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Depi Fibriyanti
Universitas Muhammadiyah Bengkulu
Education Other

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Digital-Based Social Studies Learning to Improve Social Literacy Students Depi Fibriyanti; Nuning Christana; Hilyati Milla
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.153

Abstract

The development of digital technology has had a significant impact on the world of education, including the process of teaching Social Studies. Digital-based Social Studies instruction is one innovation that can improve the quality of learning while supporting the enhancement of students’ social literacy. This study aims to analyze the implementation of digital-based Social Studies instruction in improving students’ social literacy. The research method used is a qualitative approach in the form of a literature review. Data were obtained from various sources, such as scientific journals, books, and articles relevant to digital learning and social literacy. The results indicate that the use of digital media in IPS instruction can improve students’ ability to understand social phenomena, think critically, communicate effectively, and foster a sense of social responsibility. Additionally, digital-based learning creates a more interactive, engaging, and flexible learning environment. However, its implementation still faces several challenges, such as limited technological facilities, low digital literacy, and teachers’ readiness to utilize digital learning media. Therefore, support for infrastructure, teacher training, and innovative learning strategies are needed so that digital-based social studies learning can run optimally and sustainably improve students’ social literacy.
Developing Social Studies Teachers’ Professionalism in Addressing Learning Challenges Depi Fibriyanti; Rifa’i Rifa’i
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.154

Abstract

Teacher professionalism is an important factor in determining the success of the learning process, including in Social Studies (IPS). In its implementation, IPS learning still faces various problems, such as low student interest in learning, the use of monotonous learning methods, limited learning media, and low utilization of technology in the learning process. This study aims to analyze the development of IPS teacher professionalism in addressing learning problems in schools. The research method used is a qualitative approach with a literature study type. Data were obtained from various sources such as books, scientific journals, articles, and previous research results relevant to teacher professionalism and IPS learning. The results show that the development of IPS teacher professionalism can be done through improving pedagogical competence, professional competence, social competence, and personality competence. In addition, IPS teachers also need to improve their ability to utilize digital technology, develop innovative learning media, and implement creative and interactive learning strategies. The development of teacher professionalism has been proven to help overcome various problems in IPS learning so that the learning process becomes more effective, interesting, and student-centered. However, several obstacles still exist such as lack of training, limited facilities, and low support for teacher competency development. Therefore, cooperation between schools, the government, and teachers is needed to support the continuous improvement of the professionalism of social studies teachers.
The Influence Of Cultural Values On The Implementation Of Education: A Comparison With Education Systems In Other Countries Depi Fibriyanti; Ade Putra Tri Prima; Asbani Asbani; Kashardi Kashardi; Adi Asmara
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.159

Abstract

Cultural values ​​play a crucial role in shaping a country's education system, encompassing curriculum, learning methods, discipline, and educational objectives. This study aims to analyze the influence of cultural values ​​on the delivery of education through a comparison of the education systems of Finland, Japan, South Korea, and Singapore. The method used in this study is a literature review with a descriptive-comparative approach. Data were obtained from various scientific sources such as journals, books, and international education reports. The results show that each country has educational characteristics influenced by the cultural values ​​of its society. Finland emphasizes equality, freedom, and student well-being, creating a flexible education system with minimal academic pressure. Japan prioritizes discipline, responsibility, cooperation, and respect for others, reflected in school culture and character education. South Korea is influenced by a competitive culture and a strong work ethic, resulting in an education system oriented toward academic achievement. Meanwhile, Singapore integrates the values ​​of pragmatism, multiculturalism, and technological mastery into its education system to support the development of superior and adaptive human resources. This comparison demonstrates that the success of an education system is inseparable from the cultural values ​​that develop within society. Therefore, the development of education in Indonesia needs to consider relevant local cultural values ​​in order to be able to create an education system that is high quality, has character, and is in accordance with the needs of the times.
Co-Authors Ade Putra Tri Prima Asbani Asbani Asmara, Adi Hilyati Milla Kashardi, Kashardi Nuning Christana Rifa’i Rifa’i