Religious Leadership, Ritual as Social Cohesion. Religious Economics and Philanthropy: Zakat, Infaq, Sedekah, and Waqf (ZISWAF), Sharia/Ethical Economics, House-Based Economic Empowerment. Religious Education: Scriptural Literacy, Moral and Ethical Education, Integration of Science and Religion. Religious Law and Ethics: Family Law, Religious Bioethics, Environmental Ethics (Ecotheology).
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Articles 159 Documents
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Negotiating Tensions Between Islamic Religious Education and Social–Emotional Learning in Classroom Practice Sudiro; Irfan Musonif
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.200

Abstract

The growing adoption of Social–Emotional Learning (SEL) has prompted renewed discussion regarding its compatibility with faith-based educational systems, particularly Islamic Religious Education (IRE), where moral and spiritual values constitute the primary foundation of learning. This study explores how tensions between IRE and SEL emerge and are negotiated within classroom practice. Employing an interpretive qualitative case study, the research was conducted at a private Islamic senior high school in Indonesia involving three Islamic Religious Education teachers, twelve students, and one vice principal selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using reflexive thematic analysis. The findings reveal that the relationship between IRE and SEL is characterized by continuous epistemological and pedagogical negotiation rather than complete alignment. Religious values remain the dominant framework shaping emotional expression, classroom interaction, and instructional practices, positioning SEL as a complementary rather than autonomous educational approach. Institutional culture, transmissive pedagogy, and ritual-oriented instruction further constrain opportunities for reflective dialogue and authentic socio-emotional development. This study contributes to the literature by proposing the concepts of asymmetrical integration of IRE–SEL and regulated emotionality in religious pedagogy, demonstrating that the implementation of SEL is inherently shaped by religious and cultural contexts. The findings offer practical insights for developing context-sensitive educational policies, curriculum design, and teacher professional development within faith-based schools.
Exploring EFL Students’ Experiences of Learning Intensity in Speaking Practice Aisyah Dita Zhaqila; Mochlis Ekowijayanto
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.201

Abstract

This study explores how junior secondary EFL students experience learning intensity during speaking practice in the English Time program at MTsN 1 Probolinggo, Indonesia. Rather than treating intensity as task frequency or duration, the study conceptualizes it as a multidimensional experience shaped by cognitive effort, emotional pressure, social visibility, and strategic regulation. Using a qualitative case study design, data were collected over four weeks through classroom observations, semi-structured interviews with six focal participants, students’ reflective journals, and researcher memos. The data were analyzed using reflexive thematic analysis. Four interrelated themes emerged. First, public performance intensified speaking practice because students felt exposed to peer gaze, teacher evaluation, and possible public mistakes. Second, cognitive overload occurred when students treated speaking as a fixed sequence of accurate words and sentences, while learners who used ideas and keywords showed greater flexibility. Third, intensity was emotionally framed either as a threat or as a productive challenge, depending on students’ confidence and perceived classroom safety. Fourth, memorization functioned as the dominant regulation strategy. Full-script memorization reduced anxiety and prevented silence, but it also limited spontaneity when students forgot part of the script. In contrast, keyword-based preparation supported more flexible communication. This study extends EFL speaking, engagement, and willingness-to-communicate research by positioning learning intensity as a socially mediated, cognitively negotiated, emotionally filtered, and strategically managed classroom experience. Pedagogically, the findings suggest that speaking activities should be challenging yet emotionally safe, gradually guiding students from rigid memorization toward keyword planning, guided paraphrasing, peer-supported rehearsal, and spontaneous communication.
Marketing Communication on TikTok: Mapping the Intellectual Landscape Through a Systematic Literature Review Bisma Arraafi; Johantan Alfando W; Dony Kristian; Ziya Ibrizah
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.202

Abstract

This study systematically reviews the intellectual development of TikTok marketing communication research by synthesizing 52 Scopus-indexed journal articles published between 2020 and May 2025. TikTok has evolved from a short-form entertainment platform into an algorithmic, creator-driven, and transactional communication ecosystem; however, existing studies remain fragmented across themes, theories, methods, and research contexts. Guided by the PRISMA 2020 framework, this review applied a structured search strategy, explicit eligibility criteria, and thematic synthesis to identify publication trends, theoretical foundations, methodological patterns, dominant research themes, and future research directions. The findings show that scholarly attention increased sharply from 2020 to 2022, with research concentrated in Asian contexts and published mainly in journals related to retailing, consumer behavior, information systems, and business studies. The literature is dominated by consumer-response theories, particularly Uses and Gratification Theory, Stimulus–Organism–Response, and the Technology Acceptance Model, while strategic communication perspectives such as Integrated Marketing Communication remain underdeveloped. Methodologically, most studies rely on quantitative survey designs, especially SEM and PLS-SEM, with limited use of longitudinal, experimental, mixed-methods, and computational approaches. The thematic synthesis identifies seven major domains: content strategy, influencer and creator marketing, consumer engagement, algorithmic visibility, electronic word-of-mouth, brand communication, and social commerce. By integrating these fragmented findings, this review advances TikTok marketing communication scholarship beyond isolated consumer-response models and offers a conceptual basis for future research on algorithmic visibility, creator-led persuasion, ethical platform governance, and social commerce integration.
Female Students' Lived Experiences in the Psychology of Arabic Language Learning: Navigating Challenges, Learner Agency, and AI-Supported Adaptation Nur Cholis Agus Santoso; Munir Abidin
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.205

Abstract

The growing adoption of Social–Emotional Learning (SEL) has prompted renewed discussion regarding its compatibility with faith-based educational systems, particularly Islamic Religious Education (IRE), where moral and spiritual values constitute the primary foundation of learning. This study explores how tensions between IRE and SEL emerge and are negotiated within classroom practice. Employing an interpretive qualitative case study, the research was conducted at a private Islamic senior high school in Indonesia involving three Islamic Religious Education teachers, twelve students, and one vice principal selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using reflexive thematic analysis. The findings reveal that the relationship between IRE and SEL is characterized by continuous epistemological and pedagogical negotiation rather than complete alignment. Religious values remain the dominant framework shaping emotional expression, classroom interaction, and instructional practices, positioning SEL as a complementary rather than autonomous educational approach. Institutional culture, transmissive pedagogy, and ritual-oriented instruction further constrain opportunities for reflective dialogue and authentic socio-emotional development. This study contributes to the literature by proposing the concepts of asymmetrical integration of IRE–SEL and regulated emotionality in religious pedagogy, demonstrating that the implementation of SEL is inherently shaped by religious and cultural contexts. The findings offer practical insights for developing context-sensitive educational policies, curriculum design, and teacher professional development within faith-based schools.
Implementing an Islamic Religious Education Model to Foster Students' Religious Moderation Character: A Case Study at SDN 01 Lebakharjo Aisyah Nindi Antika; Muhammad Husni
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.210

Abstract

Religious moderation has become an essential objective of character education in multicultural societies, requiring educational approaches that integrate religious understanding with inclusive values and everyday practice. This study explores how an Islamic Religious Education (IRE) model is implemented to foster students' religious moderation character at SDN 01 Lebakharjo, Indonesia. A qualitative descriptive case study was employed, involving school principals, Islamic Religious Education teachers, classroom teachers, and students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that religious moderation is cultivated through an interconnected educational process combining classroom instruction, religious habituation, teacher role modelling, extracurricular activities, and a supportive school culture. These practices encourage students to develop tolerance, mutual respect, responsibility, cooperation, and social awareness as integral aspects of their daily behaviour. The implementation is strengthened by collaborative leadership, teacher commitment, and parental involvement, although challenges remain due to digital media influence, family background differences, and diverse student characteristics. This study contributes to the literature by presenting religious moderation as the outcome of a holistic educational ecosystem rather than isolated instructional activities. The findings also provide practical insights for educators and policymakers seeking to strengthen character education through contextually grounded Islamic Religious Education practices
Edutainment-Based Disaster Education Strategies from a Community Empowerment Perspective to Enhance Early Childhood Disaster Literacy Eva Tatia Fazriani; Agus Sriyanto
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.216

Abstract

Disaster literacy should be introduced during early childhood to strengthen preparedness and reduce future disaster risks; however, conventional instructional approaches often fail to provide meaningful learning experiences for young children. This study aimed to examine the implementation of edutainment-based disaster education in enhancing disaster literacy among early childhood learners from a community empowerment perspective. A qualitative case study was conducted at the Banyumas Regional Disaster Management Agency (BPBD), Indonesia, involving two disaster education facilitators and fifteen early childhood learners selected through purposive sampling. Data were collected through semi-structured interviews, participatory observations, and documentation, and analyzed using thematic analysis involving open, axial, and selective coding. The findings indicate that integrating educational games, disaster simulations, songs, and visual media promotes active participation, strengthens children's understanding of disaster risks, and improves practical preparedness skills through experiential learning. The study further reveals that facilitators play a crucial role in creating participatory learning environments that support community awareness and collective responsibility for disaster preparedness. Nevertheless, limited instructional time and the diverse developmental characteristics of young learners remain important challenges for program implementation. This study contributes to disaster education literature by conceptualizing edutainment as an integrated pedagogical approach that links experiential learning with community empowerment, while providing practical guidance for developing child-centered and sustainable disaster education programs in disaster-prone communities.
Implementing Islamic Singing Activities to Instill Moral Values: A Qualitative Case Study at Al Istiqomah Kindergarten, Muara Bulian Melly Audiah; Mahluddin; Husin
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.219

Abstract

Moral education in early childhood requires instructional approaches that are developmentally appropriate and capable of transforming moral concepts into everyday behaviors. This study aimed to explore how Islamic singing activities were implemented to instill moral values at Al Istiqomah Kindergarten, Muara Bulian, Indonesia. A qualitative descriptive case study was employed involving the school principal, one classroom teacher, and fourteen Group B children selected through purposive sampling. Data were collected through participant observation, semi-structured interviews, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that the implementation of Islamic singing activities followed four interconnected stages: instructional planning, classroom implementation, behavioral habituation, and evaluation. Teachers integrated meaningful song lyrics with body movements, behavioral modeling, reflective discussions, and continuous reinforcement both in school and at home. These practices promoted children's active participation and contributed to observable improvements in moral behaviors, including greeting others politely, praying before and after learning activities, respecting teachers, maintaining classroom discipline, and demonstrating responsibility in daily interactions. This study contributes to the literature by highlighting the pedagogical processes through which Islamic singing activities facilitate moral value internalization rather than merely emphasizing learning outcomes. The findings provide practical guidance for teachers and school leaders in designing enjoyable, culturally relevant, and value-based learning experiences to strengthen character education in early childhood settings.
Gender Analysis of Students Motivation to Learn in Social Studies Classes in Elementary School Nasha Indri Fazila; Nurdiansyah; Jennyta Caturiasari
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.220

Abstract

Students’ learning motivation based on gender and its correlation with gender representation in social studies instruction have not been extensively studied, particularly at the elementary school level in Indonesia. This study aims to analyze students’ learning motivation based on gender and to examine the correlation between gender representation in social studies instruction and the learning motivation of elementary school students. This study employed a qualitative approach using a case study design conducted at an elementary school in Purwakarta Regency. The research subjects consisted of two teachers and four students selected using purposive sampling. Data were collected through observation, interviews, questionnaires, and documentation, then analyzed using the Miles & Huberman model with triangulation of techniques and sources to enhance data validity. Students’ learning motivation generally fell into the “good” category. Female students’ learning motivation was generally more stable, while male students’ motivation was more influenced by the learning methods used. Social studies curriculum content also revealed an imbalance in gender representation; males were more frequently depicted in the public sphere, while females were depicted in the domestic sphere. There is a relationship between gender representation in social studies instruction and students’ learning motivation; therefore, teachers and instructional material developers need to pay attention to balanced gender representation and the use of varied teaching methods.
Reconstructing the Evidentiary Framework for Corruption Offenses to Strengthen Legal Certainty Dany Try Hutama Hutabarat; Adi Mansar; Surya Perdana
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.222

Abstract

Corruption remains one of the most challenging crimes to prosecute because its complex nature frequently exceeds the capacity of conventional evidentiary mechanisms. This study examines the reconstruction of the evidentiary framework for corruption offenses in Indonesia to strengthen legal certainty while maintaining due process and the protection of defendants' rights. A normative legal research design was employed using statutory, conceptual, comparative, and case approaches. Primary and secondary legal materials, including legislation, judicial decisions, and legal doctrines, were analyzed through qualitative legal interpretation. The findings reveal that the existing evidentiary framework remains fragmented across the Criminal Procedure Code, the Corruption Eradication Law, and other related regulations, resulting in inconsistencies regarding electronic evidence, scientific evidence, audit reports on state financial losses, and the implementation of the limited reverse burden of proof. To address these deficiencies, this study proposes an integrated evidentiary framework that harmonizes conventional and digital evidence, strengthens standards for scientific and audit evidence, improves evidence monitoring mechanisms, and reconstructs Article 37 of the Corruption Eradication Law by introducing an oath requirement within a constitutionally limited reverse burden of proof. This reconstruction provides a coherent legal framework that enhances judicial consistency, improves evidentiary reliability, and reinforces legal certainty in corruption adjudication while remaining consistent with fundamental principles of criminal justice and human rights.
Development of ZEP Quiz-Assisted Interactive Learning Media to Enhance Elementary Students' Spatial Literacy in Learning Cubes and Cuboids Anisah Raniyah Mumtazah Mumtazah; Nurafni
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.223

Abstract

Spatial literacy is a fundamental competency that enables students to visualize, interpret, and communicate three-dimensional objects in mathematics learning. However, elementary geometry instruction continues to rely heavily on conventional teaching approaches, limiting students' opportunities to develop these essential skills through meaningful interaction. This study aimed to develop and evaluate ZEP Quiz-assisted interactive learning media to enhance elementary students' spatial literacy in learning cubes and cuboids. A Research and Development approach employing the ADDIE model was adopted to design, validate, implement, and evaluate the learning media. The study involved 57 fifth-grade students from an elementary school in East Jakarta, Indonesia, who participated in sequential small-group (n = 28) and large-group (n = 29) trials. Data were collected using a spatial literacy achievement test administered before and after the intervention and analyzed through descriptive statistics, Shapiro–Wilk and Levene's tests, paired-samples t-tests, and normalized gain (N-Gain) analysis using IBM SPSS Statistics. The findings revealed significant improvements in students' spatial literacy following the implementation of the developed media (p < 0.001). The average N-Gain scores reached 0.64 in the small-group trial and 0.70 in the large-group trial, indicating a moderate level of learning improvement. These findings demonstrate that ZEP Quiz-assisted interactive learning media provides an effective and engaging strategy for strengthening spatial literacy in elementary geometry learning while supporting the implementation of student-centered digital instruction.  

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