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Increasing Cultural Literacy in Social Studies Learning Through an Inquiry Reflective Thinking Approach Eka Yuliana Rahman; Aim Abdulkarim
JURNAL PENDIDIKAN IPS Vol 14 No 1 (2024): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v14i1.1631

Cultural literacy is important in contemporary studies because it helps us understand and appreciate the cultural diversity that exists around us. In an increasingly connected and globalized world, understanding different cultures is key to promoting tolerance, reducing intercultural conflict, and building better relationships between people. Through cultural literacy in social studies learning using a reflective inquiry approach, we can understand the historical background, values, norms and traditions that form a culture. This research aims to explore through a literature review how to increase cultural literacy in social studies learning through reflective inquiry thinking. This research method uses a literature review by Cohen & Lawrence Manion, Keith Morrison. The results of cultural space research are formed by three axes, namely knowledge, values and regulations. The influence of globalization has both negative and positive impacts on the existence of local culture and developing student competence through cultural literacy will develop awareness of the affective and cognitive dimensions of learning. Strengthening social studies content through a reflective inquiry thinking approach can be done with student-centered learning, diverse learning resources, and creating a conducive learning environment. Reflective inquiry is not only limited to statements or examinations, but includes the process of research, curiosity, analysis, and drawing conclusions about the things being examined or researched.

Building Students' Reading Habits through Literacy Learning Models as an Effort to Build Young Citizens' Character Retno Kurnia Saputri; Aim Abdulkarim
Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 1 (2024): June : Proceeding of the International Conference on Global Education and Learn
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icgel.v1i1.106

Reading plays an important role in building a literate generation that is able to improve academic skills, broaden horizons and maintain local cultural identity. However, the low interest in reading in Indonesia, especially among students, is a big challenge. Internal factors, such as student motivation, and external factors, such as family and school support, are highly influential. Strategies such as reading for pleasure, edutainment and the School Literacy Movement are effective in fostering a reading culture as well as shaping students' characters, such as honesty, empathy and critical thinking. Challenges in implementation include limited reading materials, teacher training, technology support and collaboration with the community. Strategic steps, such as enrichment of reading materials, intensive teacher training and community involvement, are needed to overcome them. With good literacy, students can think critically, have character and contribute positively. This research uses a qualitative approach through a literature study to examine the importance of literacy culture.

Civic Education Curriculum Model in Elementary Schools in Internalizing National Values and Characters Muhkam, Mirwan Fikri; Rahmat; Aim Abdulkarim
Journal of Practice Learning and Educational Development Vol. 5 No. 2 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i2.463

This study examines and analyzes the models and strategies in the implementation of character education in elementary schools/ madrasah Ibtidaiyah which aims to develop positive moral, ethical, and personality values in students. This research uses a qualitative approach with a literature study method by collecting sources relevant to the study of this research to be studied systematically from and comparing with character learning models in other countries in order to gain new understanding and findings. The findings of this study are (1) Involving children in social activities that begin with teaching moral values can build empathy and a sense of social responsibility (2) Civic Education learning is the main strength in integrating plural values, tolerance, historical insight, (3) The model that is relevant to the current conditions in the implementation of character education for students in elementary schools / madrasah ibtidaiyah is the exemplary model, (4) Strategies that combine character education learning with technology such as learning videos or educational games that can help students understand character values in a more fun way.

Needs Analysis for Collaborative and Experiential Civic Education in Higher Education Nurdiansyah, Edwin; Sapriya; Darmawan, Cecep; Aim Abdulkarim; Aulia Novemy Dhita
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001060

Civic Education in higher education is expected to develop reflective, critical, and socially responsible citizens. However, its implementation often remains conventional and less connected to real-life civic experiences. This study aims to describe the current state of Civic Education learning at the university level and identify the need for transformation toward a more collaborative and experiential model. Employing a qualitative descriptive approach, data were collected through non-participatory classroom observations in eight Civic Education classes at Universitas Sriwijaya, supported by lecturer and student questionnaires. Thematic analysis revealed four major issues: limited collaboration with external stakeholders, lecture-dominated teaching methods, minimal use of contextual learning resources, and assignments that lack participatory engagement. These findings highlight a gap between the ideal vision of Civic Education and its practical application. The study underscores the urgency of redesigning Civic Education to emphasize student collaboration, contextual relevance, and experiential learning. It recommends developing innovative learning models that align Civic Education with 21st-century civic challenges and learner needs.

Penerapan Model Game-Based Learning Media Wordwall untuk Meningkatkan Hasil Belajar Peserta Didik (Penelitian Tindakan Kelas di Kelas VII-A SMP Negeri 12 Bandung): Penelitian Nadila Oktavianing; Aim Abdulkarim; Pitria Sopianingsih
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.2146

This research is motivated by the problem of low student learning outcomes in Pancasila education subjects in class VII-A of SMP Negeri 12 Bandung. Based on initial observations, student responses to teachers are still lacking, assignments given are still ignored by some students, less interesting, and the results of the Final Semester Summative Assessment have not met the KKM 75. To overcome these problems, more interesting and innovative learning is needed through Wordwall game-based learning media. Researchers used a mix method approach, with the Classroom Action Research method. Data collection through observation, interviews, pre-tests, post-tests, questionnaires. Data analysis through reduction, data presentation, drawing conclusions, triangulation of data validation, and member checks. The results of the study showed an increase in student learning outcomes, through the post-test completion of cycle I as many as 11 people, cycle II 31 people, cycle III 34 people.

Increasing Cultural Literacy in Social Studies Learning Through an Inquiry Reflective Thinking Approach Eka Yuliana Rahman; Aim Abdulkarim
JURNAL PENDIDIKAN IPS Vol. 14 No. 1 (2024): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v14i1.1631

Cultural literacy is important in contemporary studies because it helps us understand and appreciate the cultural diversity that exists around us. In an increasingly connected and globalized world, understanding different cultures is key to promoting tolerance, reducing intercultural conflict, and building better relationships between people. Through cultural literacy in social studies learning using a reflective inquiry approach, we can understand the historical background, values, norms and traditions that form a culture. This research aims to explore through a literature review how to increase cultural literacy in social studies learning through reflective inquiry thinking. This research method uses a literature review by Cohen & Lawrence Manion, Keith Morrison. The results of cultural space research are formed by three axes, namely knowledge, values and regulations. The influence of globalization has both negative and positive impacts on the existence of local culture and developing student competence through cultural literacy will develop awareness of the affective and cognitive dimensions of learning. Strengthening social studies content through a reflective inquiry thinking approach can be done with student-centered learning, diverse learning resources, and creating a conducive learning environment. Reflective inquiry is not only limited to statements or examinations, but includes the process of research, curiosity, analysis, and drawing conclusions about the things being examined or researched.

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