Article Per Year (5 Year)
p-Index From 2021 - 2026
8.14
P-Index
This Author published in this journals
All Journal Journal of Education and Learning (EduLearn) Al Ishlah Jurnal Pendidikan Yupa: Historical Studies Journal Journal of Socioeconomics and Development Jurnal Basicedu JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA Khazanah: Jurnal Studi Islam dan Humaniora EDUKATIF : JURNAL ILMU PENDIDIKAN Geodika: Jurnal Kajian Ilmu dan Pendidikan Geografi Socius (Jurnal Pendidikan dan Pembelajaran Ilmu Pengetahuan Sosial) (Edisi Elektronik) Jurnal Paedagogy The Kalimantan Social Studies Journal The Innovation of Social Studies Journal International Journal of Social Learning (IJSL) Publikasi Berkala Pendidikan Ilmu Sosial Islam Realitas: Journal of Islamic and Social Studies Jurnal Basicedu Social Studies Conference Proceedings JOURNAL OF SOCIAL DEVELOPMENT INDONESIAN JOURNAL OF SCIENCE EDUCATION AND APPLIED SCIENCE Society
Jumriani Jumriani
Pendidikan IPS, Universitas Lambung Mangkurat
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

Published : 73 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 73 Documents
Search

 4   5   6   7   8 
Promoting Student Well-Being Through the SRA (Sekolah Ramah Anak) Program: Case Study In High School Level Sovia Husni Rahmia; Mutiani Mutiani; Jumriani Jumriani; Rusmaniah Rusmaniah; Raihanah Sari
The Innovation of Social Studies Journal Vol 7, No 2 (2026): The Innovation of Social Studies Journal, March 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v7i2.18245

Abstract

The SRA (Sekolah Ramah Anak- Child-Friendly School) Program has been implemented in Indonesia for more than a decade as a national child protection–based education program in Indonesia. This study aims to examine how the SRA program is implemented in supporting students’ well-being. Used qualitative methods, data were collected from several high schools that have officially met the SRA standards through in-depth interviews, observations, and document analysis. The participants included school principals, teachers, and students who were directly involved in the implementation of the SRA program. The findings suggest that the implementation of the SRA program in SRA-standardized schools is shaped by everyday practices that emphasize awareness, trust, and teacher role modeling. Student awareness is developed through the application of positive discipline and the involvement of students in community-based activities and social projects, which encourage responsibility and empathy. Trust among school members is fostered by creating safe spaces for students, establishing whistleblowing systems for case reporting, and applying humane and non-punitive approaches in handling student-related issues without public shaming. Furthermore, teachers are perceived as central figures in SRA implementation by maintaining close relationships with students, demonstrating discipline, and modeling positive norms and behaviors in daily school life. These practices collectively contribute to the creation of a supportive school climate that enables students to feel safe, respected, and emotionally comfortable, thereby supporting student well-being within the SRA program.
Reframing Social Studies Education : A Critical Pedagogical Approach to Developing Students’ Ecological Awareness Jumriani Jumriani; Deasy Arisanty; Ersis Warmansyah Abbas; Mutiani Mutiani
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18933

Abstract

This study analyzes the role of a critical pedagogical approach in Social Studies education in strengthening students’ ecological awareness. The research employs a qualitative approach using a literature review method. Data were drawn from 27 selected scholarly publications sourced from Scopus-indexed journals and nationally accredited journals. These publications were analyzed through a conceptual literature review and qualitative content analysis to identify key themes related to critical pedagogy, Social Studies education, and ecological awareness. The findings indicate that critical pedagogy enables the meaningful integration of environmental issues into Social Studies learning by fostering contextual, dialogical, and reflective learning processes. Through the problematization of socio-ecological realities, students are encouraged to develop an understanding of the interrelationships between human activities, development policies, and their environmental impacts. This approach not only enhances cognitive understanding but also cultivates students’ critical awareness, environmental concern, and ecological responsibility. The study concludes that Social Studies learning grounded in critical pedagogy can function as a vehicle for social transformation by promoting ecological awareness. It further emphasizes the importance of shifting the Social Studies learning paradigm from memorization-oriented instruction toward meaningful, critical learning oriented to environmental sustainability.
Misconception in Differentiated Learning Practices: A Study of Indonesian Social Studies Teachers Syaharuddin Syaharuddin; Herry Porda Nugroho Putro; Muhaimin Muhaimin; Jumriani Jumriani; Sigit Triyono; Zain Ahmad Fauzi; Helmi Akmal; Mutiani Mutiani; Tarquam McKenna
International Journal of Social Learning (IJSL) Vol. 6 No. 1 (2025): December
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i1.493

Abstract

Differentiated learning can foster creativity, independence, and motivation to learn in students. However, misconceptions in understanding and implementing this approach produce negative outcomes. This study analyzes misconceptions in differentiated learning among Indonesian social studies teachers, examining their forms, causes, and impacts. A qualitative descriptive method was employed, utilizing structured and open-ended interviews conducted via Google Forms, with 126 randomly selected social studies teachers across Indonesia. Data were analyzed using the Miles and Huberman model. Results reveal significant misconceptions among Indonesian social studies teachers. Key findings include an overemphasis on learning styles (auditory, visual, kinesthetic) in teaching practices, uniform time allocation despite varying student abilities, and excessive reliance on group learning without considering individual student profiles, including those who prefer independent learning. These misconceptions reveal fundamental misunderstandings about the principles of differentiated instruction, underscoring the need for enhanced teacher training and professional development programs.
Co-Authors Akhmad Munaya Rahman Aknifar Mawaddah Ayu Fajriyah Ayu Kesuma Ramiadani Bambang Subiyakto Bambang Subiyakto Bambang Subiyakto Blackson Kanukisya Deasy Arisanty Devi Lasdya Dhiky Darmawan Dwi Mi'rajiatinnor Dwi Safitri Emelda Humaira Eri Saswili Erlina Wiyanarti Ersis Warmansyah Abbas Eva Alviawati Fitri Mardiani Helmi Akmal Hendry Alfiani Ari Sandi Herlina Herlina Herry Porda Nugroho Putro Herry Porda Nugroho Putro Heru Puji Winarso Ina Eka Indriyani Indra Maulana Ismi Rajiani Jahidah Jahidah Karenina Panca Kirani Lydia Lasprita M Faisal M. Aditya Ramadhan Mahmudah Hasanah Maimunah Maimunah Maulida Putri Meldha Amanda Putri Muhaimin Muhaimin Muhammad Adhitya Hidayat Putra Muhammad Muhaimin Muhammad Muhaimin Muhammad Rezky Noor Handy Muhammad Ridha Ilhami Muhammad Yurbani Mutiani Mutiani Nadia Nadia Nadiatul Izmi Nadlatul Izmi Noorya Tasya Febrylia Witari Hadi Nurlita Juliana Nursahid Nursahid Parida Angriani Rahayu Rahayu Rahayu Rahayu Rahmatina Rahmatina Raihanah Sari raihanah sari Raudhatul Jannah Rochgiyanti Rochgiyanti Rochgiyanti Rusma Noortyani Rusmaniah Rusmaniah Rusmaniah, Rusmaniah Sapriya Sapriya Sigit Triyono Siti Masyithah Siti Rizayani Sovia Husni Rahmia Sri Nuryatin Sri Wahyuni Sutarto Hadi Syaharuddin Syahrul Ramadhan Syarifuddin Syarifuddin Tarquam McKenna Taufik Rahman Tetep, Dr Triani Widyanti Uswatun Isnaini Uswatun Isnaini Widya Ramadhanti Zain Ahmad Fauzi