International School and Social Justice: School’s Effort and Student’s Experiences of SD Muhammadiyah 4 Surabaya
Keywords:
Social Justice, International School, Cambridge Curriculum, Social Solidarity
Abstract
The issue of internationalization has spread into the field of education. Many schools are striving to achieve the status of international schools. One of the efforts undertaken to obtain this status is the adaptation of international curricula. SD Muhammadiyah 4 Pucang Surabaya is one of that schools that adopted Cambridge curriculum. However, the schools do not rely on a single curriculum; rather, it implements two distinct curricula: the international and national curriculum. The implementation of these differing curricula necessitates a classed stratification based on the differing curricula. This study explores any efforts deliberated from school to minimize social injustice, as well as to examine student’s experiences in relation to social justice. Using qualitative approach with phenomenological design, the researcher conducted interview with three policy makers and more than 15 students. the result stated that there are several efforts that has been implemented by school in order to minimize social injustice such us involving all students together in every school event, positioning classrooms within same building without physical segregation, and ensuring no disparities in physical facilities across different classroom. these efforts also resulted a social justice experience by students. moreover, students indicated that the differing curricula do not inherently create social injustice. Confirming the theory of Emile Durkheim’s social solidarity, the school succeed to construct both mechanic and organic solidarity that dismiss the appearance of social injustice.
References
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Picower, B. (2012). Using Their Words: Six Elements of Social Justice Curriculum Design for the Elementary Classroom. International Journal of Multicultural Education, 14(1). https://doi.org/10.18251/ijme.v14i1.484
Rentzi, A. (2024). Social Justice in Education: Creating an Inclusive Culture at Schools Through Critical Multicultural Theory. European Journal of Education and Pedagogy, 5(1), 94–97. https://doi.org/10.24018/ejedu.2024.5.1.802
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Rosi, R. I., & Yousif, A. F. (2024). Trajectories of Chinese-Muslim Students’ Cultural Identity and Their Challenges in UIN Malang. Ulul Albab: Jurnal Studi Islam, 25(1), 1–19. https://doi.org/http://doi.org/10.18860/ua.v25i1.25376
Sodikin, S. (2026). Toward an International Model of Islamic Boarding School: Foundational Philosophy, Curriculum Integration, and Educational Transformation. Jurnal Pendidikan Islam, 16(1), 122–139. https://doi.org/10.38073/jpi.4519
Yahya, M., & Rosi, R. I. (2023). Ilmu Sosial Integral: Perspektif Islam & Sains (M. Afandi (ed.)). Pustaka Peradaban.
Carlisle, L. R., Jackson, B. W., & George, A. (2006). Principles of Social Justice Education: The Social Justice Education in Schools Project. Equity & Excellence in Education, 39(1), 55–64. https://doi.org/10.1080/10665680500478809
Chaaban, Y., Badwan, K., & Arar, K. (2025). Educational leadership for social justice: A systematic review of empirical evidence. Review of Education, 13(2). https://doi.org/10.1002/rev3.70077
Cheng, M.-M., Tang, C.-W., Wang, L.-C., & Chuang, H.-H. (2023). School internationalization in Taiwan: constructing assessment indicators and future application. Humanities and Social Sciences Communications, 10(1), 349. https://doi.org/10.1057/s41599-023-01844-2
Creswell, J. W. (2013). Penelitian Kualitatif & Desain Riset. Pustaka Pelajar.
Denzin, N. K., & Lincoln, Y. S. (1996). Handbook of Qualitative Research. Journal of Leisure Research, 28(2), 132.
Echeverria, P. (2023). Revisiting the sense of education from a critical perspective to contribute to social justice. Power and Education, 15(2), 122–131. https://doi.org/10.1177/17577438221116030
Egekvist, U. E., Lyngdorf, N. E., & Du, X.-Y. (2017). Internationalization in schools—Perspectives of school leaders. International Journal of Educational Research, 83, 20–31. https://doi.org/10.1016/j.ijer.2017.02.009
Entrisnasari, F. V., & Khuriyah, K. (2023). Peningkatan Kompetensi Sumber Daya Manusia Dalam Internasionalisasi Pendidikan. Al-Idarah : Jurnal Kependidikan Islam, 13(1), 1–8. https://doi.org/10.24042/alidarah.v13i1.15164
Filloux, J. (2001). Emile durkheim (1858-1917). 23(1), 1–15.
Hall, S. (1990). Cultural identity and diaspora (J. Rutherford (ed.)). Lawrence & Wishart.
Hameed, S., & Lingard, B. (2025). Shrewd marketization: the impact of internationalization policies on curricula practices in a Singaporean and an Australian school. Asia Pacific Journal of Education, 45(3), 763–777. https://doi.org/10.1080/02188791.2023.2208764
Hatmanto, E. D., & Purwanti, E. (2021). Internationalization of Muhammadiyah: Challenges in Establishing the Muhammadiyah Australian College. Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020). https://doi.org/10.2991/assehr.k.210120.165
Heriansyah, H. (2014). The Impacts of Internationalization and Globalization on Educational Context. Journal of Education and Learning (EduLearn), 8(2), 164–170. https://doi.org/10.11591/edulearn.v8i2.218
Hosseini, N., Leijgraaf, M., Gaikhorst, L., & Volman, M. (2024). Practices of social justice-oriented teacher education: a review of the literature. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1432617
Hosseini, N., Leijgraaf, M., Gaikhorst, L., & Volman, M. (2026). Navigating Challenges and Tensions in Social Justice–Oriented Teacher Education: A Review of the Literature. Review of Educational Research, 96(3), 870–912. https://doi.org/10.3102/00346543251325572
Ilma, L. S., Asrohah, H., & Zainiyati, H. S. (2025). Adaptation of the Cambridge curriculum: A comparative study of public and Islamic schools. Curricula: Journal of Curriculum Development, 4(2), 965–978. https://doi.org/https://doi.org/10.17509/curricula.v4i2.84860
Irham, I., & Wahyudi, R. (2023). Promises and realities of foreign language medium instruction in the light of internationalization: A case study on EMI and AMI at an Indonesian Islamic University. Research in Comparative and International Education, 18(2), 277–291. https://doi.org/10.1177/17454999231163447
Izzah, A. N., Amalia, R., Falakh, M. F. R. Al, & Rosi, R. I. (2024). Nilai – Nilai Solidaritas Sosial dalam Kelompok Bantengan Adi Putra Nuswantara. PADARINGAN (Jurnal Pendidikan Sosiologi Antropologi), 6(01), 58–68. https://doi.org/https://doi.org/10.20527/pn.v6i01.10754
Jost, J. T., & Kay, A. C. (2010). Social Justice: History, Theory, and Research. In Handbook of Social Psychology (p. 234). Wiley. https://doi.org/10.1002/9780470561119.socpsy002030
Lin, M.-H., & Chen, S.-H. (2013). A Comparison of the Internationalization of Education in Taiwan and Japan: The Perspective of Elementary School Principals. International Education Studies, 7(1). https://doi.org/10.5539/ies.v7n1p47
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook 3rd Ed. In United State of America. Sage Publication.
Mok, K. H., & Sawn Khai, T. (2024). Transnationalization of higher education in China and Asia: quality assurance and students’ learning experiences. Asian Education and Development Studies, 13(3), 208–226. https://doi.org/10.1108/AEDS-01-2024-0004
Muzaedah, M., Muamaroh, M., Prastiwi, Y., & Sutopo, A. (2023). Exploring the Implementation of Cambridge Curriculum in Early Elementary English Education: A Case Study. Voices of English Language Education Society, 7(3), 587–598. https://doi.org/https://doi.org/10.29408/veles.v7i3.24094
Pevzner, M., Rakhkochkine, A., Shirin, A., & Shaydorova, N. (2019). Internationalization of schools in Russia. Policy Futures in Education, 17(6), 715–731. https://doi.org/10.1177/1478210319828940
Picower, B. (2012). Using Their Words: Six Elements of Social Justice Curriculum Design for the Elementary Classroom. International Journal of Multicultural Education, 14(1). https://doi.org/10.18251/ijme.v14i1.484
Rentzi, A. (2024). Social Justice in Education: Creating an Inclusive Culture at Schools Through Critical Multicultural Theory. European Journal of Education and Pedagogy, 5(1), 94–97. https://doi.org/10.24018/ejedu.2024.5.1.802
Rosi, R. I. (2026). The Hybridity of Identities in the Third Space: A Voice From Central Asia Students at Maulana Malik Ibrahim State Islamic University of Malang. In International Student Narratives in Globalized Higher Education (pp. 1–22). https://doi.org/10.4018/979-8-3373-4212-2.ch001
Rosi, R. I., & Yousif, A. F. (2024). Trajectories of Chinese-Muslim Students’ Cultural Identity and Their Challenges in UIN Malang. Ulul Albab: Jurnal Studi Islam, 25(1), 1–19. https://doi.org/http://doi.org/10.18860/ua.v25i1.25376
Sodikin, S. (2026). Toward an International Model of Islamic Boarding School: Foundational Philosophy, Curriculum Integration, and Educational Transformation. Jurnal Pendidikan Islam, 16(1), 122–139. https://doi.org/10.38073/jpi.4519
Yahya, M., & Rosi, R. I. (2023). Ilmu Sosial Integral: Perspektif Islam & Sains (M. Afandi (ed.)). Pustaka Peradaban.
Published
2026-10-31
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