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All Journal Forum Ilmu Sosial Jurnal Penelitian Pendidikan JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) PIONIR: Jurnal Pendidikan Geo-Image Journal Journal of Edugeography Harmony : Jurnal Pembelajaran IPS dan PKN Ideas: Jurnal Pendidikan, Sosial dan Budaya Community Engagement and Emergence Journal (CEEJ) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Research and Educational Research Evaluation Al Hikmah: Journal of Education Jurnal Bina Desa Journal of Innovation and Research in Primary Education Mutiara: Multidiciplinary Scientifict Journal Jurnal Abdimas Sosiolium: Jurnal Pembelajaran IPS Harmony : Jurnal Pembelajaran IPS dan PKN
Muh. Sholeh
Fakultas Ilmu Sosial, Universitas Negeri Semarang Dan SMP Negeri 15 Purworejo
Religion Arts Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Social Sciences Other

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Analisis Kesesuaian Penggunaan Lahan Permukiman Menggunakan Sistem Informasi Geospasial (SIG) Di Kota Surakarta Kusumawati, Rizqi Ayu; Sholeh, Muh.
Community Engagement and Emergence Journal (CEEJ) Vol. 6 No. 6 (2025): Community Engagement & Emergence Journal (CEEJ)
Publisher : Yayasan Riset dan Pengembangan Intelektual

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37385/ceej.v6i6.9867

Abstract

Pertumbuhan permukiman di Kota Surakarta menghadapi tekanan akibat tingginya laju pertumbuhan penduduk serta keterbatasan lahan. Kondisi ini berpotensi menyebabkan pemanfaatan ruang yang tidak sesuai sehingga menimbulkan risiko terhadap keberlanjutan kawasan. Penelitian ini bertujuan menganalisis tingkat kesesuaian lahan permukiman menggunakan Sistem Informasi Geografis (SIG) yang dikombinasikan dengan Spatial Multi-Criteria Analysis (SMCA) dan pembobotan Analytic Hierarchy Process (AHP). Variabel yang dianalisis meliputi kemiringan lereng, jenis tanah, penggunaan lahan, jarak terhadap sungai dan jalan, serta kerawanan banjir. Hasil pembobotan menunjukkan kerawanan bencana berpengaruh terbesar (41%). Analisis overlay menunjukkan 74,56% wilayah sesuai untuk permukiman. Integrasi dengan Rencana Detail Tata Ruang (RDTR) 2023–2043 menunjukkan 72,73% alokasi permukiman telah sesuai namun 0,26% berada di zona risiko tinggi. Penelitian menekankan pentingnya mitigasi risiko dan pengelolaan tata ruang berkelanjutan untuk pembangunan yang aman dan lestari
Integration of Social Emotional Learning and Problem-Based Learning in Elementary School Social Studies Education: A Systematic Literature Review (2020-2025) Rita Ninda Agustin; Muh Sholeh; Bambang Subali; Nuni Widiarti
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2915

Abstract

The integration of Problem-Based Learning (PBL) and Social Emotional Learning (SEL) has been increasingly promoted to support both academic achievement and character development in primary education. However, systematic evidence on the application of SEL-based PBL in elementary social studies learning remains limited. This study aims to review research trends and empirical findings on the implementation of SEL-based PBL in elementary schools from 2020 to 2025. This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Data were collected from Scopus, SINTA, ScienceDirect, and Publish or Perish (PoP) databases. From 103,090 identified records, 33 articles met the inclusion criteria and were analyzed using bibliometric and content analysis supported by VOSviewer.The findings indicate that SEL-based PBL consistently improves students’ social-emotional skills, emotional intelligence, character, collaboration, learning motivation, and academic outcomes. Bibliometric mapping shows a growing focus on 21st-century skills and emotional regulation since 2022. However, this review reveals research gaps, particularly the limited focus on social studies, the use of small samples and non-standardized SEL instruments, and the lack of studies on digital or hybrid SEL-based PBL models. Further rigorous and large-scale studies are therefore needed to strengthen the empirical foundation of this approach.
IMPLEMENTASI PENDIDIKAN KARAKTER JUJUR DALAM PEMBELAJARAN IPS DI SMP NEGERI 5 SEMARANG Rico Novir; Muh Sholeh
Sosiolium: Jurnal Pembelajaran IPS Vol. 7 No. 2 (2025): Oktober
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/sosiolium.v7i2.31468

Abstract

Globalisasi telah secara signifikan memengaruhi nilai-nilai moral generasi muda, khususnya kejujuran.Oleh karena itu, pendidikan karakter menjadi hal yang mendesak untuk diterapkan di lingkungan sekolah, salah satunya melalui pembelajaran IPS. Penelitian ini bertujuan untuk mengetahui bagaimana implementasi pendidikan karakter jujur di SMP Negeri 5 Semarang yang telah menjalankan program Sekolah Jujur Sekolah Saya (SJSS), strategi guru IPS dalam menanamkan nilai kejujuran, serta faktor pendukung dan penghambat program tersebut. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Informan penelitian terdiri dari kepala sekolah, guru IPS, koordinator program SJSS, dan siswa. Hasil penelitian menunjukkan bahwa implementasi nilai jujur dilakukan melalui integrasi nilai karakter dalam pembelajaran, pelantikan agen SEMAI, serta berbagai program pendukung. Dukungan kepala sekolah, orang tua, dan antusiasme siswa menjadi faktor pendorong, sedangkan tantangan datang dari karakter siswa dan pengaruh lingkungan. Program SJSS menunjukkan dampak positif dalam membentuk budaya kejujuran di sekolah. Globalization has significantly affected the moral values of young generations, particularly honesty. Thus, character education becomes essential in schools, especially through Social Studies learning. This study aims to analyze the implementation of honest character education in SMP Negeri 5 Semarang through the “Honest School, My School” (SJSS) program. It investigates teachers’ strategies in instilling honesty and the supporting and inhibiting factors. This research applied a qualitative descriptive method using observations, interviews, and documentation. Informants included school principals, social studies teachers, SJSS program coordinators, and students. The findings revealed that honest character education was implemented through the integration of honesty values in learning, the inauguration of SEMAI agents, and various supporting programs. Support from school leaders, parents, and students' enthusiasm were significant enablers, while challenges stemmed from student diversity and external influences. The SJSS program positively influenced the cultivation of honesty in the school environment.   
PENGARUH MODEL PEMBELAJARAN PBL BERBANTUAN CHAT GPT TERHADAP HASIL BELAJAR KOGNITIF SISWA DALAM PEMBELAJARAN IPAS SISWA SEKOLAH DASAR Fenta Mayasari; Edi Kurniawan; Muh Sholeh; Indriana Eko Amaidi; Amin Yusuf; Sungkowo Edy Mulyono
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.18223

Abstract

This study aims to analyze the effect of the Problem Based Learning (PBL) model assisted by ChatGPT on students’ cognitive learning outcomes in IPAS learning at SD Negeri 184/III Pauh Tinggi. This research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The population consisted of 146 students, with class V A as the control group (16 students) and class V B as the experimental group (19 students), selected using purposive sampling technique. The research instrument was a cognitive learning outcome test that had been validated and tested for reliability. Data analysis was conducted through normality and homogeneity tests, followed by hypothesis testing using an independent sample t-test. The results showed a significant difference in cognitive learning outcomes between the experimental and control groups, with a significance value of less than 0.05. The average posttest score of the experimental group was higher than that of the control group. Therefore, it can be concluded that the Problem Based Learning model assisted by ChatGPT has a significant effect on improving students’ cognitive learning outcomes. This model is effective in creating active, interactive, and meaningful learning.
IMPLEMENTATION OF AUGMENTED REALITY (AR) PRIMARY SCHOOL STUDENTS SCIENCE LEARNING : A SYSTEMATIC LITERATURE Hariratul Mahya, Berlian; Ngabianto; Ellianawati; Subali, Bambang; Sholeh, Muh.; Kurniawan, Edi; Joko Raharjo, Tri
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.34745

Abstract

Primary science education fosters critical, analytical, and reflective thinking, though students frequently struggle with abstract concepts. To address this urgent issue, this study investigates publication trends and the overall efficacy of Augmented Reality (AR) from 2022 to 2025. Following a PRISMA-guided Systematic Literature Review (SLR) approach, the research scope was strictly limited to English peer-reviewed articles indexed in Scopus (Q2–Q3) and SINTA 2. Out of 1,000 records screened from the Google Scholar and Scopus databases, 23 met the inclusion criteria and were thoroughly analyzed using Publish or Perish, Microsoft Excel, and VOSviewer. Results show a publication surge peaking in 2025, with Semarang State University emerging as the top institutional contributor. Bibliometric mapping successfully identified two major research clusters: learning outcome evaluation metrics and advanced technology integration modes. While 3D AR visualizations effectively enhance student engagement and cognitive retention, a deeper synthesis uncovers critical barriers, including hardware gaps, low teacher technological readiness, and a lack of longitudinal studies. The distinct novelty of this study lies in its chronological overview of post-pandemic digital acceleration in elementary education, providing a strategic framework for immersive 21st-century curriculum design. Keywords: Augmented Reality, Learning Outcomes, and Science Education
Co-Authors A.A. Ketut Agung Cahyawan W Amin Yusuf Apik Budi Santoso Atikah Fauziyah Dwi Cahyati Bambang Subali Cahyo Budi Utomo DENI SETIAWAN Edi Kurniawan Edi Kurniawan Ellianawati Erlina Wiyanarti Erni Suharini Fadly Husain Fenta Mayasari Fitria Martanti, Fitria Fiventina, Lucy Gumala, Vacktian Diva Hariratul Mahya, Berlian Holifah Holifah Hulinggi, Mawardi Idrus Affandi Indriana Eko Amaidi Isfarikha Khoirul Anwar Kholik, Yusuf Kokom Komalasari Kusnan Kadari Kusnan Kadari, Kusnan Kusumawati, Rizqi Ayu Misroh Sulaswari Moch. Arifien, Moch. Nahrul Faidin Nanang Indardi, Nanang Ngabianto Noviani Achmad Putri Nuni Widiarti Oktav Nugraha, Saka Mahardika Rachman, Salsa Yusdanur Rere Deas Pramudea Reza Rico Novir Rita Ninda Agustin sri nata saputri, sri nata Subadri, Subadri Suhartono Suhartono Sungkowo Edy Mulyono Suwarna Al Muchtar, Suwarna Tri Joko Raharjo Tutik Wijayanti, Tutik Umami, Zalika Wahyu Lestari Yusuf Falaq, Yusuf