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Didakta: International Journal of Social Sciences, Language, and Education
Published by CV SCRIPTA INTELEKTUAL MANDIRI
ISSN : -     EISSN : 31243886     DOI : 10.65310
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Didakta: International Journal of Social Sciences, Language, and Education is a peer-reviewed, open-access academic journal that focuses on advancing knowledge and scholarly discourse in the fields of social sciences, language studies, and education. The journal serves as an international forum for researchers, educators, practitioners, and scholars to publish original research findings, theoretical contributions, and applied studies that address current and emerging issues in social, linguistic, and educational contexts. Didakta publishes high-quality manuscripts that demonstrate academic rigor, originality, and relevance to contemporary challenges in society and education. The journal welcomes interdisciplinary perspectives that integrate social sciences, language, and education to support sustainable social development, educational innovation, and inclusive practices at both national and international levels. Manuscripts may be written in English or Indonesian. The journal is published quarterly in January, April, July, and October. Didakta is committed to open-access publishing and applies the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0), allowing unrestricted access, distribution, and reproduction of published works with proper attribution. Didakta does not charge any article processing charges (APC), ensuring equal opportunities for authors to disseminate their scholarly work.
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Articles 24 Documents
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Integrating Culturally Responsive Pedagogy to Enhance Inclusive Classroom Practices in Multilingual Schools Abhay Pandey
International Journal of Social Sciences, Language, and Education Vol. 1 No. 1 (2026): January: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/z0jd4v43

Abstract

Multilingual schools increasingly reflect complex intersections of language, culture, and educational equity, presenting persistent challenges for inclusive classroom practices. This study examines how culturally responsive pedagogy can be integrated to enhance inclusion within multilingual educational settings through a qualitative library-based research approach. Drawing on peer-reviewed literature addressing culturally and linguistically responsive teaching, inclusive pedagogy, and multilingual education, the study employs thematic content analysis to synthesize conceptual frameworks, empirical findings, and instructional implications. The findings reveal that culturally responsive pedagogy strengthens inclusive classroom practices by validating learners’ cultural identities, leveraging linguistic diversity as pedagogical capital, and aligning curriculum, interaction, and assessment with learners’ lived experiences. Evidence across studies indicates improved learner engagement, equitable participation, and more accurate representations of student competence when culturally responsive practices are systematically applied. The study concludes that culturally responsive pedagogy serves as a critical foundation for sustainable inclusion in multilingual schools, requiring coherent instructional design, reflective teacher practice, and institutional support to ensure equitable educational opportunities for all learners.
Language, Identity, and Globalization: Code-Switching Practices in Multilingual Academic Communities Assel Aben; Saule Zeinolla
International Journal of Social Sciences, Language, and Education Vol. 1 No. 1 (2026): January: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/6ybsqw54

Abstract

This study examines code-switching practices in multilingual academic communities by foregrounding the interconnected roles of language, identity, and globalization. Drawing on a qualitative interpretive approach grounded in theoretical and analytical inquiry, the research synthesizes established sociolinguistic and discourse-based scholarship to explore how code-switching operates within academic settings. The findings indicate that code-switching functions as a strategic resource through which academics negotiate professional identity, epistemic authority, and social affiliation across diverse communicative contexts. In globalized academic environments, language alternation reflects the influence of linguistic markets, digital communication, and transnational mobility, reshaping norms of scholarly interaction. The analysis further highlights how code-switching supports pedagogical processes, facilitates interaction in multilingual classrooms, and enhances accessibility in digital academic spaces. Rather than undermining academic rigor, code-switching contributes to the richness and adaptability of scholarly discourse. This study concludes that recognizing code-switching as an integral feature of multilingual academic life is essential for rethinking language ideologies, institutional policies, and future research on global academic communication.
Social Capital and Educational Resilience among University Students in Post-Pandemic Contexts Oraekesi Stella Chioma; Ngwoke Celestine Ikechukwu
International Journal of Social Sciences, Language, and Education Vol. 1 No. 1 (2026): January: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/w4eqfj95

Abstract

The post-pandemic landscape of higher education has intensified concerns regarding university students’ capacity to adapt to prolonged academic, psychological, and social disruptions. This study explores the role of social capital in shaping educational resilience among university students in post-pandemic contexts through an integrative conceptual analysis of recent scholarly literature. Drawing on socio-ecological and resilience-based frameworks, the study synthesizes empirical findings from international research to examine how peer networks, institutional trust, and community relationships contribute to students’ adaptive academic functioning. The analysis reveals that social capital operates as a foundational mechanism that mediates psychological well-being, academic engagement, and persistence amid post-pandemic challenges. Institutional environments characterized by relational support, inclusive governance, and collaborative learning cultures are shown to strengthen resilience outcomes, while unequal access to social capital exacerbates academic vulnerability. The study concludes that educational resilience should be understood as a socially embedded and structurally supported process rather than an individual attribute. These findings underscore the importance of relationally oriented policies and institutional strategies in fostering sustainable resilience within post-pandemic higher education systems.
Artificial Intelligence in Education: Ethical Challenges and Policy Implications for Inclusive Learning Afkarul Azmi; Samsul Arifin; Yola Mutia Damayanti; Fadli Agus Triansyah; Ismaul Fitroh
International Journal of Social Sciences, Language, and Education Vol. 1 No. 1 (2026): January: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/rmgn7164

Abstract

The growing reliance on intelligent computational systems in education has redefined pedagogical practices, governance structures, and learner experiences, particularly within inclusive learning environments. This study examines ethical challenges and policy implications associated with these systems by employing a qualitative normative approach grounded in critical literature analysis and conceptual synthesis. Drawing on peer-reviewed studies addressing inclusion, ethics, and educational governance, the analysis explores how design principles, institutional policies, and leadership practices influence equitable learning outcomes. The findings reveal that inclusive education is enhanced when ethical considerations such as fairness, transparency, accessibility, and data protection are systematically integrated into policy and institutional decision-making. Conversely, insufficient governance and ethical oversight risk reinforcing structural inequalities and marginalizing vulnerable learner groups. The study highlights that inclusive outcomes depend on the balance between technological mediation and human-centered pedagogy, supported by coherent policy frameworks and professional capacity building. This research contributes to contemporary educational discourse by articulating the necessity of aligning ethical responsibility with policy development to ensure that educational innovation advances equity, participation, and social justice within diverse learning contexts.
Civic Engagement and Critical Thinking Skills among Pre-Service Teachers in Multicultural Societies Muhammad Nurfaizi Arya Rahardja; Shavira Salsabila; Achmaf Afif Fikri; Moh. Imron Rosidi; Abid Nurhuda; Anjela Karunia Amalia
International Journal of Social Sciences, Language, and Education Vol. 1 No. 1 (2026): January: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/pyd84749

Abstract

In multicultural societies, pre-service teachers are increasingly expected to function as educators who are both civically engaged and critically reflective. This study examines the conceptual relationship between civic engagement and critical thinking within pre-service teacher education through a qualitative library-based research approach. Drawing on peer-reviewed literature in teacher education, multicultural pedagogy, and democratic citizenship, the study analyzes how civic engagement experiences contribute to the development of higher-order thinking and ethical awareness among future teachers. The findings indicate that civic engagement, when framed through critical and multicultural pedagogical perspectives, fosters reflective judgment, democratic values, and intercultural sensitivity. Critical thinking emerges as a mediating capacity that enables pre-service teachers to interpret civic experiences analytically and respond constructively to social complexity. The study further highlights the role of critical reflection in transforming community engagement into professional knowledge. Overall, the analysis suggests that integrating civic engagement and critical thinking within teacher education strengthens the preparation of educators capable of promoting inclusive, democratic, and socially responsive learning environments in culturally diverse contexts.
A Study on the Leadership of Female Principals at SMK Negeri 1 Penawar Tama and SMK Negeri 1 Banjar Margo in Tulang Bawang, Lampung Ari Setioko; Meiliana Bustari
International Journal of Social Sciences, Language, and Education Vol. 1 No. 1 (2026): January: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/baepk396

Abstract

This study examines the leadership practices of female principals at SMK Negeri 1 Penawar Tama and SMK Negeri 1 Banjar Margo in Tulang Bawang, Lampung, using a qualitative multiple case study approach grounded in an interpretive paradigm. Data were collected through semi-structured interviews, observations, and document analysis, involving principals, teachers, and administrative staff. The findings reveal that female principals demonstrate relational, participatory, and adaptive leadership characterized by emotional intelligence, collaborative decision-making, and strategic vision. These practices contribute to the development of a supportive school culture and the enhancement of teacher professionalism. Leadership effectiveness is shaped by multiple factors, including personal attributes, organizational culture, teacher motivation, policy frameworks, and technological demands, indicating that leadership is context-dependent and dynamically constructed. The study also identifies key challenges such as administrative workload, gender-based perceptions, resource limitations, and stakeholder pressures, which influence leadership implementation. Despite these constraints, female principals exhibit resilience and adaptability in navigating institutional complexities. This study contributes to the literature on educational leadership by providing empirical insights from vocational school contexts and underscores the importance of institutional support and gender-responsive policies in optimizing leadership effectiveness.  
The Dynamics of Social Identity in A Multicultural Society in Central Kalimantan Sriyana Sriyana; Silvia Arianti
International Journal of Social Sciences, Language, and Education Vol. 1 No. 2 (2026): : April: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/hhk0v947

Abstract

This study examines the dynamics of social identity within a multicultural society in Central Kalimantan through an empirical qualitative approach grounded in a descriptive-exploratory design. Data were collected through in-depth interviews, participant observation, and documentation analysis involving diverse ethnic groups, including Dayak, Banjar, Javanese, and Madurese communities. The findings reveal that social identity is continuously constructed through everyday interactions, negotiated within contexts of cultural difference and historical tension, and reconfigured through institutional mediation. Patterns of identity formation are shaped by symbolic practices and shared experiences, while negotiation processes reflect adaptive strategies to manage interethnic relations and mitigate conflict. Institutional actors, including educational, religious, and customary bodies, play a crucial role in stabilizing identity dynamics by fostering inclusive norms and redistributing symbolic power. The study contributes to theoretical discussions on social identity by demonstrating the interplay between micro-level interactions, meso-level negotiations, and macro-level institutional frameworks. It also highlights the importance of culturally embedded mechanisms and participatory governance in sustaining multicultural cohesion. These findings offer insights for policy development aimed at strengthening social integration in diverse societies
Strategies For Improving Teacher Performance Through Strengthening Personality And Trust In Private Junior High School Teachers In Eastern Bogor Regency: Empirical Study Using Quantitative Approach with Path Analysis and SITOREM Techniques Ila Nafilah; Rita Retnowati; Widodo Sunaryo
International Journal of Social Sciences, Language, and Education Vol. 1 No. 2 (2026): : April: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/mphmd617

Abstract

This study investigates strategies for improving teacher performance through strengthening personality and trust among private junior high school teachers in Eastern Bogor Regency using an empirical quantitative approach. A survey design was employed involving teachers from accredited private schools, with data collected through structured questionnaires and analyzed using path analysis to examine causal relationships among variables. The results indicate that personality exerts both direct and indirect influences on teacher performance, with trust functioning as a significant mediating variable that enhances relational and organizational effectiveness. The integration of SITOREM analysis provides a strategic framework for identifying priority areas of intervention based on indicator optimization and practical relevance. The findings highlight that performance improvement is not solely dependent on individual competence but also on the quality of interpersonal trust within institutional settings. The study contributes to educational management by offering an evidence based model that connects causal analysis with strategic decision making. These results provide practical implications for school leaders in designing targeted development programs that strengthen teacher capacity and organizational performance.
Digitalization Strategies and Innovation in Traditional Cuisine: Efforts to Enhance the Competitiveness of Nasi Jamblang in the Creative Economy Era Arya Yudistira; Ahmad Siroj J; Urfi Arham; Rifki Alpauji; Siska Reina Zuniar; Refa Husni Hanifah; Nurul Hidayah Muhammad; Nur Fadilah; Fajar Wirawardana; Fadly Nurfadila; Itto Turyandi
International Journal of Social Sciences, Language, and Education Vol. 1 No. 2 (2026): : April: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/w13dhx77

Abstract

This study examines the role of digitalization strategies and innovation practices in strengthening the competitiveness of Nasi Jamblang as a traditional culinary product within the contemporary creative economy era. The research employed an empirical qualitative design using descriptive analysis based on observations, in depth interviews, and documentation collected from Nasi Jamblang culinary enterprises, including Mang Darma restaurant in Bandung. The findings indicate that digital adaptation has contributed to broader market accessibility and improved business visibility, although the implementation remains uneven due to limited technological capability and managerial experience among several business actors. Innovation practices were reflected through product diversification, adaptive service improvement, branding enhancement, and operational transformation that maintained traditional culinary authenticity while responding to changing market demands. The study also reveals that cultural sustainability plays a crucial role in preserving Nasi Jamblang as a socio cultural identity and creative economy asset connected to gastronomic tourism and regional development. The integration of innovation, cultural preservation, and adaptive entrepreneurship strengthens the long term sustainability and competitiveness of traditional cuisine within increasingly dynamic economic environments.
The Dynamics of Manadonese Language Use in Everyday Conversation in the Digital Era Jola Kristiani Liuw
International Journal of Social Sciences, Language, and Education Vol. 1 No. 2 (2026): : April: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/56jm6j32

Abstract

This study aims to describe the forms and dynamics of Manadonese language use in everyday conversation across two main domains: face-to-face interaction and digital communication in the modern era. This study utilizes William Labov's sociolinguistic theory, which emphasizes language variation as a systematic social phenomenon. The research method employed a descriptive qualitative approach. Data were obtained through observation, digital conversation documentation, listening and note-taking techniques, and interviews with Manadonese speakers of various age groups. The results indicate that Manadonese remains highly vital and serves as a means of intimacy, solidarity, and a marker of cultural identity, characterized by code-mixing with Indonesian and English. Shortening of language forms and linguistic creativity are widely used by the younger generation. Intergenerational variation is also evident, with the older generation maintaining a purer form of language, while the younger generation tends to adapt the language to suit the needs of digital communication. These findings demonstrate that the digital era does not weaken Manadonese, but rather expands its use and encourages the formation of new language innovations. Thus, Manadonese demonstrates strong adaptability and remains an important part of the cultural identity of the people of North Sulawesi amidst technological developments and globalization.

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