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All Journal Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia JPDI (Jurnal Pendidikan Dasar Indonesia) Edcomtech: Jurnal Kajian Teknologi Pendidikan
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Universitas Negeri Surabaya
Education Social Sciences

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Pengembangan Model Pembelajaran Kesiapsiagaan Bencana Gempa Bumi Berbasis Simulasi Pada Sekolah Dasar di Lombok Dodik Kariadi; Wasis Suprapto; Lussy Anggraeni; Farida Ariany; Yogi Setya Novanto
JPDI (Jurnal Pendidikan Dasar Indonesia) Vol 11, No 2 (2026): VOLUME 11 NUMBER 2 MAY 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpdi.v11i2.8962

Abstract

The problem in this research is that the learning of Earthquake Disaster Preparedness based on simulation at schools in Lombok has not been optimal. In fact, the island of Lombok is an area with a high level of vulnerability to earthquakes. This is because one of them is the Flores Thrust which stretches from the eastern tip of the Flores Sea to the north of Bali. Thus in this study the main objective is to develop a model for the socialization of earthquake disaster preparedness through simulations in schools in Lombok. The research method used is a research and development approach. The results showed several results including; First, the results of preliminary research show that although the social studies learning for junior high schools in North Lombok has largely met the process standards seen from the learning administration, it is not specific in integrating the concept of earthquake preparedness. Second, the results of the research at the model practice test stage based on the results of qualitative analysis from the observation of students' preparedness skills showed that there was an increase in the quality of student preparedness in every meeting. Then quantitatively the results of the pretest-posttest after learning activities with the Simulation Based Earthquake Preparedness learning Model showed an increase in the value of students' preparedness against earthquakes. So with the development of an earthquake disaster preparedness learning model based on simulations, it is effective and efficient in order to improve school preparedness to face earthquake disasters in Lombok.
The Implementation of Hybrid Cultural Learning Through the Integration of Deep Learning and Problem-Based Learning to Enhance Students' Cultural Literacy Prihma Sinta Utami; Wasis Suprapto; Trapsila Hutami; Velinsia Purnama Ojo
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 10 No. 2 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v10i22025p171-178

Abstract

This study examines the effectiveness of Hybrid Cultural Learning integrating Deep Learning and Problem-Based Learning (PBL) in enhancing students’ cultural literacy in an Educational Psychology course. A mixed-methods sequential explanatory design was employed with 72 students divided into experimental and control groups. Quantitative results indicate a significant improvement in cultural literacy in the experimental group (t = 7.842; p < 0.001), with mean scores increasing from 67.4 to 84.9, while the control group showed no significant change. Qualitative findings reveal that the integrated approach enhances contextual understanding, student participation, collaboration, and higher-order thinking skills (HOTS). Overall, the findings suggest that the integration of Hybrid Cultural Learning, Deep Learning, and PBL is effective in improving students’ cultural literacy in Educational Psychology learning.
Penguatan Literasi Sosial Mahasiswa PGSD dalam Pembelajaran Konsep Dasar IPS SD Berbasis Isu Aktual Maria Magdalena Beatrice Sogen; Wasis Suprapto; Dodik Kariadi
Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 11, No 1 (2006): VOLUME 11 NUMBER 1 JANUARI 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpipsi.v11i1.8603

Abstract

This study aims to analyze the strengthening of social literacy among PGSD students through issue-based learning in the Elementary Social Studies Basic Concepts course. The research employed a descriptive qualitative approach, with data collected through classroom observations, interviews with lecturers and students, and documentation of learning activities and student work. The findings reveal that, in the initial stage, students’ social literacy was predominantly descriptive, characterized by a superficial understanding of social issues and a limited ability to connect social studies concepts with contemporary social phenomena. The implementation of issue-based learning through stages of issue introduction, exploration and analysis using social studies concepts, critical discussion and social reflection, and synthesis of findings was shown to effectively enhance students’ social literacy. Students demonstrated improvements in analytical thinking toward social issues, the integration of social studies concepts with social realities, and the development of critical, reflective, and social empathy attitudes. The role of lecturers as facilitators and active student participation emerged as key factors in the success of the learning process. Nevertheless, the study also identified challenges related to the complexity of social issues, limitations in students’ analytical literacy, time constraints in lectures, and variations in students’ critical thinking abilities. These findings imply that issue-based social studies learning is a relevant pedagogical strategy for strengthening social literacy and for preparing prospective elementary school teachers with social awareness and critical thinking skills.
Co-Authors Dodik Kariadi Farida Ariany Lussy Anggraeni Maria Magdalena Beatrice Sogen Prihma Sinta Utami Trapsila Hutami Velinsia Purnama Ojo yogi setya novanto