The Construction of Pedagogical Hegemony: Manifestations of Organisational Tacit Knowledge in Islamic Religious Education Learning
Keywords:
Pedagogical Hegemony; Tacit Knowledge; Student Activists; Antonio Gramsci; Islamic Religious Education Learning
Abstract
This article analyzes the construction of pedagogical hegemony that arises from the manifestation of organizational tacit knowledge in Islamic Religious Education Learning. Positioned as a tactical choice to modify a classroom climate that tends to be monotonous, this research finding shows that pedagogical hegemony in the classroom is a form of methodological authority consciously constructed by educators through utilizing the experience capital from their past involvement in student organizations. Using a qualitative-descriptive approach with a critical case study design, the researcher acts directly as a classroom practitioner (insider researcher) testing the effectiveness of their instructional actions at one public high school in Bandung City. Data collection is strengthened through in-depth interviews with three key informants as triangulation steps: alumni activists from the 2017 batch (elementary school IRE teacher), alumni activists from the 2020 batch (middle school IRE teacher), and peer colleagues developing contemporary pre-lesson activities at the high school level. Borrowing Antonio Gramsci’s perspective, the concept of power is reduced to a form of voluntary consensus (organic consent) from students. The discussion concludes that this hegemonic construction is not influenced by the depth of theological faith material but purely focuses on the superiority of the teacher’s teaching methods, which are voluntarily accepted by students because they provide effectiveness and vitality to the IRE learning process itself.
References
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Biesta, G., Priestley, M., & Robinson, S. (2021). Teacher agency and curriculum change: An ecological perspective. Journal of Curriculum Studies, 53(2), 154-168.
Birt, L., et al. (2021). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 31(6), 1020-1030.
Bowen, G. A. (2022). Document analysis as a qualitative research method. Qualitative Research Journal, 22(1), 12-25.
Brinkmann, S., & Kvale, S. (2022). Interviews: Learning the craft of qualitative research interviewing (4th ed.). SAGE Publications.
Burns, A. (2021). Action research in education: Reflective practitioner approaches. Educational Action Research, 29(2), 175-189.
Chan, K. K., & Hume, A. (2021). Towards a consensus model: Reframing pedagogical content knowledge for contemporary educators. Teaching and Teacher Education, 101, 103310.
Clarà, M. (2021). The dynamic structure of reflection-in-action: How teachers navigate unpredictable classroom situations. Teaching and Teacher Education, 99, 103254.
Cochran-Smith, M., et al. (2022). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Craig, C. J. (2022). Narrative inquiry and teacher knowledge: Looking back, looking forward. Journal of Curriculum Studies, 54(1), 12-28.
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Duryat, H. M. (2021). Paradigma pendidikan islam: Upaya penguatan pendidikan agama islam di Institusi yang bermutu dan berdaya saing. Penerbit Alfabeta.
Fahrudin, M. (2023). Dekonstruksi otoritas keagamaan di sekolah: Menggeser kepatuhan dogmatis menuju konsensus partisipatif. Jurnal Tarbiyah, 30(2), 145-162.
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Gramsci, A. (1971). Selections from the prison notebooks. (Q. Hoare & G. N. Smith, Eds. & Trans.). International Publishers.
Gu, Q. (2021). Teacher resilience and pedagogical tact: Navigating institutional resistance and professional tensions. Teaching and Teacher Education, 105, 103412.
Hagenauer, G., et al. (2023). Teacher–student relationship quality in middle school: The role of teacher empathy and interpersonal communication. School Psychology International, 44(3), 289-307.
Haryani, S., & Fatmawati, N. (2023). Tensi sosiologis dalam inovasi pembelajaran: Friksi antara guru progresif dan budaya konservatif sekolah. Jurnal Sosiologi Pendidikan, 14(1), 78-92.
Hasanah, U., & Rahma, A. (2024). Menjawab skeptisisme remaja: Pembelajaran PAI berbasis penalaran logis-rasional di tingkat sekolah menengah pertama. Jurnal Kajian Pembelajaran Islam, 13(1), 78-93.
Hidayat, T., & Syahidin, S. (2022). Membumikan ajaran sakral: Integrasi tren media sosial sebagai apersepsi dalam pembelajaran PAI. Jurnal Tarbiyah, 29(2), 120-138.
Hidayat, T., & Syahidin, S. (2023). Taktik adaptif guru PAI: Menjembatani kesenjangan sosiologis siswa era digital melalui budaya populer. Jurnal Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 9(1), 45-58.
Huda, M. N. (2022). Guru PAI sebagai intelektual organik: Dekonstruksi kurikulum dan lokalisasi materi keagamaan di sekolah dasar dan menengah. Jurnal Studi Islam Kontemporer, 14(2), 115-130.
Huda, M., & Anwar, S. (2023). Dari forum debat ke ruang kelas: Transmisi keterampilan argumentasi mantan aktivis mahasiswa dalam pembelajaran PAI. Jurnal Kajian Pendidikan Islam, 15(1), 32-49.
Jackson, R. (2023). Religious education and sociological reality: Fostering student engagement through contextualized pedagogy. British Journal of Religious Education, 45(3), 289-301.
Kurniawan, A., & Fitriani, S. (2023). Kepemimpinan transformasional guru PAI: Implementasi modal sosial organisasi kemahasiswaan di sekolah. Jurnal Pendidikan Islam, 12(2), 145-160.
Lopes, A., & Boyd, P. (2021). Micro-instructional agency: How teachers utilize personal resources in daily classroom practices. Journal of Education for Teaching, 47(3), 320-335.
Ma'arif, M. A., & Najicha, F. U. (2022). Dekonstruksi materi fikih kontemporer: Mengembangkan nalar kritis siswa melalui pendekatan dialektis. Jurnal Pendidikan Islam, 11(2), 170-185.
Mansfield, C. F. (2022). Cultivating teacher resilience: International approaches, applications and impacts. Springer.
Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative Approaches, Ongoing Issues (4th ed.). New Jersey: Pearson/Merrill Prentice Hall.
Mayo, P. (2021). Gramsci, hegemony, and critical pedagogy in the 21st century. Educational Philosophy and Theory, 53(12), 1224-1235.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.
Muhaimin. (2012). Paradigma Pendidikan Islam: Upaya Mengefektifkan Pendidikan Agama Islam di Sekolah. Remaja Rosdakarya.
Muttaqin, A., & Yusuf, M. (2023). Dialogic pedagogy in religious education: Managing controversial issues and mitigating dogmatic tensions in Islamic studies classrooms. Journal of Islamic Education Studies, 11(1), 45-62.
Niyozov, S. (2010). Teachers’ perspectives on the education of Muslim students: A review of research. Journal of Curriculum Studies, 42(4), 481-515.
Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press.
Nuryani, N., et al. (2024). Dialogika pembelajaran PAI: Menurunkan tensi dogmatis melalui pendekatan sosiologis-komunikatif. Jurnal Tarbiyah dan Keguruan, 11(1), 54-69.
Pace, J. L. (2021). Negotiating pedagogical authority: How teachers build voluntary consent in contemporary classrooms. Curriculum Inquiry, 51(3), 312-329.
Pace, J. L., & Hemmings, A. (2007). Understanding authority in classrooms: A review of theory, research, and practice. Review of Educational Research, 77(1), 4-27.
Pellegrino, A. M. (2021). The hegemony of the classroom: Analyzing overt and covert power dynamics in modern pedagogy. Journal of Curriculum Studies, 53(4), 489-505.
Polanyi, M. (1966). The Tacit Dimension. London: Routledge & Kegan Paul.
Pratama, R. A., & Kurniawan, H. (2023). Redesain pembelajaran PAI di sekolah dasar: Menggeser dominasi kognitif menuju aktivitas psikomotorik bermakna. Jurnal Kajian Pembelajaran Islam, 12(2), 101-115.
Rahmat, A., & Kurniawan, D. (2024). Budaya populer sebagai katalis pembelajaran: Menjaga kemurnian nilai Islam dalam bingkai pedagogi kritis. Jurnal Pendidikan Islam, 13(1), 89-104.
Rahmawan, A., & Arifin, Z. (2022). Intelektual organik di ruang kelas: Konstruksi hegemoni dan konsensus sukarela dalam pembelajaran keagamaan. Jurnal Sosiologi Pendidikan, 13(2), 101-118.
Saevi, T. (2021). Phenomenology and pedagogy in the contemporary world: Echoes of tact. Springer.
Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE Publications.
Sanjaya, I., & Fitri, A. (2023). Dari aktivisme ke kelas: Transmisi keterampilan manajemen konflik organisasi mahasiswa ke dalam praktik pengelolaan kelas guru. Jurnal Kepemimpinan Pendidikan, 11(2), 75-90.
Sanjaya, W. (2016). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.
Sholeh, M. (2023). Agensi guru PAI dalam memodifikasi pembelajaran: Studi ekologis tantangan kurikulum merdeka. Jurnal Tarbiyatuna, 14(1), 32-47.
Suharto, S., & Shofwan, M. (2022). Membaca lanskap kultural generasi digital: Kompetensi analisis sosial guru PAI abad 21. Jurnal Pendidikan Islam, 11(2), 180-195.
Sujadi, A. (2023). Budaya populer dalam ruang kelas agama: Menggeser paradigma pembelajaran pasif ke aktif. Jurnal Studi Keagamaan dan Pendidikan, 17(1), 55-72.
Sutrisno, S. (2022). Retorika persuasif guru PAI dalam mengonstruksi pemahaman keagamaan siswa. Jurnal Pendidikan Agama Islam, 19(2), 145-160.
Syahputra, R., & Rahmawati, E. (2023). Tantangan integrasi budaya populer dalam pembelajaran PAI: Antara inovasi dan desakralisasi nilai agama. Jurnal Kajian Islam Kontemporer, 15(3), 189-204.
Thomas, P. L. (2022). Organic consent and moral leadership: Applying Gramscian hegemony to classroom management and teacher agency. Journal of Critical Education Policy Studies, 20(1), 89-111.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). Alexandria, VA: ASCD.
Van Manen, M. (2023). Pedagogical tact: Knowing what to do when you don't know what to do (2nd ed.). Routledge.
Wibowo, A., & Ningsih, R. (2022). Kontribusi pengalaman organisasi kemahasiswaan terhadap pembentukan personal practical knowledge dan keterampilan manajemen kelas guru pemula. Jurnal Pendidikan dan Kebudayaan, 7(2), 145-158.
Widianto, E., & Setyawan, A. (2022). Konstruksi PCK guru PAI: Menggeser fokus dari kedalaman dogmatis ke inovasi metodologis di era digital. Jurnal Tarbiyah, 30(1), 12-28.
Wulandari, S., & Harimurti, R. (2022). Penerapan similarity-attraction effect dalam komunikasi instruksional guru-siswa untuk memitigasi jarak psikologis. Jurnal Ilmu Komunikasi dan Pendidikan, 11(1), 45-59.
Yin, R. K. (2024). Case study research and applications: Design and methods (7th ed.). SAGE Publications.
Zuhdi, M. (2022). Shifting paradigms in Islamic education: From dogmatic to critical-emancipatory pedagogy. Indonesian Journal of Islam and Muslim Societies, 12(1), 55-78.
Anwar, S., & Rosyid, A. (2024). Pemanfaatan tacit knowledge dan pengalaman organisasional guru PAI dalam pengelolaan kelas. Jurnal Kajian Pendidikan Islam, 13(2), 112-127.
Arifin, Z., & Mu’ammar, M. (2021). Skeptisisme dan konservatisme guru Pendidikan Agama Islam terhadap modernisasi metode pembelajaran. Jurnal Pendidikan Islam, 10(2), 210-226.
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.
Aulia, F., Dwianggraeni, P. R., & Ishak, A. R. (2023). Peran organisasi mahasiswa dalam meningkatkan kemampuan komunikasi interpersonal yang efektif. Jurnal Mahasiswa Komunikasi Cantrik, 3(2).
Biesta, G., Priestley, M., & Robinson, S. (2021). Teacher agency and curriculum change: An ecological perspective. Journal of Curriculum Studies, 53(2), 154-168.
Birt, L., et al. (2021). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 31(6), 1020-1030.
Bowen, G. A. (2022). Document analysis as a qualitative research method. Qualitative Research Journal, 22(1), 12-25.
Brinkmann, S., & Kvale, S. (2022). Interviews: Learning the craft of qualitative research interviewing (4th ed.). SAGE Publications.
Burns, A. (2021). Action research in education: Reflective practitioner approaches. Educational Action Research, 29(2), 175-189.
Chan, K. K., & Hume, A. (2021). Towards a consensus model: Reframing pedagogical content knowledge for contemporary educators. Teaching and Teacher Education, 101, 103310.
Clarà, M. (2021). The dynamic structure of reflection-in-action: How teachers navigate unpredictable classroom situations. Teaching and Teacher Education, 99, 103254.
Cochran-Smith, M., et al. (2022). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Craig, C. J. (2022). Narrative inquiry and teacher knowledge: Looking back, looking forward. Journal of Curriculum Studies, 54(1), 12-28.
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Duryat, H. M. (2021). Paradigma pendidikan islam: Upaya penguatan pendidikan agama islam di Institusi yang bermutu dan berdaya saing. Penerbit Alfabeta.
Fahrudin, M. (2023). Dekonstruksi otoritas keagamaan di sekolah: Menggeser kepatuhan dogmatis menuju konsensus partisipatif. Jurnal Tarbiyah, 30(2), 145-162.
Fauth, B., Decristofaro, L., & Jentsch, A. (2021). Tacit knowledge in teaching: How internalized teacher capabilities shape classroom practices. Teaching and Teacher Education, 103, 103362.
Fauzi, A., & Bashori, B. (2023). Otoritas pedagogis guru PAI dalam membangun iklim pembelajaran yang demokratis di sekolah. Jurnal Pendidikan Agama Islam, 20(1), 45-60.
Fauzi, M., & Wardhana, A. (2022). Analisis sosiometris dan perkembangan psikomotorik anak usia dasar dalam pembelajaran Pendidikan Agama Islam. Jurnal Pendidikan Karakter, 13(1), 34-48.
Flick, U. (2022). An introduction to qualitative research (7th ed.). SAGE Publications.
Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
Frisby, B. N. (2021). Instructional communication and rapport: Applying the similarity-attraction effect to reduce psychological distance in contemporary classrooms. Communication Education, 70(2), 154-171.
Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. Heinemann Educational Books.
Giroux, H. A. (2021). On critical pedagogy (2nd ed.). Bloomsbury Academic.
Gramsci, A. (1971). Selections from the prison notebooks. (Q. Hoare & G. N. Smith, Eds. & Trans.). International Publishers.
Gu, Q. (2021). Teacher resilience and pedagogical tact: Navigating institutional resistance and professional tensions. Teaching and Teacher Education, 105, 103412.
Hagenauer, G., et al. (2023). Teacher–student relationship quality in middle school: The role of teacher empathy and interpersonal communication. School Psychology International, 44(3), 289-307.
Haryani, S., & Fatmawati, N. (2023). Tensi sosiologis dalam inovasi pembelajaran: Friksi antara guru progresif dan budaya konservatif sekolah. Jurnal Sosiologi Pendidikan, 14(1), 78-92.
Hasanah, U., & Rahma, A. (2024). Menjawab skeptisisme remaja: Pembelajaran PAI berbasis penalaran logis-rasional di tingkat sekolah menengah pertama. Jurnal Kajian Pembelajaran Islam, 13(1), 78-93.
Hidayat, T., & Syahidin, S. (2022). Membumikan ajaran sakral: Integrasi tren media sosial sebagai apersepsi dalam pembelajaran PAI. Jurnal Tarbiyah, 29(2), 120-138.
Hidayat, T., & Syahidin, S. (2023). Taktik adaptif guru PAI: Menjembatani kesenjangan sosiologis siswa era digital melalui budaya populer. Jurnal Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 9(1), 45-58.
Huda, M. N. (2022). Guru PAI sebagai intelektual organik: Dekonstruksi kurikulum dan lokalisasi materi keagamaan di sekolah dasar dan menengah. Jurnal Studi Islam Kontemporer, 14(2), 115-130.
Huda, M., & Anwar, S. (2023). Dari forum debat ke ruang kelas: Transmisi keterampilan argumentasi mantan aktivis mahasiswa dalam pembelajaran PAI. Jurnal Kajian Pendidikan Islam, 15(1), 32-49.
Jackson, R. (2023). Religious education and sociological reality: Fostering student engagement through contextualized pedagogy. British Journal of Religious Education, 45(3), 289-301.
Kurniawan, A., & Fitriani, S. (2023). Kepemimpinan transformasional guru PAI: Implementasi modal sosial organisasi kemahasiswaan di sekolah. Jurnal Pendidikan Islam, 12(2), 145-160.
Lopes, A., & Boyd, P. (2021). Micro-instructional agency: How teachers utilize personal resources in daily classroom practices. Journal of Education for Teaching, 47(3), 320-335.
Ma'arif, M. A., & Najicha, F. U. (2022). Dekonstruksi materi fikih kontemporer: Mengembangkan nalar kritis siswa melalui pendekatan dialektis. Jurnal Pendidikan Islam, 11(2), 170-185.
Mansfield, C. F. (2022). Cultivating teacher resilience: International approaches, applications and impacts. Springer.
Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative Approaches, Ongoing Issues (4th ed.). New Jersey: Pearson/Merrill Prentice Hall.
Mayo, P. (2021). Gramsci, hegemony, and critical pedagogy in the 21st century. Educational Philosophy and Theory, 53(12), 1224-1235.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.
Muhaimin. (2012). Paradigma Pendidikan Islam: Upaya Mengefektifkan Pendidikan Agama Islam di Sekolah. Remaja Rosdakarya.
Muttaqin, A., & Yusuf, M. (2023). Dialogic pedagogy in religious education: Managing controversial issues and mitigating dogmatic tensions in Islamic studies classrooms. Journal of Islamic Education Studies, 11(1), 45-62.
Niyozov, S. (2010). Teachers’ perspectives on the education of Muslim students: A review of research. Journal of Curriculum Studies, 42(4), 481-515.
Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press.
Nuryani, N., et al. (2024). Dialogika pembelajaran PAI: Menurunkan tensi dogmatis melalui pendekatan sosiologis-komunikatif. Jurnal Tarbiyah dan Keguruan, 11(1), 54-69.
Pace, J. L. (2021). Negotiating pedagogical authority: How teachers build voluntary consent in contemporary classrooms. Curriculum Inquiry, 51(3), 312-329.
Pace, J. L., & Hemmings, A. (2007). Understanding authority in classrooms: A review of theory, research, and practice. Review of Educational Research, 77(1), 4-27.
Pellegrino, A. M. (2021). The hegemony of the classroom: Analyzing overt and covert power dynamics in modern pedagogy. Journal of Curriculum Studies, 53(4), 489-505.
Polanyi, M. (1966). The Tacit Dimension. London: Routledge & Kegan Paul.
Pratama, R. A., & Kurniawan, H. (2023). Redesain pembelajaran PAI di sekolah dasar: Menggeser dominasi kognitif menuju aktivitas psikomotorik bermakna. Jurnal Kajian Pembelajaran Islam, 12(2), 101-115.
Rahmat, A., & Kurniawan, D. (2024). Budaya populer sebagai katalis pembelajaran: Menjaga kemurnian nilai Islam dalam bingkai pedagogi kritis. Jurnal Pendidikan Islam, 13(1), 89-104.
Rahmawan, A., & Arifin, Z. (2022). Intelektual organik di ruang kelas: Konstruksi hegemoni dan konsensus sukarela dalam pembelajaran keagamaan. Jurnal Sosiologi Pendidikan, 13(2), 101-118.
Saevi, T. (2021). Phenomenology and pedagogy in the contemporary world: Echoes of tact. Springer.
Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE Publications.
Sanjaya, I., & Fitri, A. (2023). Dari aktivisme ke kelas: Transmisi keterampilan manajemen konflik organisasi mahasiswa ke dalam praktik pengelolaan kelas guru. Jurnal Kepemimpinan Pendidikan, 11(2), 75-90.
Sanjaya, W. (2016). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.
Sholeh, M. (2023). Agensi guru PAI dalam memodifikasi pembelajaran: Studi ekologis tantangan kurikulum merdeka. Jurnal Tarbiyatuna, 14(1), 32-47.
Suharto, S., & Shofwan, M. (2022). Membaca lanskap kultural generasi digital: Kompetensi analisis sosial guru PAI abad 21. Jurnal Pendidikan Islam, 11(2), 180-195.
Sujadi, A. (2023). Budaya populer dalam ruang kelas agama: Menggeser paradigma pembelajaran pasif ke aktif. Jurnal Studi Keagamaan dan Pendidikan, 17(1), 55-72.
Sutrisno, S. (2022). Retorika persuasif guru PAI dalam mengonstruksi pemahaman keagamaan siswa. Jurnal Pendidikan Agama Islam, 19(2), 145-160.
Syahputra, R., & Rahmawati, E. (2023). Tantangan integrasi budaya populer dalam pembelajaran PAI: Antara inovasi dan desakralisasi nilai agama. Jurnal Kajian Islam Kontemporer, 15(3), 189-204.
Thomas, P. L. (2022). Organic consent and moral leadership: Applying Gramscian hegemony to classroom management and teacher agency. Journal of Critical Education Policy Studies, 20(1), 89-111.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). Alexandria, VA: ASCD.
Van Manen, M. (2023). Pedagogical tact: Knowing what to do when you don't know what to do (2nd ed.). Routledge.
Wibowo, A., & Ningsih, R. (2022). Kontribusi pengalaman organisasi kemahasiswaan terhadap pembentukan personal practical knowledge dan keterampilan manajemen kelas guru pemula. Jurnal Pendidikan dan Kebudayaan, 7(2), 145-158.
Widianto, E., & Setyawan, A. (2022). Konstruksi PCK guru PAI: Menggeser fokus dari kedalaman dogmatis ke inovasi metodologis di era digital. Jurnal Tarbiyah, 30(1), 12-28.
Wulandari, S., & Harimurti, R. (2022). Penerapan similarity-attraction effect dalam komunikasi instruksional guru-siswa untuk memitigasi jarak psikologis. Jurnal Ilmu Komunikasi dan Pendidikan, 11(1), 45-59.
Yin, R. K. (2024). Case study research and applications: Design and methods (7th ed.). SAGE Publications.
Zuhdi, M. (2022). Shifting paradigms in Islamic education: From dogmatic to critical-emancipatory pedagogy. Indonesian Journal of Islam and Muslim Societies, 12(1), 55-78.
Published
2026-07-20
How to Cite
Muhammad Ghozi Syahidi, Mokh. Iman Firmansyah, & Risris Hari Nugraha. (2026). The Construction of Pedagogical Hegemony: Manifestations of Organisational Tacit Knowledge in Islamic Religious Education Learning. International Journal of Education, Vocational and Social Science , 5(03), 5737-5749. https://doi.org/10.63922/ijevss.v5i03.5403
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
