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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika IQRO: Journal of Islamic Education Dharma Bakti Bubungan Tinggi: Jurnal Pengabdian Masyarakat SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL G-Couns: Jurnal Bimbingan dan Konseling Al-Bidayah: Jurnal Pendidikan Dasar Islam Proceedings Series on Social Sciences & Humanities Literasi: Jurnal Pendidikan Guru Indonesia Jurnal Sosialita: Jurnal Kajian Sosial dan Pendidikan
Esti Setiawati
Universitas PGRI Yogyakarta
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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MODEL MANAJEMEN BERBASIS SEKOLAH UNTUK MENINGKATKAN MUTU PENDIDIKAN DI SEKOLAH DASAR STUDI KASUS DI SD NEGERI 16 TUAL KOTA TUAL Emi Wingiu; Esti Setiawati
Jurnal Sosialita Vol. 20 No. 2 (2025): Pendidikan untuk Masa Depan Berkelanjutan (Education for a Sustainable Future)
Publisher : Program Magister Pendidikan IPS UPY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/js.v20i2.8642

Abstract

Penelitian ini bertujuan untuk menganalisis dampak pariwisata lokal terhadap kehidupan sosial ekonomi masyarakat di Ohoi Ngilngof, Kabupaten Maluku Tenggara. Ohoi Ngilngof dikenal sebagai destinasi unggulan dengan Pantai Ngurbloat yang memiliki daya tarik tinggi bagi wisatawan lokal maupun mancanegara. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pariwisata memberikan kontribusi positif berupa peningkatan pendapatan, terciptanya lapangan kerja baru, dan berkembangnya usaha lokal seperti homestay, warung makan, serta kerajinan tangan. Secara sosial, interaksi dengan wisatawan memperluas jaringan sosial dan memunculkan pertukaran budaya. Namun demikian, pariwisata juga menimbulkan tantangan, di antaranya perubahan gaya hidup, potensi konflik lahan, dan meningkatnya ketergantungan ekonomi pada sektor wisata. Oleh karena itu, pengelolaan pariwisata berbasis masyarakat dengan prinsip keberlanjutan sangat diperlukan untuk menjaga keseimbangan antara pertumbuhan ekonomi dan pelestarian nilai sosial budaya.
PENERAPAN MODEL ILUMINATIF DALAM EVALUASI PEMBELAJARAN IPS DI SD NEGERI GEBANGAN, PENGASIH, KULON PROGO Rina Ambarwati; Esti Setiawati
Jurnal Sosialita Vol. 21 No. 1 (2026): Pendidikan IPS sebagai Instrumen Evaluasi Kebijakan dan Transformasi Sosial da
Publisher : Program Magister Pendidikan IPS UPY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/js.v21i1.9388

Abstract

This study aims to describe the application of the illuminative model in the evaluation of Social Studies (IPS) learning at Gebangan Elementary School, Pengasih, Kulon Progo. The illuminative model is used as an alternative approach to evaluate learning as a whole, not only focusing on academic results, but also examining the process, interactions, and contextual factors that influence learning success. This study employs a descriptive qualitative approach with an illuminative evaluation model in social studies learning. Data collection techniques consist of observation, in-depth interviews, and documentation. The data analysis was carried out using an interactive model, which includes the steps of data reduction, data display, and conclusion drawing. The results of the study indicate that the application of the illuminative model provides a deeper understanding of the IPS learning process in schools. Several advantages were found, such as exploring student and teacher perceptions and identifying obstacles that were not detected through conventional evaluations. However, there are also challenges such as limited innovation in learning methods, minimal active student participation, and the focus of evaluation which is still dominant on the cognitive aspect. The application of the illuminative model has a positive impact on increasing teacher awareness to innovate and encourage more active student involvement. This study recommends that the illuminative model be applied sustainably to improve the quality of IPS learning, through teacher training, development of learning media, and involvement of parents and the community in the education process.
IMPLEMENTASI MODEL CIPP PADA PEMBELAJARAN IPS PROGRAM MERDEKA BELAJAR DI SEKOLAH DASAR NEGERI DONOMULYO Wahyu Sudibyo; Esti Setiawati
Jurnal Sosialita Vol. 21 No. 1 (2026): Pendidikan IPS sebagai Instrumen Evaluasi Kebijakan dan Transformasi Sosial da
Publisher : Program Magister Pendidikan IPS UPY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/js.v21i1.9389

Abstract

This study aims to provide a detailed explanation of the evaluation results of the Merdeka Belajar (Freedom to Learn) program in Social Studies (IPS) learning using a descriptive qualitative approach through the implementation of the CIPP evaluation model at SD Negeri Donomulyo. The research subjects consisted of teachers and students from grade III and grade IV, involving 2 teachers, 28 students in grade III, and 28 students in grade IV. Data were collected through observation and document analysis. The findings of the study show that: 1) The evaluation of curriculum implementation using the CIPP model in Social Studies learning at SD Negeri Donomulyo, Kapanewon Nanggulan, Kulon Progo Regency, has been carried out effectively; 2) In terms of context, the school’s support system, teacher qualifications, and facilities are highly adequate. Regarding input, teacher preparedness, student readiness, curriculum, and learning media strongly support the learning process. In terms of process, Social Studies learning activities have been conducted in accordance with standardized procedures. In terms of product, students’ final examination scores and project-based learning outcomes are highly satisfactory; 3) Classroom interactions, both among students and between teachers and students, have improved the quality of Social Studies learning and yielded positive outcomes not only academically but also in students’ skills in completing projects.
Improving the Motivation, Learning Engagement, and Learning Outcomes of Grade X Economics Students at MA Al Iman Magelang through the Jigsaw-Type Deep Learning Model Yusi Radita; Esti Setiawati; Victor Novianto
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to improve the learning motivation, learning engagement, and economics learning outcomes of Grade X students at MA Al Iman Magelang through the implementation of the Jigsaw-type Deep Learning instructional model. The study employed a Classroom Action Research (CAR) design consisting of three stages: the pre-cycle, Cycle I, and Cycle II. Each cycle comprised four phases: planning, action, observation, and reflection. The research participants were 20 Grade X students of MA Al Iman Magelang during the 2025/2026 academic year. Data were collected through classroom observations, documentation, and achievement tests, and were analyzed using descriptive quantitative techniques based on percentages. The findings revealed continuous improvement across all observed aspects. Students' learning motivation in the high and very high categories increased from 0% in the pre-cycle to 40% in Cycle I, and further to 85% in Cycle II. Learning engagement in the high and very high categories improved from 0% in the pre-cycle to 55% in Cycle I, reaching 90% in Cycle II. Likewise, students' learning outcomes improved substantially, with the percentage of students achieving mastery increasing from 15% in the pre-cycle to 70% in Cycle I, and finally reaching 100% in Cycle II. These findings indicate that implementing the Jigsaw-type Deep Learning model effectively enhances students' learning motivation, classroom engagement, and economics learning outcomes.
Social Value Construction in the Labuhan Parangkusumo Tradition: A Study of Cultural Meaning and Its Implications for Local Wisdom-Based Social Studies Education Andri Yunan Nugroho; Sukadari; Victor Novianto; Esti Setiawati; Yanuar Bagas Arwansyah
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3122

Abstract

This study analyzes the construction of social values in the Labuhan Parangkusumo tradition, a royal ceremonial ritual (hajad dalem) of Keraton Ngayogyakarta Hadiningrat held annually on the 30th of Rajab at Parangkusumo Beach, Bantul Regency, Yogyakarta. The study aims to identify embedded social values, analyze the cultural meanings of ritual symbols, and formulate pedagogical implications for social studies education based on local wisdom. The research employs a qualitative approach with ethnographic design. Data were collected through participatory observation in January 2026, in-depth interviews with ritual custodians (juru kunci), royal servants (abdi dalem), cultural leaders, and document analysis. Data analysis utilized Miles and Huberman's interactive model, anchored theoretically in Geertz, Berger–Luckmann, Turner, and Durkheim. The study identified six social values: harmony, mutual cooperation-solidarity-responsibility, tolerance-pluralism, spirituality-religiosity, disaster mitigation-ecological awareness, and leadership legitimation. Harmony functions as the core value connecting the other five values. Value construction unfolds through dialectical stages: externalization, objectivation, and internalization. All six values correspond directly with the dimensions of Profil Pelajar Pancasila in the Merdeka Curriculum. Conclusively, Labuhan Parangkusumo constitutes a legitimate local epistemological system, serving as a meaningful foundation for character education, authentic multiculturalism, and ecological literacy in social studies education.
Implementation of Differentiated Instruction in Natural and Social Sciences (IPAS) at SD Negeri Donomulyo, Kulon Progo Wahyu Sudibyo; Victor Novianto; Esti Setiawati; Emi Tipuk Lestari; Sukadari
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3164

Abstract

This study aimed to describe the implementation of differentiated instruction in the Natural and Social Sciences (IPAS) subject at SD Negeri Donomulyo, Nanggulan Sub-district, Kulon Progo Regency. The research focused on planning, implementation, assessment, as well as the supporting and inhibiting factors of differentiated instruction. A qualitative approach with a case study design was employed. Research participants comprised a fifth-grade teacher, the school principal, fifth-grade students, parents, and the school committee chairperson. Data were collected through interviews, observation, and documentation. Data analysis followed the Miles, Huberman, and Saldaña interactive model, encompassing data condensation, data display, and conclusion drawing and verification. The findings indicated that the planning of differentiated instruction began with assessing students’ learning needs, including readiness, interests, and learning styles. Instruction was implemented by grouping students according to visual, auditory, and kinesthetic learning styles, with differentiation applied to content, process, and product. Assessment was conducted through diagnostic, formative, and summative measures in the form of process evaluation, tests, and product assessment. Supporting factors included the availability of facilities and infrastructure, support from the school principal, colleagues, the school committee, parents, and student enthusiasm. Inhibiting factors included time constraints, technical difficulties, challenges in determining appropriate forms of differentiation, budget limitations, and irregular in-service training. The study concluded that differentiated instruction in the IPAS subject had been implemented; however, further strengthening is needed in planning, strategy variation, assessment, and teacher competency development.
Enhancing Teachers' Self-Confidence, Work Motivation, and Social Attitudes Through Character-Strengthening In-House Training Yosef Wao Werang; Victor Novianto; Esti Setiawati
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3185

Abstract

This study aims to improve teachers' self-confidence, work motivation, and social attitudes through character-strengthening In-House Training (IHT) at SD Inpres 01 Pamaha, Arfak Mountains Regency, West Papua. The novelty of this study lies in the integration of character-based training within an IHT model applied contextually in a 3T (frontier, outermost, and disadvantaged) region, together with a simultaneous focus on improving three psychosocial dimensions of teachers. The study employed a School Action Research (SAR) design using the Kemmis and McTaggart spiral cycle model, which comprises planning, action, observation, and reflection stages carried out over two cycles. The subjects were eight teachers. Data were collected through questionnaires, observation, and documentation, and analyzed using a descriptive quantitative approach with percentage techniques. The results show significant improvement across all three aspects examined. Teachers' self-confidence rose from the sufficient category (75.0%) in Cycle I to the high (87.5%) and very high (12.5%) categories in Cycle II. Work motivation improved from the sufficient category (87.5%) to the high (75.0%) and very high (25.0%) categories. Social attitudes likewise improved from the sufficient category (62.5%) to the high (87.5%) and very high (12.5%) categories. The findings indicate that character-strengthening IHT is effective in improving teachers' psychosocial aspects and holds potential as a professional development strategy for teachers in 3T regions.
Co-Authors Andri Yunan Nugroho Antonius Eko Budiarto Ari Istiadi Emi Tipuk Lestari Emi Wingiu Fitri Mahmudhah Hartuti Ika Ernawati Marhaeni Kusumawati Muhammad Iqbal Birsyada Murni Murtini Novianto Ari Prihatin Nur Khopsun Wibowo Palupi Sri Wijayanti Rina Ambarwati S Salamah Sri Zuhana Idayatun Sukadari Susana Monica Jamlean Susanna Stella Wulandari Tarto Tarto Sentono Victor Novianto Wahyu Purnaminingsih Wahyu Setyawati Wahyu Sudibyo Walgiyanti Walgiyanti Yanuar Bagas Arwansyah Yennie Damayanti Puspasari Yosef Wao Werang Yusi Radita