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All Journal Jurnal Ilmiah Pendidikan Dasar SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Dewi Astuti
Universitas Negeri Yogyakarta
Humanities Education Social Sciences Other

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Analysis of Social Skills on Elementary School Students in Rural and Urban Area Moh Salimi; Ratna Hidayah; Muna Fauziah; Dewi Astuti; Anesa Surya; Nurham Hahsa
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.2.518-537

Abstract

Technological advancements have shifted students’ social interactions from in-person to virtual, challenging them to develop healthy social relationships and collaborative skills in line with the demands of 21st-century education. Therefore, this study aims to analyse the social skills of elementary school students in Kebumen and Purworejo Regencies, specifically in rural and urban areas. This study employs a mixed-methods design with an explanatory sequential approach. Samples were selected using cluster sampling for students and purposive sampling for teachers, resulting in 107 fifth-grade students and 4 homeroom teachers from five elementary schools representing both rural and urban areas. Data were collected through a social skills questionnaire containing 20 Likert-scale items and a semi-structured interview guide. Quantitative data were analysed using comparative descriptive statistics, while qualitative data were analysed thematically. The results indicated that the average total social skills scores of both groups were relatively comparable, yet they exhibited complementary profiles. Rural students excelled in cooperation (3.504) and self-control (3.451), rooted in a culture of mutual assistance and social harmony, while urban students significantly excelled in assertiveness (3.783), driven by a competitive learning environment and public speaking training programs. Responsibility indicators were relatively balanced in both regions, with more than 85% of students achieving the high category. These findings imply the need for context-specific educational strategies namely, strengthening self-reliance in rural areas without undermining the value of mutual cooperation, and fostering cooperation and empathy in urban areas through collaborative learning. Character education policies must be responsive to regional differences in order to comprehensively develop students’ social skills.
METAPHYSICAL ASSUMPTIONS AND THEORETICAL STRUCTURES IN NATURAL SCIENCES: A SYSTEMATIC LITERATURE REVIEW ANALYSIS OF THE ONTOLOGICAL FOUNDATIONS OF NATURAL AND SOCIAL SCIENCES Dewi Astuti; Insih Wilujeng; Woro Sri Hastuti; Ifan Awanda
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7972

Abstract

assumptions underlying the theoretical structure of the Natural and Social Sciences (SPS), with a particular focus on the ontological foundations of both disciplines. This study uses a Systematic Literature Review (SLR) approach referring to the PRISMA 2020 protocol. A systematic literature search was conducted through the Scopus, SpringerLink, Taylor & Francis Online, PhilPapers, and MDPI databases, with a publication period of 2015–2026. Inclusion criteria included peer-reviewed journal articles, books, and book chapters that discuss metaphysical, ontological, epistemological, or methodological aspects of the natural and/or social sciences. A total of 29 key literatures were analyzed thematically using a narrative synthesis approach. The analysis revealed four main themes: (1) ontological assumptions in the natural sciences are characterized by metaphysical naturalism that emphasizes an orderly and observable external reality; (2) ontological assumptions in the social sciences exhibit greater diversity, encompassing critical realism that recognizes social structures as emergent, social constructivism, and an ontology of agency and structure; (3) ontological tensions between the natural and social sciences frequently arise in interdisciplinary research, particularly in the area of ​​sustainability, but critical realism and methodological pluralism are offered as potential resolutions; (4) an integrated naturalistic metaphysics (scientific metaphysics) is proposed as a framework that bridges scientific and social ontologies through a model-based approach and inference to the best explanation. The findings of this study provide a theoretical contribution to the development of social sciences as an interdisciplinary field, by offering a conceptual map of metaphysical assumptions that can facilitate more reflective and productive cross-disciplinary collaboration.
FIFTH GRADE STUDENTS’ SCIENCE LITERACY PROFILE AS A BASIS FOR DEVELOPING EDUCATIONAL GAMES Dewi Astuti; wuri wuryandani; Supartinah
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8244

Abstract

Scientific literacy is a fundamental skill that must be developed from elementary school level so that students are able to understand and solve problems based on scientific evidence. This study aims to describe the profile of scientific literacy, identify factors causing low achievement, and formulate recommendations. Using a qualitative case study approach at Kalibawang Public Elementary School, data were collected through questionnaires, observations, and interviews with 30 fifth-grade students and one teacher selected by purposive sampling, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The results show that the profile of students' scientific literacy is in the sufficient category (average 3.16) with gaps between aspects: scientific responsibility competency is the highest (3.29), while science career information (2.85) and environmental responsibility (2.86) are the lowest. Low scientific literacy is caused by three interlocking factors: teachers' limitations in developing textbook-based assessment instruments, the lack of interactive media, and the scarcity of project-based learning due to the dominance of the transmissive pattern. The implication is that teacher training is needed to develop contextual digital instruments and media, allocate time for integrated STEM projects, school policies that support innovative models, and the development of mission-based educational games to improve scientific literacy sustainably.
Co-Authors Anesa Surya Ifan Awanda Insih Wilujeng Moh Salimi Muna Fauziah Nurham Hahsa Ratna Hidayah Supartinah Woro Sri Hastuti Wuri Wuryandani