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All Journal Journal of Education and Learning (EduLearn) Jurnal Ilmiah Sekolah Dasar Bisma The Journal of Counseling JPGI (Jurnal Penelitian Guru Indonesia) JRTI (Jurnal Riset Tindakan Indonesia) Jurnal Media dan Teknologi Pendidikan Indonesian Journal of Instruction Jurnal Penjaminan Mutu Jurnal Penelitian Pendidikan Indonesia
Ketut Susiani
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Integrasi pembelajaran IPS dan pendidikan sosial-emosional dalam menanggapi isu kekerasan seksual: telaah kontekstual berdasarkan SDGs 5 dan 16 Suciantari, Devi; Dewi, Melani Septia; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol 10, No 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025728jpgi0005

Abstract

Kekerasan seksual merupakan pelanggaran hak asasi manusia yang berdampak luas dalam kehidupan sosial dan pendidikan. Artikel ini bertujuan untuk menganalisis kontribusi pembelajaran Ilmu Pengetahuan Sosial (IPS) yang terintegrasi dengan pendekatan Social Emotional Learning (SEL) dalam merespons isu kekerasan seksual, serta keterkaitannya dengan tujuan SDGs 5 (Kesetaraan Gender) dan SDGs 16 (Keadilan dan Perdamaian). Kajian ini menggunakan metode studi literatur dengan pendekatan kualitatif deskriptif. Hasil analisis menunjukkan bahwa integrasi IPS dan SEL mampu meningkatkan kesadaran gender, empati sosial, dan sikap anti-kekerasan pada peserta didik. IPS memiliki peran strategis dalam membentuk karakter dan kesadaran sosial peserta didik melalui penguatan nilai-nilai kemanusiaan. Implikasi dari hasil kajian ini mendukung pentingnya reformasi kurikulum yang responsif terhadap isu-isu sosial dan kemanusiaan.
The role of social studies learning in fostering tolerance and multicultural awareness of elementary school students through the SDGs approach Eka Putri Desyani, Ni Putu; Putu Yuni Widari, Gusti Ayu; Aprika Apsarendra Putra, I Putu; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol 10, No 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025720jpgi0005

Abstract

The problem faced in learning in Elementary Schools is how to foster an attitude of tolerance and multicultural awareness amidst existing social diversity. Social Studies (IPS) learning can play a strategic role in overcoming these challenges. The main objective of this study is to examine the role of IPS learning in fostering an attitude of tolerance and multicultural awareness of elementary school students through the Sustainable Development Goals (SDGs) approach. This study uses a qualitative approach with a literature review research design. The subjects in this study include relevant literature sources such as journal articles, books, and documents that discuss Social Studies learning, multicultural education, and SDGs integration. The data collection method is carried out using documentation techniques, and data analysis uses content analysis to extract relevant information. The results of the study indicate that Social Studies learning that integrates SDGs can increase social awareness and strengthen students' attitudes of tolerance towards cultural, social, and religious diversity. The conclusion of this study indicates that Social Studies learning with the SDGs approach can form a generation that is more tolerant and cares about diversity. The implication of this study is the importance of integrating SDGs values into the social studies education curriculum to create inclusive students who are ready to face global challenges. <w:LsdException Locked="false" Priority="50" Name="Grid Tab
Etnomathematics-Based Educational Game on Plane Geometry to Enhance Learning Motivation of Fifth-Grade Elementary School Students Prasista, Komang Dina; I Made Suarjana; Ketut Susiani
Jurnal Media dan Teknologi Pendidikan Vol. 5 No. 2 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v5i2.94397

Abstract

This study was motivated by the low motivation of students to learn flat shapes. In addition, students' learning of mathematics is still passive because the teacher still uses the lecture method. This study aims to develop ethnomathematics-based educational games, determine validity, practicality, and effectiveness. The data collection method uses interviews, questionnaire instruments, and questionnaires. Data analysis techniques include qualitative descriptive and quantitative descriptive. The research used the ADDIE model. This study takes the subject of educational game media, while the objects are validity, practicality and effectiveness. The test subjects of this study were fifth grade students, while the object of the test was the increase in student learning motivation. The results showed that the validity of learning material experts amounted to 4.75 and the validity of learning media experts amounted to 4.35, including very good qualifications. The practicality of the product is considered very good, with a percentage of teacher response practicality of 98%, student response practicality of 92.6%. The results of the one-sample t-test showed a significance value (2-tailed) of 0.000 or p < 0.05 (5% significance level), so that the ethnomathematics-based educational game on flat building material was proven effective in increasing student learning motivation. The implication of this research is that ethnomathematics educational games can increase students' motivation and technology skills in learning mathematics.
STRATEGI PENANGANAN PERUDUNGAN MELALUI PENGINTEGRASIAN KETERAMPILAN SOSIAL SALING MENGHARGAI susiani, ketut; Suranata, Kadek; Ardana, I Wayan; Sari, Ni Made Dainivitri Sinta
Jurnal Penjaminan Mutu Vol 11 No 01 (2025)
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/jpm.v11i01.4435

Abstract

This study investigates verbal bullying in elementary schools, which commonly occurs in the form of mockery, name-calling, and verbal abuse. This study aims to identify the causes and impacts of verbal bullying and offer a strategy for its prevention through the integration of mutual respect social skills in the learning process. Using a qualitative descriptive approach with interviews and observations at SDN 3 Kebon Padangan, the findings indicate that verbal bullying is mainly caused by students’ lack of empathy and social awareness. The school’s current efforts, such as involving teachers and parents in problem-solving, are still insufficient. Therefore, this study proposes the integration of mutual respect skills in classroom activities as a strategic solution to foster empathy, reduce bullying, and create a more harmonious school environment.
Mengintegrasikan social and emotional learning (SEL) melalui gonoodle dalam pembelajaran IPS di sekolah dasar untuk mewujudkan SDGs Yoga Pranata, I Kadek; Pretymas Suartyani, Putu Metta; Eka Meliani, Ni Putu; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025716jpgi0005

Abstract

Pendidikan yang holistik kini menjadi keharusan dalam mencetak generasi muda yang tidak hanya unggul secara akademis, tetapi juga kuat dalam keterampilan sosial dan emosional. Social and Emotional Learning (SEL) memberikan landasan penting dalam pengembangan keterampilan tersebut. Penelitian ini fokus pada integrasi SEL melalui GoNoodle dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) di Sekolah Dasar untuk mendukung pencapaian Tujuan Pembangunan Berkelanjutan (SDGs). GoNoodle, yang menggabungkan aktivitas fisik dengan konten interaktif, menawarkan pendekatan inovatif dalam mendukung pengembangan sosial dan emosional siswa, serta memperkaya pemahaman mereka tentang nilai-nilai sosial dan budaya. Melalui pendekatan deskriptif kualitatif, penelitian ini mengeksplorasi pengaruh penggunaan GoNoodle terhadap keterampilan sosial dan emosional siswa, serta tantangan yang dihadapi dalam implementasi teknologi ini. Hasil penelitian menunjukkan bahwa GoNoodle berperan dalam meningkatkan motivasi, kolaborasi, dan pemahaman terhadap isu sosial dan budaya. Meski demikian, tantangan terkait pelatihan guru dan infrastruktur teknologi menjadi hambatan utama yang harus diatasi. Dengan pelatihan yang tepat dan dukungan teknologi, GoNoodle dapat menjadi alat yang efektif dalam menciptakan pendidikan yang inklusif dan berbasis pada pengembangan karakter.
Revitalisasi megoak-goakan sebagai media pembelajaran IPS berbasis budaya untuk menumbuhkan empati dan mencegah bullying di sekolah dasar Sri Ardhaniasih, Ni Luh; Okta Ginanti, Ni Putu; Iswarya Harumtini, Ni Putu; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025719jpgi0005

Abstract

Perundungan (bullying) di sekolah dasar menjadi masalah sosial-emosional serius yang mengganggu perkembangan siswa dan merupakan isu penting dalam pencapaian Tujuan Pembangunan Berkelanjutan (SDGs), khususnya dalam hal pendidikan yang inklusif dan berkualitas (SDG 4). Revitalisasi Megoak-Goakan berpotensi sebagai media pembelajaran IPS berbasis budaya untuk menumbuhkan empati dan mencegah bullying. Penelitian ini bertujuan untuk mengkaji efektivitas Megoak-Goakan dalam menumbuhkan empati dan mencegah bullying di lingkungan sekolah dasar. Penelitian ini menggunakan metode Systematic Literature Review (SLR), dengan mengikuti tahapan PRISMA untuk identifikasi, penyaringan, seleksi kelayakan, dan analisis isi. Data diperoleh dari 30 artikel ilmiah nasional dan internasional yang membahas pembelajaran IPS, pendidikan karakter, budaya lokal, permainan tradisional, dan pencegahan bullying pada rentang waktu 2020–2025. Hasil SLR menunjukkan bahwa Megoak-Goakan mengandung unsur kerja sama tim, sportivitas, dan komunikasi antarpeserta yang dapat mengembangkan keterampilan sosial–emosional seperti empati, toleransi, dan pengendalian emosi. Interaksi langsung dalam permainan ini memperkuat rasa kebersamaan dan penghargaan terhadap perbedaan. Oleh karena itu, integrasi Megoak-Goakan dalam kurikulum IPS tidak hanya memperkaya pengalaman belajar dengan budaya lokal, tetapi juga berkontribusi signifikan pada terciptanya iklim sekolah yang inklusif dan bebas bullying.
The role of social studies learning in fostering tolerance and multicultural awareness of elementary school students through the SDGs approach Eka Putri Desyani, Ni Putu; Putu Yuni Widari, Gusti Ayu; Aprika Apsarendra Putra, I Putu; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025720jpgi0005

Abstract

The problem faced in learning in Elementary Schools is how to foster an attitude of tolerance and multicultural awareness amidst existing social diversity. Social Studies (IPS) learning can play a strategic role in overcoming these challenges. The main objective of this study is to examine the role of IPS learning in fostering an attitude of tolerance and multicultural awareness of elementary school students through the Sustainable Development Goals (SDGs) approach. This study uses a qualitative approach with a literature review research design. The subjects in this study include relevant literature sources such as journal articles, books, and documents that discuss Social Studies learning, multicultural education, and SDGs integration. The data collection method is carried out using documentation techniques, and data analysis uses content analysis to extract relevant information. The results of the study indicate that Social Studies learning that integrates SDGs can increase social awareness and strengthen students' attitudes of tolerance towards cultural, social, and religious diversity. The conclusion of this study indicates that Social Studies learning with the SDGs approach can form a generation that is more tolerant and cares about diversity. The implication of this study is the importance of integrating SDGs values into the social studies education curriculum to create inclusive students who are ready to face global challenges. <w:LsdException Locked="false" Priority="50" Name="Grid Tab
Mengintegrasikan perspektif SDGs (tujuan pembangunan berkelanjutan) dalam pembelajaran ilmu pengetahuan sosial untuk membangun kepedulian dan rasa tanggung jawab sosial Ekawati, Dayu; Surya Adnyani, Ni Luh; Sintya Wahyu Widyantari, Ni Putu; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025727jpgi0005

Abstract

Tujuan Pembangunan Berkelanjutan (SDGs) merupakan agenda global yang menekankan pentingnya tindakan kolektif untuk menghadapi berbagai tantangan sosial, ekonomi, dan lingkungan. Pembelajaran Ilmu Pengetahuan Sosial (IPS) memiliki peran strategis dalam menanamkan nilai-nilai kepedulian dan tanggung jawab sosial kepada peserta didik sejak dini. Penelitian ini bertujuan untuk mengkaji bagaimana perspektif SDGs dapat diintegrasikan secara efektif dalam pembelajaran IPS di sekolah dasar. Metode yang digunakan adalah studi literatur sistematis dengan mengkaji berbagai jurnal ilmiah dan dokumen kebijakan pendidikan terkait implementasi nilai-nilai SDGs dalam pembelajaran. Hasil kajian menunjukkan bahwa integrasi tema SDGs, seperti pengentasan kemiskinan, kesetaraan gender, dan aksi terhadap perubahan iklim, mampu meningkatkan kesadaran sosial, empati, dan partisipasi aktif siswa dalam kehidupan masyarakat. Strategi pembelajaran kontekstual, kolaboratif, dan berbasis proyek terbukti efektif dalam menumbuhkan rasa tanggung jawab sosial. Dengan demikian, penguatan kurikulum IPS melalui perspektif SDGs menjadi langkah penting dalam membentuk generasi yang peduli, tangguh, dan bertanggung jawab terhadap masa depan berkelanjutan.
Integrasi pembelajaran IPS dan pendidikan sosial-emosional dalam menanggapi isu kekerasan seksual: telaah kontekstual berdasarkan SDGs 5 dan 16 Suciantari, Devi; Dewi, Melani Septia; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025728jpgi0005

Abstract

Kekerasan seksual merupakan pelanggaran hak asasi manusia yang berdampak luas dalam kehidupan sosial dan pendidikan. Artikel ini bertujuan untuk menganalisis kontribusi pembelajaran Ilmu Pengetahuan Sosial (IPS) yang terintegrasi dengan pendekatan Social Emotional Learning (SEL) dalam merespons isu kekerasan seksual, serta keterkaitannya dengan tujuan SDGs 5 (Kesetaraan Gender) dan SDGs 16 (Keadilan dan Perdamaian). Kajian ini menggunakan metode studi literatur dengan pendekatan kualitatif deskriptif. Hasil analisis menunjukkan bahwa integrasi IPS dan SEL mampu meningkatkan kesadaran gender, empati sosial, dan sikap anti-kekerasan pada peserta didik. IPS memiliki peran strategis dalam membentuk karakter dan kesadaran sosial peserta didik melalui penguatan nilai-nilai kemanusiaan. Implikasi dari hasil kajian ini mendukung pentingnya reformasi kurikulum yang responsif terhadap isu-isu sosial dan kemanusiaan.
Analysis of the effectiveness of project-based learning in social studies learning to foster empathy and environmental awareness in elementary school students Ayu Erisha Putri, Ni Putu; Widi Artini, Komang Ayu; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025741jpgi0005

Abstract

This research aims to apply the Project Based Learning (PjBL) learning model in Social Sciences (IPS) subjects at the elementary school level as an effort to increase students' empathy and environmental awareness to support the achievement of Sustainable Development Goals (SDGs) 13 related to action on climate change. This study was conducted using a literature review approach that included various scientific articles and relevant academic sources. The results of the study show that the PjBL model is effective in increasing student active participation, building concern for the environment, and developing social empathy. Through contextual projects related to environmental issues, students not only understand social studies concepts in a more meaningful way, but also internalize character values that support sustainable development. These findings reinforce the importance of integrating project-based learning approaches in social studies curricula to develop a generation that is environmentally conscious and globally competitive
Co-Authors Adrianus I Wayan Ilia Yuda Sukmana Alexander Hamonangan Simamora Aprika Apsarendra Putra, I Putu Ardana, I Wayan Ayu Erisha Putri, Ni Putu Dewa Bagus Sanjaya Dewi, Melani Septia Eka Meliani, Ni Putu Eka Putri Desyani, Ni Putu Ekawati, Dayu I Kadek Suartama I Kadek Suranata I Ketut Trika Adi Ana I Komang Sudarma I Made Suarjana I Nengah Suastika I Nyoman Laba Jayanta I Wayan Lasmawan Ida Bagus Putu Arnyana Iswarya Harumtini, Ni Putu Kadek Yogi Parta Lesmana Luh Putu Artini M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Ni Ketut Suarni Nyoman Dantes Okta Ginanti, Ni Putu Prasista, Komang Dina Pretymas Suartyani, Putu Metta Prof. Dr. Ni Nyoman Padmadewi,MA . Putu Yuni Widari, Gusti Ayu Sari, Ni Made Dainivitri Sinta Sintya Wahyu Widyantari, Ni Putu Sri Ardhaniasih, Ni Luh Sri Indrayanti, Ni Ketut Suciantari, Devi Sukadana, I Made Sukma Adisetiawan Surya Adnyani, Ni Luh Widi Artini, Komang Ayu Widnyani, Wayan Ari Yoga Pranata, I Kadek