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All Journal Jurnal Pustaka Indonesia
Septina Alrianingrum
Universitas Negeri Surabaya, Indonesia
Education Languange, Linguistic, Communication & Media Other

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Evaluating The Implementation of Deep Learning in Social ‎Studies at Junior High School: ADKAR Model Analysis ‎ Dicky Noveka Firmanzah; Septina Alrianingrum; Nuansa Bayu Segara
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2165

Abstract

This study aims to evaluate the implementation of deep learning in Social Studies instruction at junior secondary schools through the ADKAR model, which consists of awareness, desire, knowledge, ability, and reinforcement. A qualitative implementation evaluation design was employed, involving principals, Social Studies teachers, and students from several junior secondary schools in Pasuruan Regency that had participated in deep learning training organized by BBGTK East Java. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed using an interactive model comprising data reduction, data display, and conclusion drawing, with data validity ensured through source triangulation, technique triangulation, member checking, and peer debriefing. The findings reveal that teachers have developed awareness of the importance of deep learning and show positive motivation to implement it; however, their knowledge remains largely conceptual, their ability to translate deep learning principles into consistent classroom practices is still developing, and institutional reinforcement through supervision, evaluation, mentoring, and professional learning communities remains insufficient. This study implies that the sustainable implementation of deep learning requires not only initial training but also systematic school-based reinforcement, continuous professional development, and collaborative instructional support to strengthen teachers’ pedagogical transformation in Social Studies learning.
Fear of Missing Out, Online Social Comparison, and Self-Identity Formation among Early Adolescents: A Qualitative Case Study in Indonesian Junior Secondary Schools Yanny Kikis Arlint; Septina Alrianingrum; Kusnul Khotimah
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August (In Press)
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2296

Abstract

Early adolescence is a critical period for self-identity formation, yet this developmental task is increasingly negotiated within social media environments that intensify Fear of Missing Out (FoMO), online social comparison, and external validation. This study examines how FoMO and online social comparison shape identity exploration and commitment among early adolescents in Indonesian junior secondary schools. Using a qualitative case study design, data were collected in three public schools in South Surabaya. A screening questionnaire was administered to 270 Grade VIII students, followed by purposive selection of 27 adolescents aged 12-15 years for semi-structured interviews, classroom observations, field notes, and ethically guided digital content analysis. Data were analyzed through interactive qualitative analysis supported by source triangulation, member checking, and peer debriefing. The findings show that FoMO manifested as disconnection anxiety, compulsive checking of engagement metrics, trend-based conformity, and dependence on peer validation. Online social comparison widened the discrepancy between actual and ideal selves, producing fluctuating self-esteem and self-concept incongruence. Within Marcia's identity status framework, participants predominantly displayed anxious identity moratorium and premature identity foreclosure. The study contributes to adolescent identity theory by contextualizing FoMO within a collectivist Indonesian school setting and highlights the need for critical digital literacy and school-based counseling interventions.
Co-Authors Dicky Noveka Firmanzah Kusnul Khotimah Nuansa Bayu Segara Yanny Kikis Arlint