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All Journal Jurnal Pendidikan Islam ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE)
Sovia Husni Rahmia
Universitas Lambung Mangkurat
Religion Humanities Economics, Econometrics & Finance Education Social Sciences

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Integrating Social Capital and Ethnopedagogy in Social Studies: Fostering Cultural Identity and Community Resilience in Indonesia Mutiani; Raihanah Sari; Sovia Husni Rahmia; Jumriani; Rusli; Nola Fibriyani Bte Salman
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Vol. 8 No. 1 (2026)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v8i1.24093

Abstract

Integrating the concept of social capital is ideal for developing social studies materials. This article aims to explore the synergy between the concept of social capital in practice and an ethnopedagogical approach that prioritizes local wisdom in social studies education in Indonesia. The method used in compiling this article is a literature review with the application of a SWOT analysis. The SWOT analysis yields strategic insights for the development of both approaches. The findings indicate that integrating ethnopedagogy into social studies can strengthen interpersonal relationships, increase community awareness, and revitalize cultural identity amidst globalization. Developing social capital through collaborative learning has been shown to foster critical thinking, empathy, and active participation in citizenship. This study proposes a conceptual model that aligns the dimensions of social capital; bonds, connections, and relationships—with ethnopedagogical strategies to achieve culturally responsive social studies learning. However, challenges such as cultural homogenization, limited teacher capacity, and symbolic cultural representations need to be addressed through policy support, professional development, and curriculum reform that respects indigenous epistemologies. Integrating these two approaches offers a transformative pathway to developing culturally grounded, socially connected, and democratically minded learners.
Exploration of Ecoliteracy Values ​​in the Aruh Tradition of Loksado Village as a Source of Social Studies Learning Based on Local Wisdom Sovia Husni Rahmia; Fatwa Nur'aini; Muhammad Imam Hulaimi; Rusmaniah Rusmaniah; Syarifuddin Syarifuddin
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 2 (2026): July 2026 (In Press)
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11227

Abstract

Environmental issues in the 21st century are increasingly complex, requiring systematic and integrated efforts to raise ecological awareness through education. Environmental education based on local wisdom offers a contextually relevant alternative, particularly in social studies learning, which has long struggled with content that is overly theoretical and disconnected from students' daily realities. This study aims to explore the ecoliteracy values embedded in the Aruh tradition in the Loksado Village community and analyze its potential as a resource for local wisdom-based social studies learning. Unlike previous studies that examined the Aruh tradition primarily from a social and cultural perspective, this study specifically connects its ecological dimensions to a social studies learning framework, addressing a gap in the literature on locally rooted ecoliteracy in social studies education. A qualitative case study method was used, with data collected through in-depth interviews with traditional leaders, social studies teachers, and community members, participant observation during the Aruh ritual cycle, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, with credibility ensured through triangulation of sources and techniques. The findings indicate that the Aruh tradition embodies comprehensive ecoliteracy values across five dimensions: simple living in harmony with nature, environmental awareness, natural resource conservation, ecological rest practices, and compassion for living things. These values align with Social Studies Learning Outcomes (CP) 1 and 2 Phase D, particularly on the topics of the local environment, natural resource conservation, and sustainable development. Integrating the Aruh tradition as a social studies learning resource has strong potential not only to deepen students' conceptual understanding but also to foster ecological awareness and strengthen local cultural identity. Further studies are recommended to develop and test learning modules based on this tradition.
Integrating Cultural and Religious Values in Education: A Web-Based Approach to Promoting Social Awareness in Islamic Schools S Syaharuddin; M Mutiani; Sovia Husni Rahmia; Fatwa Nur'aini; Aay Susilawati
Jurnal Pendidikan Islam Vol 11 No 1 (2025): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v11i1.44605

Abstract

The integration of social studies and religious education is essential to foster social awareness among Madrasah Aliyah students. This study investigates the effectiveness of the web-based Cultural Religious Integration Model (CRIM) application in enhancing students’ social awareness. A qualitative descriptive approach was used, involving 64 twelfth-grade students from two Islamic institutions in Indonesia: MA Sirnamiskin Bandung (n=20) and MAN 2 Banjarmasin (n=44). The students’ social awareness was evaluated based on five key indicators: tolerance for differences, cooperation in diversity, respect for traditions and cultures, communication etiquette, and active participation in promoting social harmony. The results indicated that the CRIM application significantly improved social awareness, with students from both institutions achieving “very good” ratings on all indicators. The application, which utilizes real-life scenarios and interactive learning activities, facilitated students’ understanding through discussions, case studies, and projects. This study contributes to the expanding field of technology-enhanced religious education, offering valuable implications for the development of inclusive educational models in Islamic schools. Future research should explore expanding the CRIM application’s functionality and assessing its effectiveness in various educational settings to further enhance its impact on social awareness.
Co-Authors Aay Susilawati Fatwa Nur'aini Jumriani M Mutiani Muhammad Imam Hulaimi Mutiani Nola Fibriyani Bte Salman Raihanah Sari Rusli Rusmaniah, Rusmaniah S Syaharuddin Syarifuddin Syarifuddin