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All Journal Jurnal Pendidikan dan Ilmu Geografi Share : Journal of Service Learning JURNAL GEOGRAFI Geografi dan Pengajarannya ASANKA: Journal of Social Science And Education Jurnal Sosial dan Teknologi Jurnal ABM Mengabdi Journal of Integrated Elementary Education JPIG Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial
Roni Alim Ba'diya Kusufa
Universitas PGRI Kanjuruhan Malang
Arts Humanities Civil Engineering, Building, Construction & Architecture Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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PENGARUH PENDAMPINGAN PENGAWAS SEKOLAH, PEMANFAATAN AI, DAN KREATIVITAS GURU IPS TERHADAP KOMPETENSI DALAM MEMBUAT TEKS MULTIMODAL Yusni Yusni; Endah Andayani; Roni Alim Ba’diya Kusufa
Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial Vol. 4 No. 4 (2025): Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial
Publisher : Program Studi Pendidikan Ilmu Pengetahuan Sosial, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/dsjpips.v4i4.18393

Abstract

This study aims to analyze the influence of school supervisor assistance, the utilization of artificial intelligence, and teacher creativity on the competence of social studies teachers in developing multimodal texts. The background of this research lies in the importance of multimodal literacy in twenty-first century learning, which requires teachers to integrate text, visuals, audio, and interactive media in creative ways. The study employed a quantitative approach with a survey method involving elementary school social studies teachers from several regions. The research instrument was validated through validity and reliability tests, and the data were analyzed using descriptive statistics and multiple linear regression. The findings revealed that the three independent variables simultaneously had a significant effect on teacher competence with a contribution of 67.8 percent. Partially, school supervisor assistance contributed 29.7 percent, the utilization of artificial intelligence contributed 25.6 percent, and teacher creativity emerged as the dominant factor with a contribution of 32.4 percent. These findings indicate that teacher competence in developing multimodal texts is the result of a synergy between supervisory support, technological utilization, and creative ability. The study concludes that professional development programs should be integrated by combining sustainable supervisory mentoring, training on artificial intelligence-based educational technology, and the strengthening of teacher creativity. The results are expected to provide theoretical contributions to the study of multimodal literacy and practical contributions to improving the quality of social studies learning in the digital era. ABSTRAK Penelitian ini bertujuan untuk menganalisis pengaruh pendampingan pengawas sekolah, pemanfaatan kecerdasan buatan, dan kreativitas guru terhadap kompetensi guru IPS dalam menyusun teks multimodal. Latar belakang penelitian ini berangkat dari pentingnya literasi multimodal dalam pembelajaran abad 21 yang menuntut guru mampu mengintegrasikan teks, visual, audio, dan media interaktif secara kreatif. Penelitian menggunakan pendekatan kuantitatif dengan metode survei pada guru IPS sekolah dasar di beberapa wilayah. Instrumen penelitian divalidasi melalui uji validitas dan reliabilitas, kemudian data dianalisis dengan statistik deskriptif dan regresi linear berganda. Hasil penelitian menunjukkan bahwa ketiga variabel bebas berpengaruh signifikan secara simultan terhadap kompetensi guru dengan kontribusi sebesar 67,8 persen. Secara parsial, pendampingan pengawas memberikan pengaruh positif sebesar 29,7 persen, pemanfaatan kecerdasan buatan sebesar 25,6 persen, dan kreativitas guru sebagai faktor dominan dengan kontribusi 32,4 persen. Temuan ini mengindikasikan bahwa kompetensi guru dalam menyusun teks multimodal merupakan hasil sinergi antara dukungan supervisi, pemanfaatan teknologi, dan kemampuan kreatif guru. Kesimpulan penelitian menegaskan perlunya program pengembangan profesional yang terintegrasi, meliputi pendampingan berkelanjutan, pelatihan teknologi pendidikan berbasis kecerdasan buatan, serta penguatan kreativitas guru. Hasil penelitian diharapkan dapat memberikan kontribusi teoritis bagi kajian literasi multimodal dan kontribusi praktis bagi peningkatan kualitas pembelajaran IPS di era digital.
PENGARUH INTEGRASI NILAI SARA PATANGUNA DAN MEDIA PEMBELAJARAN INTERAKTIF WORDWALL TERHADAP HASIL BELAJAR IPS Saudin Saudin; Ninik Indawati; Roni Alim Ba’diya Kusufa; Riril Mardiana Firdaus
Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial Vol. 5 No. 1 (2026): Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial
Publisher : Program Studi Pendidikan Ilmu Pengetahuan Sosial, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/dsjpips.v5i1.25091

Abstract

Effective learning is not only oriented towards cognitive achievement, but also on the integration of cultural values ​​that play a role in the formation of students' character and identity. However, this integration has not been optimally implemented, especially at SMP Negeri 18 Baubau. The purpose of this study was to analyze the effect of the integration of Sara Patanguna values ​​and the use of interactive learning media Wordwall on the learning outcomes of eighth-grade students at SMP Negeri 18 Baubau in the 2024/2025 academic year. This study uses an explanatory quantitative approach with a sample of 114 students. Data were collected through questionnaires, observations, and documentation, using descriptive analysis and multiple linear regression tests. The results showed that the integration of Sara Patanguna values ​​and the use of media Wordwall significantly influenced student learning outcomes, with a significance value of 0.000 <0.05. This finding indicates that the synergy between local wisdom and learning technology can strengthen the educational process that is contextual, relevant, and meaningful for students. Therefore, schools need to develop learning policies and strategies that consistently integrate local cultural values ​​with the use of educational technology to improve the quality of learning outcomes. ABSTRAK Pembelajaran yang efektif tidak hanya berorientasi pada pencapaian kognitif, tetapi juga pada pengintegrasian nilai-nilai budaya yang berperan dalam pembentukan karakter dan identitas siswa. Namun, integrasi tersebut belum terlaksana optimal, khususnya di SMP Negeri 18 Baubau. Tujuan penelitian untuk menganalisis pengaruh integrasi nilai Sara Patanguna dan penggunaan media pembelajaran interaktif Wordwall terhadap hasil belajar Ilmu Pengetahuan Sosial (IPS) siswa kelas VIII di SMP Negeri 18 Baubau tahun ajaran 2024/2025. Penelitian ini menggunakan pendekatan kuantitatif eksplanatori dengan sampel sebanyak 114 siswa. Data dikumpulkan melalui kuesioner, observasi, dan dokumentasi, menggunakan analisis deskriptif dan uji regresi linier berganda. Hasil penelitian menunjukkan bahwa integrasi nilai Sara Patanguna dan penggunaan media Wordwall berpengaruh signifikan terhadap hasil belajar siswa, dengan nilai signifikansi sebesar 0,000 < 0,05. Temuan ini mengindikasikan bahwa sinergi antara kearifan lokal dan teknologi pembelajaran mampu memperkuat proses pendidikan yang kontekstual, relevan, dan bermakna bagi siswa. Oleh karena itu, sekolah perlu mengembangkan kebijakan dan strategi pembelajaran yang secara konsisten mengintegrasikan nilai budaya lokal dengan pemanfaatan teknologi pendidikan guna meningkatkan kualitas hasil belajar.
Building ecological awareness in coastal elementary schools: The impact of problem-based learning and learning motivation Roni Alim Ba’diya Kusufa; Linjon Linjon; Yuli Ifana Sari
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v6i1.29439

Abstract

This study aims to examine the influence of the Problem-Based Learning (PBL) model and learning motivation on students’ ecological awareness in social studies education at elementary schools in the coastal area of Cluster II Gending, Probolinggo Regency. A quantitative approach was employed, using a survey of 80 students from five randomly selected elementary schools. Data were collected through validated and reliable questionnaires, supported by observations and interviews. Data analysis used multiple linear regression. Statistical tests showed that the PBL model and learning motivation simultaneously had a significant effect on students’ ecological awareness, with a significance value (Sig) of 0.000 < 0.05 and an R² value of 0.623, indicating that both variables contributed 62.3% to ecological awareness. Partially, the PBL model had a significant effect (Sig = 0.003), as did learning motivation (Sig = 0.001). These findings suggest that the PBL model provides authentic and contextual learning experiences, while learning motivation enhances student engagement and internalization of ecological values. Based on the interview results, ecological awareness is formed not only by conceptual understanding but also by affective factors. The implication is that combining problem-based learning strategies with strengthened learning motivation can serve as a foundation for developing sustainable ecological character through Social Studies education at the elementary level.
Co-Authors Dianawati Suryaningtyas dianawati Dwi Fauzia Putra Elvis Awa endah andayani Linjon Linjon Maria Dolorosa Jawa Maran Meviana, Ika Riril Mardiana Firdaus Rohadi Eko Sutanto Rusno Rusno Saudin Saudin Yoyok Seby Dwanoko Yuli Ifana Sari, Yuli Ifana Yulianti & Ninik Indawati Hartatik Yusni Yusni