Jurnal Ilmiah Peuradeun (JIP)
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Framing Global Racism Locally: Agenda-Setting of GeorgeFloyd’s Death in Indonesia’s Analisa Daily
Full text linkThis study examined how global racial injustice was constructed and prioritized within local media through agenda-setting mechanisms, focusing on Analisa Daily’s coverage of George Floyd’s death in the United States. Drawing on Agenda-Setting Media Theory, particularly the unification of agenda approach, the study employed a qualitative interpretive content analysis of international news reports published in Analisa Daily between June 2 and 23, 2020. The findings revealed that the newspaper sets a coherent agenda on racism by consistently foregrounding structural–historical continuity, political–ideological contradiction, and discursive–global framing. Rather than portraying racism as an isolated incident, Analisa Daily constructed it as a systemic problem embedded in institutional history, electoral politics, and transnational legitimacy struggles. The study further demonstrated that Indonesian print media did not merely replicate Western news agendas but actively aligned, reframed, and evaluated global racial narratives through selective emphasis and normative interpretation. By empirically showing how global racial injustice was localized and unified within a Global South media context, this research advanced agenda-setting scholarship beyond issue salience toward transnational meaning-making and legitimacy contestation. The findings underscore the role of local media as active mediators in shaping global human rights discourse rather than passive recipients of dominant Western narratives
Determinants of Inclusive Growth in Java: Evidence from District-Level Panel Data (2019–2023)
Full text linkThis study aims to examine the patterns and determinants of inclusive economic growth across districts and cities in Java Island by explicitly accounting for regional structural heterogeneity. Using secondary panel data from 23 regencies/cities over the period 2019–2023, the analysis employs panel data regression within the Klassen Typology framework to distinguish between developed and rapidly growing regions and developed but depressed regions. The findings indicate that economic growth consistently contributes positively to inclusive growth across regions, although its magnitude varies by regional typology. Human capital, financial inclusion, employment opportunities, and road infrastructure are found to enhance inclusiveness in both regional groups, while income inequality persistently constrains inclusive outcomes. Poverty significantly reduces inclusiveness only in developed and rapidly growing regions, whereas sanitation infrastructure plays a more prominent role in supporting inclusive growth in structurally constrained regions. These results demonstrate that inclusive growth mechanisms are context-dependent and region-specific, highlighting the limitations of uniform development policies. By integrating district-level panel data with a regional typology approach, this study contributes to the inclusive growth literature by emphasizing the importance of structural differentiation in translating economic growth into equitable development outcomes
Integrating Mangenta Local Wisdom into Pesantren Leadership:An Empirical Model of Educational Transformation
Full text linkIslamic boarding school (pesantren) leadership is increasingly required to respond to contemporary educational challenges while sustaining deeply rooted religious, cultural, and institutional traditions. However, integrative leadership models that systematically bridge indigenous wisdom with modern education remain underexplored. This study examines the development of an adaptive pesantren leadership framework by integrating the Mangenta philosophy as indigenous local knowledge with critical pedagogy and systematic transformation. Employing a quantitative research design, data were collected through structured surveys administered to kyai, teachers, and educational practitioners in pesantren settings and analyzed using Structural Equation Modeling (SEM). Reliability and construct validity were confirmed through Cronbach’s alpha and Average Variance Extracted (AVE). The findings reveal that local knowledge exerts a strong influence on Mangenta philosophy, while critical pedagogy significantly mediates the internalization of local wisdom into leadership practices. Systematic transformation contributes as a supporting institutional condition that facilitates adaptation without undermining philosophical coherence. These results demonstrate that Mangenta-based local wisdom, when critically mediated and institutionally supported, forms a culturally grounded and adaptive pesantren leadership model. The study contributes to Islamic educational leadership scholarship by offering an empirically validated, context-sensitive framework that harmonizes tradition and innovation within faith-based educational institutions
Developing and Testing Inquiry-Based E-Modules for Learning Plant Structure and Tissues in Senior High Schools
Full text linkPlant structure and tissues constitute fundamental topics in senior high school biology; however, students’ learning outcomes in this area remain unsatisfactory due to conceptual complexity and limited instructional support. To address this issue, this study aimed to develop and examine the effectiveness of an inquiry-based interactive e-module for learning plant structure and tissues at the senior high school level. The study employed a Research and Development approach using Thiagarajan’s 4-D model, which consists of the define, design, develop, and disseminate stages. The dissemination stage was conducted through an experimental method using a pretest–posttest control group design. Data were collected through expert validation sheets, questionnaires, observations, and learning outcome tests, and analyzed using descriptive techniques and an independent samples t-test. The results indicate that the developed inquiry-based e-module is pedagogically feasible and statistically effective in improving students’ learning outcomes compared to conventional instruction. The e-module can function both as an independent learning resource and as an instructional support within classroom and online learning environments. This study contributes empirical evidence that integrating inquiry-based pedagogy into digital learning modules enhances conceptual understanding and supports more active and independent learning in biology education
Living Sufism: The Transformation of Dhikr Practices in Indonesian Majelis Ta’lim
Full text linkWhile dhikr practices in majelis taklim have been widely examined, limited attention has been paid to how these practices acquire new meanings and social functions within the shifting contexts of contemporary Indonesian Muslim communities. This study examines dhikr not merely as a devotional ritual, but as a socially embedded practice through which Qur’anic engagement is transformed into ethical orientation and social relations. Using a descriptive-phenomenological approach, data were collected through in-depth interviews and participatory observation across several majelis taklim affiliated with different Sufi ṭarīqas in Palu, Indonesia. The analysis reveals four interrelated themes: variations in participants’ understanding of dhikr from rote recitation to reflective awareness; strong aesthetic engagement through rhythm and melody that deepens emotional resonance; functional dimensions of dhikr that support religious learning, emotional regulation, and moral formation; and the emergence of faith-based social capital manifested in trust, reciprocity, and cooperative networks. Conceptually, the study advances the Dynamic Reception–Conversion Model (DRCM), which explains how dhikr operates as a process linking Qur’anic reception, social mediation, and socially productive outcomes. These findings contribute to Qur’anic reception studies and scholarship on “living Sufism” by demonstrating that dhikr functions as a dynamic mechanism of social transformation, offering implications for community cohesion and faith-sensitive approaches to education and social development
Transformational–Spiritual Leadership in HRM and Lecturer Competence at Indonesian Islamic Universities
Full text linkHuman resource management (HRM) at State Islamic Higher Education Institutions (PTKIN) has predominantly emphasized administrative efficiency and academic performance, while the integration of transformational leadership and spiritual values remains insufficiently institutionalized. This study aims to analyze how integrating transformational–spiritual leadership into HRM practices strengthens lecturer competence in PTKIN in Indonesia. Employing a qualitative descriptive-analytical approach with a multi-site design, the study was conducted at UIN Raden Intan Lampung, UIN Sunan Gunung Djati Bandung, and IAIN Ponorogo. Data were collected through in-depth interviews, observations, and document analysis involving institutional leaders, senior and junior lecturers, and purposively selected students. The findings reveal that transformational–spiritual leadership is systematically operationalized within HRM practices, particularly in lecturer recruitment, professional development, performance evaluation, and participatory decision-making processes. This integration shapes lecturer competence not only in academic and professional dimensions but also in personal integrity, intrinsic motivation, ethical commitment, and service orientation. The study contributes to leadership and higher education governance literature by demonstrating that transformational–spiritual leadership functions as an integrated governance logic rather than a symbolic or individual leadership attribute. Practically, the findings offer a strategic framework for PTKIN to enhance academic competitiveness while preserving Islamic identity and moral legitimacy within the global higher education landscape
Spiritual Ecology Across Faiths: A Comparative Study of GreenSufism in Indonesia and GreenFaith in the United States
Full text linkThis comparative study examined how different religious traditions operationalize ecological values. It focused on two cases: Green Sufism, a network of pesantren (Islamic boarding schools) in Indonesia that integrates Sufi spirituality into environmental education and daily routines, and the GreenFaith movement in the United States, an interfaith organization mobilizing religious communities for climate justice. Using a qualitative, interpretive phenomenological design, we collected interviews, observations, and documents across both contexts and analyzed them using a combined Heideggerian–Berger & Luckmann framework to trace how spiritual beliefs are translated into environmental norms. The findings revealed that both movements sacralize stewardship of the earth through theological principles such as tawhid (Oneness), khalifah (stewardship), and the interconnectedness of all creation, yet each followed a distinct pathway: pesantren privilege contemplative education and ritual practice, whereas GreenFaith foregrounded advocacy and public policy engagement. A translation chain, belief ritual → identity → action—emerged as the mechanism that connects spirituality to ecological activism. The study contributes to spiritual ecology by clarifying how embodied experiences and institutional processes co‑produce ecological meaning, identifying boundary conditions for education‑first versus advocacy‑first pathways, and highlighting the potential of faith‑based initiatives to support global environmental governance. Practical recommendations are offered for educators, policymakers, and interfaith leaders
A Multidimensional Predictive Model of Loneliness in Indonesian Generation Z
Full text linkLoneliness among Generation Z has become a pressing public health issue, reflecting the paradox of increasing isolation despite high digital connectivity. This study aimed to test a multidimensional model integrating psychological, social, and spiritual factors to explain loneliness, with social support examined as a key mediating mechanism. Employing a quantitative cross-sectional design, data were collected from 527 Indonesian Generation Z participants using validated instruments, and analyzed through GSCA-SEM and path analysis with JASP. The findings revealed that self-compassion (β = -0.005, p = 0.015) and self-acceptance (β = -0.006, p = 0.007) directly reduced loneliness, while gratitude unexpectedly exhibited a positive association (β = 0.015, p = 0.005). Social support significantly mediated the influence of both social interaction (β = -0.037, p < 0.001) and self-compassion (β = -0.040, p < 0.001), explaining 54.7% of the variance (GFI = 0.947). These results challenge conventional theories, demonstrating that gratitude may operate differently in digital-native contexts and highlighting the central role of social support in translating interaction and psychological resources into reduced loneliness. The study offers theoretical innovation by proposing an integrated framework of loneliness and provides practical implications for developing culturally sensitive interventions for Generation Z in the digital era
Outcome-Based Education, E-Learning, and Student Satisfaction: Evidence from Indonesia and Thailand
Full text linkThe implementation of the Outcome-Based Education (OBE) curriculum in Southeast Asia, particularly in Indonesia and Thailand, is relatively new; therefore, it is interesting to research students\u27 responses to its implementation. This research aims to determine students\u27 responses to the implementation of the OBE supported by E-Learning as a form of evaluation of the ongoing learning process. The subjects of this research were 250 students at the Faculty of Tarbiyah and Teacher Training at Alma Ata University (UAA), Indonesia, and 250 students at the Islamic College at Prince of Songkla University (PSU), Thailand. This research hypothesizes that the implementation of the OBE curriculum supported by E-Learning at both universities has a significant influence on student satisfaction with learning. This research uses quantitative methods with a quasi-experimental research design. Based on the research results obtained, there was an increase in average student satisfaction before and after the implementation of the OBE Curriculum, supported by E-Learning, at the two universities. This can be seen from the results of the Independent Samples t Test with sig. P-value <0.05. The OBE Curriculum, supported by E-Learning with a blended learning model, is very suitable for implementation at universities as a form of learning revolution in the digital era
Strategic Management of Pancasila and Rahmatan Lil’alamin Values in State Islamic Senior High Schools
Full text linkThe implementation of the Project to Strengthen the Pancasila Student Profile and the Rahmatan lil’alamin Profile (P5-PPRA) in State Islamic Senior High Schools (Madrasah Aliyah Negeri) faces persistent managerial challenges despite its strategic role in strengthening student character. This study examined how P5-PPRA has been strategically planned, implemented, and evaluated in Madrasah Aliyah Negeri in Gorontalo Province, with particular attention to supporting and inhibiting factors within an educational management framework. Using a qualitative case study design, data were collected through in-depth interviews with leaders, teachers, students, and stakeholders from the madrasah, supported by observations and document analysis. The validity was ensured by triangulation of sources, methods, and time. The findings demonstrated that P5-PPRA contributed positively to the awareness and enactment of Pancasila values by students and the Islamic principle of Rahmatan lil ‘alamin when embedded in institutional strategic management, curriculum integration, commitment to leadership and teacher facilitation. However, its effectiveness was constrained by limited human resources, inadequate infrastructure, resistance to organizational change, weak inter-institutional collaboration, and the absence of systematic evaluation mechanisms. The study offers a management-oriented paradigm for incorporating civic and religious values in Islamic secondary education by redefining character education as an organizational and managerial process as opposed to a strictly normative or pedagogical aim