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All Journal JURNAL MANAJEMEN MUTU PENDIDIKAN (JMMP) Publiciana JURNAL PENDIDIKAN TAMBUSAI Efektor Socius (Jurnal Pendidikan dan Pembelajaran Ilmu Pengetahuan Sosial) (Edisi Elektronik) Jurnal Wahana Pendidikan Jurnal Inovasi Pendidikan dan Sains INSPIRASI (JURNAL ILMU-ILMU SOSIAL) Asian Management and Business Review Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Jurnal Pendidikan Ekonomi, Akuntansi dan Kewirausahaan (JPEAKU) SAGA: Journal of Technology and Information Systems Jurnal Sains Student Research Interdiciplinary Journal of Education AKSIOMA : Jurnal Sains Ekonomi dan Edukasi JEPEmas: Jurnal Pengabdian Masyarakat (Bidang Ekonomi) SENMEA
Rindrayani, Sulastri Rini
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The Effect of Digital Learning Media Utilization and Learning Motivation on Learning Participation Asrofah, Siti; Rindrayani, Sulastri Rini; Kadeni, Kadeni
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 6 No 3 (2025): December
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v6i3.2639

Abstract

This study aims to analyze the effects of digital learning media and learning motivation on students’ learning participation in the Science and Social Science (IPAS) subject at the elementary school level. The research used a quantitative approach with an associative design to examine the effect of two independent variables, namely the use of digital learning media (X₁) and learning motivation (X₂), on students’ learning participation (Y). The research sample consisted of 35 sixth-grade students from SD Negeri 1 Boyolangu, Tulungagung Regency, using a saturated sampling technique in which the entire population served as the research subjects. Data were collected through Likert-scale questionnaires to measure the intensity of digital learning media use and students’ learning motivation, along with documentation to support the data. The research instruments were tested for validity and reliability to ensure accurate measurement. Data analysis was conducted using multiple linear regression with the assistance of SPSS version 26. The research results showed that the use of digital learning media and learning motivation significantly affected students’ learning participation. Learning motivation emerged as the most dominant variable, with a regression coefficient of 0.359 (p = 0.011), while digital learning media showed a coefficient of 0.286 (p = 0.018). An R2 value of 0.612 indicates that these two variables can explain 61.2% of the variation in students’ learning participation
Teachers’ Perspectives on the Contribution of Social Studies Education to the Formation of Students’ Social and Cultural Identity through a Deep Learning Approach Sayyidah, Aliem; Asrori, Abdul; Dirgantoro , Ajar; Rindrayani, Sulastri Rini
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.295

Abstract

Education plays an important role in shaping students’ social and cultural identity, particularly through Social Studies learning at the junior secondary level. However, Social Studies instruction is often still oriented toward cognitive achievement and lacks contextual learning experiences, which limits the internalization of social and cultural values in the midst of globalization and the gradual erosion of local culture. Therefore, this study aims to examine teachers’ perspectives on the contribution of Social Studies learning through a deep learning approach to the formation of students’ social and cultural identity in Pacitan Regency. This study employed a descriptive qualitative approach with a case study design. The participants consisted of 5–10 junior secondary Social Studies teachers selected purposively. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using thematic analysis techniques, including data reduction, data display, and conclusion drawing. The validity of the data was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that teachers perceive Social Studies learning as having a strategic role in fostering students’ social and cultural identity through the internalization of social, cultural, national, and civic values. The implementation of a contextual deep learning approach supports students’ understanding, reflection, and meaning-making processes in relation to their social and cultural environment. However, the implementation still faces several challenges, including limited instructional time, resource constraints, and variations in teacher readiness.
Pengaruh Strategi Pembelajaran Berdiferensiasi Berbasis Gemini Ai Pada Mata Pelajaran IPS Untuk Meningkatkan Motivasi Belajar Dan Keterampilan Berpikir Kritis Peserta Didik Kelas VIII SMPN 1 Rejotangan Rahmawati, Annisa Testi; Rindrayani, Sulastri Rini; Nur Afifah, Dian Septi; Dirgantoro, Ajar
Wahana Pendidikan Vol 13, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.20511

Abstract

Penelitian ini bertujuan untuk menguji pengaruh strategi pembelajaran berdiferensiasi berbasis Gemini AI terhadap motivasi belajar dan keterampilan berpikir kritis peserta didik pada mata pelajaran Ilmu Pengetahuan Sosial (IPS). Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain pretest-posttest nonequivalent control group design. Populasi penelitian adalah seluruh peserta didik kelas VIII SMP Negeri 1 Rejotangan berjumlah 240 siswa, dengan sampel dua kelas sebagai kelompok eksperimen dan kontrol. Instrumen penelitian berupa angket tertutup untuk mengukur motivasi belajar dan tes uraian berbasis HOTS (C4–C6) untuk mengukur keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa rata-rata motivasi belajar kelas eksperimen meningkat dari 68,7 menjadi 82,3, sedangkan kelas kontrol meningkat dari 48,89 menjadi 55,56. Keterampilan berpikir kritis kelas eksperimen meningkat dari 64,5 menjadi 80,1 dengan kategori N-Gain sedang–tinggi (>0,6), sementara kelas kontrol hanya mengalami peningkatan kecil. Uji MANOVA menunjukkan pengaruh simultan yang signifikan terhadap kedua variabel (Pillai’s Trace = 0,172; p = 0,005). Repeated Measures MANOVA juga menunjukkan perbedaan signifikan antara pretest dan posttest (p < 0,001; η² = 0,729) serta perbedaan antar kelompok (p < 0,001; η² = 0,705). Temuan ini membuktikan adanya interaksi signifikan antara penerapan strategi berbasis Gemini AI dan peningkatan kedua variabel, sehingga strategi ini efektif meningkatkan kualitas pembelajaran IPS.
Digital Literacy, Technological Facility Provision, and Learning Motivation as Determinants of Social Studies Engagement and Society 5.0 Readiness Among Indonesian Madrasah Students Mustofa, Agung; Rindrayani, Sulastri Rini; Ana, Ria Fajrin Rizqy
SAGA: Journal of Technology and Information System Vol. 3 No. 4 (2025): November 2025
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/saga.v3i4.568

Abstract

This study examines how the availability of technology-based instructional facilities and students' digital literacy competencies shape Social Studies (Ilmu Pengetahuan Sosial/IPS) learning engagement and preparedness for the Society 5.0 paradigm, while concurrently exploring the moderating and mediating functions of learning motivation within these relationships. A quantitative, cross-sectional survey design was adopted, drawing a stratified proportional random sample of 111 junior secondary students from MTs Darunnajah Trenggalek, Indonesia, for the 2024/2025 academic year. Data collection employed a closed-response Likert instrument comprising 144 items across five theoretical constructs, and analysis was conducted through Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4.0 with 5,000 bootstrap resamples. Findings confirm that both technology-based facility provision and digital literacy competency exert statistically significant positive influences on IPS learning engagement and Society 5.0 preparedness. Digital literacy emerged as the strongest direct predictor of student readiness (β = 0.288, p = 0.001), whereas facility availability demonstrated the greatest impact on intrinsic learning motivation (β = 0.412, p < 0.001). Learning motivation functioned as a meaningful moderator across all four predictor-to-outcome pathways and additionally served as a partial mediator between facility provision and student readiness (β = 0.185, T = 3.450, p = 0.001). The composite R² values for the endogenous constructs ranged from 0.585 to 0.658, reflecting adequate model explanatory power. These results collectively underscore that deliberate investment in digital infrastructure and literacy cultivation, reinforced by systematic nurturing of motivational dispositions, constitutes an evidence-based pathway for enhancing the quality and future-readiness of Social Studies education in Indonesian Islamic secondary school contexts.
Co-Authors Abdul Manab Agustrin, Nabella Rizkita Asrofah, Siti Asrori, Abdul Ayu, Dinda Suci Dewi Bimantara, Gandhi Setya Dewi, Nurul ‘Aini Dian Septi Nur Afifah Dirgantoro , Ajar DIRGANTORO, AJAR Gotama, Gigih Halawa, Yarfika Heningdra, Ajeng Rahayu Judianan, Judianan Kadeni Kadeni, Kadeni Kusumawati, Suci Ari Lely Widyawati, Lely Lubis, Ab’dana Fahima M. Rafi Melenia, Dwi Riski Mustofa, Agung Nanis Hairunisya Nuraini, Dewi Ratih Pambudi, Bimantara Yudha Primadita, Adea Hayyu Rahmawati, Annisa Testi Ria Fajrin Rizqy Ana Rianto, Johan Sayyidah, Aliem Subiyantoro, Hari Suja'i, Imam Sukwatus Suja’i, Imam Sukwatus Susanto Susanto Susi Susanti Utami, Lilis Wiji