Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal SCHOULID: Indonesian Journal of School Counseling Journal of Educational and Learning Studies
Salvetri Salvetri
SMP Negeri 1 Kerinci
Humanities Education Environmental Science Social Sciences Other

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Place-based learning in social studies education: a systematic review of implementation, outcomes, and enabling conditions Salvetri Salvetri; Jeki Haryanto
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03012

Abstract

Requests that schools become more relevant, more civically involved, and more rooted in local areas have generated a fresh intellectual interest in place-based learning. Although social studies education seems to be one of the area’s most suitable to this kind of approach, it is rather unclear to what extent it actually happens. The paper presents a systematic literature review of studies reporting on the use of place-based learning in social studies education together with the outcomes and the enabling circumstances that were identified. After following the recommendations of the PRISMA 2020 statement and scanning the Scopus database in a structured way, 255 studies, including duplicates, were found. The records were then deduplicated, and titles, abstracts, and full papers were scrutinized to identify those matching the eligibility criteria. Eighteen research and conceptual papers published between 2021 and 2026 were finally selected, and a thematic synthesis was used to obtain themes that can be generalized. Results show that place-based learning is mainly conducted using community-based collaborations, local-heritage and archival investigations, and field-based geographic investigations. It is also consistently linked to gains in civic responsibility, conceptual grasp, and emotional involvement, and at the same time it helps teacher training. A different understanding of place from that of most mainstream theories came out as a unique theoretical thread: Indigenous and decolonial ideas of place. The study also highlights areas where research could be made more methodologically sound and equitable. A number of educational topics, such as curriculum development, teacher education, and policy, are also discussed, and a list of possible research topics related to longitudinal, comparative, and outcome-based research is suggested.
Mobile learning for history and cultural heritage education in Indonesia: a systematic review Salvetri Salvetri; Jeki Haryanto
SCHOULID: Indonesian Journal of School Counseling Vol. 10 No. 3 (2025): SCHOULID: Indonesian Journal of School Counseling
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/086842011

Abstract

History education in Indonesia faces declining student engagement despite the increasing vulnerability of historical and cultural heritage. Mobile technologies have been proposed as a potential solution, yet empirical evidence remains fragmented. This study reviews empirical research on the use of mobile devices for history and cultural heritage learning in Indonesia, focusing on research design, technology, pedagogy, and learning outcomes. Following the PRISMA 2020 framework, a systematic search was conducted in Scopus on 22 December 2025 using Boolean search terms based on the PICOS framework. Of 5,952 records identified, 14 studies met the inclusion criteria after removing duplicates, ineligible records, and studies that did not meet the specified requirements. Eligible studies were open-access, peer-reviewed, English-language articles published between 2021 and 2025 and based on primary field research in Indonesian educational contexts. The findings indicate that augmented reality (AR) and mobile application development were the dominant technologies, while most studies focused on design and development. Overall, the studies reported positive effects on student motivation, usability, and knowledge acquisition. However, assessments of historical thinking skills and long-term learning outcomes were rarely conducted. This review provides an evidence map of the field and highlights the need for theory-based, controlled experimental research with long-term outcome measurements.
Co-Authors Jeki Haryanto