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All Journal JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Edukasi: Jurnal Pendidikan Paedagogia: Jurnal Pendidikan Jurnal Artefak SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Ilomata International Journal of Social Science NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Siswandi Siswandi
Universitas PGRI Pontianak
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Hubungan antara Motivasi Belajar dengan Hasil Belajar Mahasiswa Prodi Sejarah Semester 3 IKIP PGRI Pontianak TA 2014/2015 Sahid Hidayat; Siswandi Siswandi; Saiful Bahri
Edukasi: Jurnal Pendidikan Vol 13, No 1 (2015): Edukasi: Jurnal Pendidikan
Publisher : LPPM IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/edukasi.v13i1.21

Abstract

Tujuan penelitian ini adalah untuk mengetahui hubungan antara motivasi belajar dengan hasil belajar  mahasiswa prodi sejarah semester 3 IKIP PGRI Pontianak TA 2014/2015. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kuantitatif, dengan bentuk penelitian studi hubungan,  jenis Ex-post facto. jumlah populasi 146 orang dan sampel 40 orang mahasiswa semester 3. Teknik pengumpulan data yang digunakan adalah teknik komunikasi tidak langsung dan teknik studi dokumenter. Alat penelitian yang digunakan berupa angket dan data IPK semester 2 dari mahasiswa yang diteliti. Sedangkan teknik pengolahan data dipergunakan rumus persentase, mean dan rumus r product moment. Hasil penelitian ini menunjukkan dalam perhitungan data yang menunjukkan bahwa terdapat hubungan sebesar 0,865. Sehingga dapat ditarik kesimpulan terdapat hubungan yang positif antara motivasi belajar dengan hasil belajar mahasiswa prodi sejarah semester 3 IKIP PGRI Pontianak, sebesar 0,865 kategori “tinggi”.
REINFORCEMENT OF CHARACTER VALUES IN SOCIAL SCIENCE EDUCATION AT MADRASAH TSANAWIYAH MATHLA’UL ANWAR PONTIANAK Hana Mauludea; Siswandi Siswandi; Nurhadianto Nurhadianto
JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL Vol 15, No 2 (2023): JUPIIS (JURNAL PENDIDIKAN ILMU ILMU SOSIAL) DECEMBER
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jupiis.v15i2.50437

Abstract

The purpose of this research is to describe what strengthening character values looks like in Mathla'ul Anwar Pontianak-based social studies education. It is hoped that this description of the educational pattern carried out at the Mathla'ul Anwar Islamic Boarding School can contribute to a learning model that can strengthen the character values of students. This research uses a case study method using data collection techniques as a guide to observation, interviews, and documentation. The analysis was carried out qualitatively based on data found through observations, interviews, and collected documents. The results of this research show that the education pattern carried out by Pesantren Pondok is quite progressive in strengthening character values. During routine recitation activities, ustadz and ustadzah highlight the latest themes in the community. Islamic boarding schools make strict rules in an effort to instill discipline and religious values, but they do not exclude modern elements. When students have good character, social intelligence is created in them so that when they enter society, they still have morals and social insight because they have social intelligence. Mathla'ul Anwar Islamic Boarding School is an Islamic educational institution in Indonesia that is widely known and has an important role in Islamic education. Like other Islamic boarding schools, Mathla'ul Anwar also emphasizes the importance of strengthening character values in the education of his students. Good character values provide a basis for decision-making. Santri who have grown up with values such as justice, sincerity, and responsibility will be more likely to make wise and responsible decisions. The aim of this character education is to form students who not only have good religious knowledge but also have noble personalities, commendable morals, and are able to contribute positively to society. By having good character and implementing positive values in their daily lives, students can create an environment that is harmonious, supports each other, and allows them to develop holistically.
Potensi Tradisi Sapat Taun dalam Pembelajaran Sejarah Berbasis Kearifan Lokal: Kajian Literatur Loppias Lai Simon; Siswandi Siswandi; Pitalis Mawardi Baging
Jurnal Artefak Vol 13, No 1 (2026): Historical Literacy and Local Wisdom
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ja.v13i1.23685

Abstract

This study aims to examine the potential of the Sapat Taun tradition as a source of history education based on local wisdom. This study employs a descriptive-qualitative literature review approach by analyzing various national and international scholarly sources relevant to local traditions, history education, and cultural heritage education. The results of the study indicate that the Sapat Taun tradition contains historical, social, cultural, spiritual, and ecological values that can be utilized in contextual and meaningful history education. This tradition embodies the values of mutual cooperation, respect for ancestors, gratitude, and care for the environment—values that are relevant to strengthening students’ character and cultural identity. Integrating the Sapat Taun tradition into history education has the potential to strengthen historical awareness, appreciation for local culture, and students’ connection to their social environment. Thus, the Sapat Taun tradition deserves to be positioned as a source of history learning based on local wisdom that supports more relevant, reflective learning oriented toward the preservation of regional cultural heritage.
Practices and Meanings of Deep Learning in Social Studies Instruction at the Remote Manis Mata School Joni Iskandar; Siswandi
Ilomata International Journal of Social Science Vol. 7 No. 2 (2026): April 2026
Publisher : Yayasan Ilomata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijss.v7i2.2097

Abstract

Social studies (IPS) learning in remote elementary schools remains constrained by limited access, inadequate infrastructure, and an exam-oriented assessment culture, often resulting in surface-level understanding. Concurrently, curricular orientations promoted by the Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia through the Merdeka Curriculum emphasize contextual social literacy and the development of students’ civic-cultural identity. In this study, identity is defined as the integration of local (inland) cultural belonging and civic awareness, positioning IPS as a medium for socially situated meaning-making and participatory citizenship. This study investigates the practices and meanings of deep learning in IPS classrooms in Manis Mata District, West Kalimantan. Deep learning is operationalized as meaningful conceptual engagement, critical reflection on social realities, and the integration of students’ lived experiences into knowledge construction. Employing a qualitative case-study design, the research was conducted in three remote elementary schools. Data were collected through in-depth interviews, classroom observations, and document analysis involving 6 teachers, 27 upper-grade students, and 3 school leaders. Participants were purposively selected, and data were analyzed thematically. Findings indicate that deep learning becomes meaningful when instruction is rooted in local contexts, although its implementation is shaped by structural constraints. IPS classrooms also function as spaces for civic-cultural identity formation and social awareness, including emotional ambivalence when marginal experiences are expressed. This study refines social constructivist perspectives by highlighting the role of local epistemologies in shaping deep learning within marginalized settings, and suggests the need for contextual teacher development, adaptive assessment, and locally grounded curricula.
The Implementation of Social Issue-Based Social Studies Learning: A Qualitative Case Study at SMP Negeri 2 Sungai Melayu Rayak Siswati; Siswandi; Karel Juniardi
Ilomata International Journal of Social Science Vol. 7 No. 3 (2026): July 2026
Publisher : Yayasan Ilomata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijss.v7i3.2343

Abstract

This study examines the implementation of social issue-based Social Studies learning at SMP Negeri 2 Sungai Melayu Rayak in response to the limited contextualization of Social Studies instruction, which remains predominantly content-oriented despite curriculum reforms promoting student-centered learning. Previous studies have largely emphasized the theoretical importance of social issue-based learning, while empirical evidence regarding its classroom implementation in Indonesian junior secondary schools remains limited. Using a qualitative case study design, data were collected through in-depth interviews with teachers, school leaders, and students, alongside classroom observations and document analysis of lesson plans and instructional materials. The data were analyzed through data reduction, data display, and thematic conclusion drawing. The findings reveal that the integration of local social issues, including agrarian conflicts and environmental problems, was associated with enhanced instructional relevance and encouraged active student participation. Learning activities based on group discussion, case analysis, and reflective presentation were perceived to support students’ critical thinking, argumentation, and collaborative abilities. The study also found that the Kurikulum Merdeka framework provided pedagogical flexibility that enabled teachers to adapt learning materials to students’ social realities. This study contributes to the literature by demonstrating how social issue-based Social Studies learning can be operationalized in a local Indonesian school context to foster contextual critical awareness and civic responsibility among junior secondary students.
Pengaruh Model Outdoor Learning Terhadap Hasil Belajar Murid Pada Mata Pelajaran IPS Kelas VII SMP Bruder Singkawang Maksimus Wari; Eka Jaya Putra; Siswandi Siswandi
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6319

Abstract

This study aims to analyze changes in student learning outcomes following the implementation of the outdoor learning model in Social Studies (IPS) classes for Grade VII students at SMP Bruder Singkawang. The study employed a quantitative approach using a pre-experimental, one-group pretest-posttest design. The research population consisted of 164 Grade VII students across five classes; a sample of 34 students from class VII A was selected purposively based on teacher assessments regarding their learning status and the fact that the outdoor learning model had not yet been implemented in their class. Data were collected through observation, documentation, and testing. The results indicate that the average pre-test score of 54.53 rose to 80.35 in the post-test. Paired t-test analysis yielded a calculated t-value of 23.28, which exceeds the t-table value of approximately 2.034 (at df=33 and α=0.05). These results demonstrate a significant difference in learning outcomes before and after the implementation of outdoor learning. However, as the study utilized a single-group design without a control group, the observed improvement cannot be exclusively attributed to the outdoor learning model. These findings align with previous empirical research showing that outdoor learning can enhance Social Studies learning outcomes and foster student engagement (Ahmad et al., 2022; Adawiyah & Said, 2023; Efendi et al., 2023; Amaliya, 2024). This study contributes contextual evidence regarding Grade VII Social Studies instruction at SMP Bruder Singkawang while highlighting the importance of using comparison groups in future research to more robustly test the causal effects of outdoor learning.
PEDAGOGICAL TRANSFORMATION IN PANCASILA EDUCATION: A CRITICAL ANALYSIS OF DEEP LEARNING IMPLEMENTATION IN THE INTERNALIZATION OF PANCASILA VALUES AT SDN 04 BENUA KAYONG Martina; Siswandi
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.9543

Abstract

Indonesia's educational reform through the Kurikulum Merdeka has encouraged the adoption of Deep Learning principles in classroom practice, particularly through the pedagogical triad of Mindful, Meaningful, and Joyful Learning. These three dimensions are expected to support not only students’ active participation but also deeper understanding, reflective thinking, and meaningful learning experiences. This study aims to analyze the implementation of Mindful, Meaningful, and Joyful Learning in Pancasila Education and to identify the challenges encountered in its classroom implementation. This study employed a qualitative single instrumental case study at SDN 04 Benua Kayong, Ketapang Regency. The participants consisted of one Grade 2 teacher and 25 students. Data were collected through classroom observations, interviews, and document analysis, focusing on observable learning practices and assessment processes. The data were analyzed descriptively to identify patterns related to the implementation of the three dimensions of Deep Learning. The findings revealed three main patterns. First, Joyful Learning was successfully implemented and contributed to increased student engagement and active participation. Second, the implementation of Mindful and Meaningful Learning remained limited, as learning activities tended to emphasize students’ physical involvement rather than cognitive depth, reflection, and higher-order thinking. Third, assessment practices remained vulnerable to subjective bias, particularly the Halo Effect, potentially affecting assessment validity and objectivity. The findings indicate that the implementation of Deep Learning in Pancasila Education requires stronger cognitive scaffolding and reflective learning strategies, including the use of Socratic dialogue, to facilitate deeper thinking and meaningful learning. However, because this study employed a single-case design, the findings are context-specific to SDN 04 Benua Kayong and should not be generalized to all elementary school settings.
Cultural Resilience Pedagogy in History Education: Integrating Sapat Taun into Participatory Historical Learning Loppias Lai Simon; Junaidi H. Matsum; Pitalis Mawardi Baging; Siswandi Siswandi; Hana Mauludea
Paedagogia: Jurnal Pendidikan Vol 15 No 2 (2026): PAEDAGOGIA: Jurnal Pendidikan (On Progress...)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol15.Iss2.1442

Abstract

Globalization and digital culture have intensified concerns about declining historical awareness, cultural identity, and cultural continuity among younger generations. This study examines how the Sapat Taun tradition contributes to cultural resilience and historical consciousness through participatory history learning using a Participatory Rural Appraisal–Participatory Learning and Action (PRA–PLA) approach. A qualitative participatory design was conducted at SMAN 1 Marau and Riam Batu Gading Village, Ketapang Regency, West Kalimantan, Indonesia, involving two history teachers, 32 eleventh-grade students, five traditional leaders, three community elders, and village representatives. Data were generated through participant observation, in-depth interviews, focus group discussions, cultural mapping, oral history projects, reflective journals, and document analysis, and analyzed using reflexive thematic analysis. Findings identify four interconnected processes: reconstruction of collective memory, development of historical consciousness, strengthening of cultural resilience through active engagement and documentation, and cultivation of inclusive national identity and civic responsibility. Based on these findings, the study develops Cultural Resilience Pedagogy (CRP) as an empirically grounded conceptual framework linking collective memory, historical consciousness, and cultural resilience in history education.
Co-Authors Eka Jaya Putra Hana Mauludea Joni Iskandar Junaidi H. Matsum Karel Juniardi Loppias Lai Simon Loppias Lai Simon Maksimus Wari Martina Nurhadianto Pitalis Mawardi Baging Sahid Hidayat Saiful Bahri Siswati