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All Journal ISTORIA Litera JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Pattingalloang : Jurnal Pemikiran Pendidikan dan Penelitian Kesejarahan Jurnal Antropologi: Isu-Isu Sosial budaya Al Ishlah Jurnal Pendidikan Jurnal Pendidikan (Teori dan Praktik) Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Educenter: Jurnal Ilmiah Pendidikan Society : Jurnal Jurusan Tadris IPS Jurnal Pendidikan dan Ilmu Sosial JP (Jurnal Pendidikan) : Teori dan Praktik Naradidik: Journal of Education & Pedagogy INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE)
Sudrajat Sudrajat
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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Scientific Explanation Sebagai Kerangka Konseptual Pembelajaran Permasalahan Sosial Di SMP Tri Gunawan; Sudrajat Sudrajat; Trapsila Siwi Hutami
Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 11, No 2 (2026): VOLUME 11 NUMBER 2 MEI 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpipsi.v11i2.7148

Abstract

This article examines the conceptual and pedagogical contribution of scientific explanation, rooted in philosophy of science, to the teaching of social issues in junior high school social studies. Although social studies aims to develop critical and analytical thinking, classroom practices often remain descriptive and less focused on explaining causal mechanisms behind social phenomena. This study employs a narrative literature review drawing from key works in philosophy of science and recent educational research on explanation and argumentation. The analysis indicates that models of scientific explanation, particularly causal reasoning and contextual explanation, provide a structured framework for helping students analyze social problems beyond factual description. Pedagogically, integrating scientific explanation principles supports evidence-based discussion, structured reasoning, and scaffolded explanation practices in social studies classrooms. The study concludes that adopting scientific explanation as a conceptual framework can strengthen students’ critical thinking and socio-scientific literacy in learning social issues at the junior high school level.
Phubbing Phenomenon in Education: Descriptive Study in SMA Negeri 3 Banda Aceh Dea Eka Safitri; Sudrajat Sudrajat
Naradidik: Journal of Education and Pedagogy Vol. 5 No. 2 (2026): Naradidik: Journal of Education & Pedagogy (June 2026)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/nara.v5i2.432

Abstract

The phenomenon of phubbing as a behavior of ignoring face-to-face interactions because of the focus on smartphones is increasingly prominent in the world of education, especially among secondary school adolescents. The high intensity of digital technology use has the potential to affect the quality of social interaction and the learning process at school. This study aims to describe in depth the phenomenon of phubbing in education among students of SMA Negeri 3 Banda Aceh, as well as identify its characteristics, causative factors, and implications for social interaction and learning. This research uses a descriptive qualitative approach with a literature study method. Data were obtained through searching scientific articles, theses, and research reports from various online databases with inclusion criteria published in 2020-2025 which are relevant to the context of secondary education. Data analysis was carried out through reduction, categorization, and synthesis of literature findings which were then contextualized with the conditions of SMA Negeri 3 Banda Aceh. The results showed that phubbing in students is influenced by the intensity of social media use, fear of missing out (FoMO), low self-regulation, and a digital environment that supports unlimited connectivity. This behavior has an impact on reducing the quality of social interactions, reducing academic engagement, and potentially weakening communication ethics in the school environment. It is concluded that phubbing is a social and pedagogical phenomenon that requires a comprehensive response through strengthening digital literacy, regulation of smartphone use, and character education based on social values and school culture.
Transformasi Pembelajaran IPS Melalui Penerapan Pedagogi Dialogis Paulo Freire Teguh Putra Socrates; Yuyun Sri Wahyuni; Sudrajat Sudrajat
Naradidik: Journal of Education and Pedagogy Vol. 5 No. 2 (2026): Naradidik: Journal of Education & Pedagogy (June 2026)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/nara.v5i2.438

Abstract

Dalam kegiatan belajar mengajar IPS di Indonesia masih dikategorikan di dominasi dengan pembelajaran bersifat monoligs dan berfokus pada penyampaian konsep secara deskriptif semata. Hal ini menandakan adanya kemiripan konsep pendidikan gaya bank yang dikriitk oleh Paulo Freire, peserta didik diposisikan sebagai penerima pengetahuan secara pasif yang menjadikan ruang dialog kritis terhadap pengetahuan yang dibagikan terbatas. Kondisi ini memiliki potensi menghambat pengembangan kesadaran sosial dan kemampuan berpikir kritis khususnya pada pembelajaran IPS. Penelitian ini bertujuan untuk mengkaji transformasi pembelajaran IPS melalui presepektif pedagogik dialog serta merumuskan model konseptual pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepusatakaan. Langkah penelitian dengan beberapa tahap diantaranya (1) pengumpulan bahan pustaka; (2) membaca dan mencatat; (3) mengeloh data seperti menyeleksi dan mengklasifikasi; dan (4) analisis dan penarikan simpulan. Hasilnya menunjukkan bahwa pedagogik dialogis untuk pembelajaran IPS dapat diwujudkan melalui proses dengan diawali realitias sosial, problematisasi terkait kondisi sosial, penggunaan materi IPS sebagai alat analitis kritis, dan refleksi praksis terhadap realitas sosial. Transformasi menempatkan peserta didik hadir bukan sekedar penerima materi, tapi sebagai subjek aktif. Maka dari itu, pembelajaran IPS tidak terbatas pada penguasaaan konsep secara kritis. Temuan ini mengartikan jika pedagogi dialogis dapat dijadkan pendekatan konseptual yang relevan untuk merubah pembelajaran IPS dari konsep menjadi reflektif, kritis, dan kontekstual.
Analysis of the Adiwiyata Program in environmental awareness behavior at SMA Negeri 30 Jakarta Yulista Kusuma Wardani; Indra Prabowo; Sudrajat Sudrajat
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/92an7a44

Abstract

Environmental problems are still a key global concern for reaching the SDGs, highlighting the need to strengthen environmental awareness from an early age. One of the initiatives implemented by the Indonesian government is the Adiwiyata Program, which aims to develop environmentally responsible and sustainable school communities. This study aims to analyze the influence of the Adiwiyata Program on students’ environmental awareness behavior at SMA Negeri 30 Jakarta. The research employed a quantitative approach with a correlational design. Data were collected through a closed-ended questionnaire administered to 271 students from grades X, XI, and XII, selected using a purposive random sampling technique. Data were analyzed using bivariate correlation and regression analyses. The findings indicate that the Adiwiyata Program contributes to students’ environmental awareness, with varying levels of influence across the dimensions of environmental awareness, namely general beliefs and values, personal attitudes, and environmental knowledge. Overall, the program demonstrates a positive relationship with students’ environmental awareness behavior. The study suggests that future research should incorporate additional variables that may influence environmental awareness to develop a more thorough insight into the factors shaping student environmentally responsible conduct.
Hubungan Lama Mengajar Guru IPS Dengan Prestasi Belajar Siswa SMP Negeri Se-Kecamatan Kutoarjo Rijal Nafis Maulana; Sudrajat Sudrajat
JUPEIS : Jurnal Pendidikan dan Ilmu Sosial Vol. 5 No. 1 (2026): JUPEIS: Jurnal Pendidikan dan Ilmu Sosial
Publisher : Jompa Research and Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57218/jupeis.Vol5.Iss1.2432

Abstract

Penelitian ini bertujuan untuk menganalisis “hubungan lama mengajar guru IPS dengan prestasi belajar siswa SMP Negeri se-Kecamatan Kutoarjo. Melalui pra observasi yang dilakukan peneliti terhadap para guru IPS SMP Negeri se-Kecamatan Kutoarjo, masih ditemukan banyak siswa yang memiliki nilai prestasi pada mata Pelajaran IPS, masih ditemukannya guru yang kurangnya variasi dalam penggunaan metode pembelajaran dan cenderung sama dari tahun ke tahun. Penelitian ini menggunakan pendekatan kuantitatif dan menggunakan desain korelasional. Penelitian ini melibatkan 18 guru IPS SMP Negeri se-Kecamatan Kutoarjo, pengambilan sampel dilakukan terhadap semua populasi atau total sampling. Data yang dikumpulkan melalui wawancara dengan menggunakan instrumen panduan wawancara. Analisis data dibantu dengan aplikasi SPSS versi 26 yang melalui tahap uji normalitas Kolmogorov-Smirnov,uji linieritas,dan uji korelasi pearson poduct moment. Hasil temuan menjelaskan seluruh data variabel berdistribusi normal, hubungan antara ke dua variabel telah memenuhi asumsi linieritas. Hasil penelitian menujukan bahwa tidak adanya hubungan antara variabel lama mengajar guru IPS dengan prestasi belajar ditandai dengan sig (2-tailed) 0,257(>0,05). Hasil analisis ini menjelaskan bahwa hubungan lama mengajar guru IPS SMP Negeri se-Kecamatan Kutoarjo tidak memiliki hubungan yang signifikan. Penelitian ini memberikan kontribusi pengembangan dan perluasan teoritis mengenai evalusi terhadap prestasi belajar siswa SMP.
Prophetic Ecopedagogy in Social Studies Learning: Integration of Islamic Values and SDGs Literacy to Strengthen Ecological Intelligence Nur Fauzi; Raras Gistha Rosardi; Sudrajat Sudrajat; Erika Putri
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.117804

Abstract

The knowledge–action gap remains a fundamental challenge in environmental education in Indonesia, as students’ ecological literacy does not consistently translate into concrete pro-environmental behavior. This study aims to examine the integration of Islamic values and Sustainable Development Goals (SDGs) literacy within Social Studies learning through a Prophetic Ecopedagogy approach to strengthen students’ ecological intelligence. A qualitative case study design was employed at SMP Muhammadiyah 3 Yogyakarta. Data were collected through participant observation, in-depth interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, dan Saldaña. The findings reveal three main outcomes. First, the Social Studies curriculum shifted from a predominantly hidden curriculum to an explicit curriculum through the formal integration of SDGs targets into lesson planning. Second, the instructional process reflects three pillars of Prophetic Ecopedagogy: Transcendence (environmental stewardship as a theological mandate), Humanization (the climate crisis framed as a humanitarian issue), and Liberation (freedom from consumerist culture through the Zero Waste movement). Third, this approach effectively fosters students’ ecological intelligence, particularly in systemic thinking and digital environmental advocacy. However, behavioral gaps persist in abstract energy conservation practices, in contrast to strong compliance in tangible waste management activities.
Mappadendang: Values of Togetherness in the Bugis Tribe and Their Implications in Social Studies Learning Moh. Zulkarnaen; Sudrajat Sudrajat; Hasmiah Herawaty; Sandesh Bandhu
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.39413

Abstract

This study examines how togetherness values embedded in the mappadendang tradition can be pedagogically operationalized in Social Studies (IPS) learning at the madrasah level. While previous studies have extensively documented mappadendang as a Bugis harvest ritual rich in social values, little attention has been given to its systematic integration into formal IPS pedagogy, particularly within Islamic junior secondary education. Addressing this gap, the study adopts a qualitative, focused ethnographic design centered on educational practice rather than cultural ritual alone. Data were collected through in-depth interviews, participatory observations, and document analysis involving IPS teachers, students, school leaders, and local cultural actors at MTs DDI Amparita, South Sulawesi. The findings reveal that togetherness in mappadendang is manifested through collective responsibility, intergenerational participation, and community-based cooperation, which function as lived social experiences closely aligned with core IPS competencies. Rather than merely listing cultural values, this study demonstrates how these practices can be translated into contextual learning resources that support collaborative and socially grounded IPS instruction. The study contributes conceptually to ethnopedagogy by positioning local tradition as a primary source of social knowledge, and pedagogically by offering a culturally grounded framework for learning IPS based on local wisdom in madrasah contexts. 
Constructivist Visual Learning in Social Studies Education: The Role of Pop-Up Book Media in Enhancing Student Motivation and Achievement Isnaeni Fatmiyati; Sudrajat Sudrajat; Raras Gistha Rosardi; Satriyo Wibowo
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4593

Abstract

This study aimed to examine the effectiveness of constructivist visual learning through pop-up book media in enhancing students' learning motivation and academic achievement in Social Studies at the junior high school level. The study was motivated by persistent challenges in Indonesian education, particularly low literacy competence, weak learning motivation, and unsatisfactory Social Studies learning achievement, which are closely associated with conventional teacher-centered instructional practices. Grounded in constructivist learning theory and John Dewey's pragmatist philosophy of experiential learning, this study conceptualizes the pop-up book as a visual-interactive instructional medium that promotes active student engagement and meaningful learning experiences. A quantitative approach employing a pre-experimental one-group pretest-posttest design was adopted. The participants consisted of 32 eighth-grade students from SMP Negeri 32 Semarang, selected using purposive sampling. Data were collected through learning motivation questionnaires, pretest-posttest achievement tests, classroom observations, and documentation. All research instruments were validated and tested for reliability prior to data collection. Data were analyzed using descriptive statistics, a paired-sample t-test, Normalized Gain (N-Gain) analysis, and effect size analysis with IBM SPSS Statistics 26. The findings revealed significant improvements in both students' learning motivation and academic achievement following the implementation of pop-up book-based instruction. The mean motivation score increased from 68.36 to 84.25, while the mean Social Studies achievement score improved from 70.00 to 83.75. The paired-sample t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant effect of the instructional intervention. Furthermore, the N-Gain and effect size analyses demonstrated moderate-to-high improvement with a strong practical effect. These findings indicate that pop-up book media constitute an effective constructivist visual learning strategy for enhancing students' learning motivation, academic achievement, active engagement, and contextual understanding in Social Studies education.
Co-Authors Adi Suryanto Agustina Tri Wijayanti Ahmad As&#039;ari Ahmad Benny Syahputra Amirul Syafiq Andi Priyatna Anggi Nayla Najihah Anggit Maulud Dina Anik Widiastuti Cahayuna Kalonika Zahra Dea Eka Safitri Dini Mulyani Erika Putri farhan ferian Farida Dwitya Aninda Farida Nugrahaeni Gautam Kumar Jha Hasmiah Herawaty I Ketut Arya Sentana Mahartha Ilaina Ilaina Indra Prabowo Ines Alifah Wachidatun Chasanah Isnaeni Fatmiyati Khoirul Khoirul Moh. Zulkarnaen Muh Akbar Nur Aisyah Nur Fauzi Pintje Falila Raras Gistha Rosadi Raras Gistha Rosardi Raras Gistha Rosardi Gistha Rosardi Rijal Nafis Maulana Saliman Saliman Sandesh Bandhu Satriyo Wibowo Teguh Putra Socrates Trapsila Siwi Hutami Tri Gunawan Wildhan Ichzha Maulana Yazid Bustomi Yulista Kusuma Wardani Yuyun Sri Wahyuni