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All Journal SUPREMASI: Jurnal Pemikiran, Penelitian Ilmu-Ilmu Sosial, Hukum dan Pengajarannya Factum: Jurnal Sejarah dan Pendidikan Sejarah Historia: Jurnal Pendidik dan Peneliti Sejarah Journal of Education and Learning (EduLearn) Paramita: Historical Studies Journal KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Harmoni Sosial: Jurnal Pendidikan IPS KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Jurnal Pendidikan Ilmu Sosial Jurnal Teori dan Praksis Pembelajaran IPS JURNAL IQRA´ Edukasi: Jurnal Pendidikan Al Ishlah Jurnal Pendidikan Yupa: Historical Studies Journal Jurnal SOLMA Visipena Jurnal Pendidikan Islam Iqra' Historis : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Sejarah Kamaya: Jurnal Ilmu Agama Jurnal Basicedu Journal of Education Technology Journal on Education JETL (Journal Of Education, Teaching and Learning) JTP - Jurnal Teknologi Pendidikan PrimaryEdu - Journal of Primary Education The Indonesian Journal of Social Studies Instructional Development Journal Jurnal Pendidikan Sejarah Indonesia The Kalimantan Social Studies Journal EARR Ijtimaiya : Journal of Social Science and Teaching Indonesian Values and Character Education Journal ASANKA: Journal of Social Science And Education Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Ideguru: Jurnal Karya Ilmiah Guru International Journal of Educational Management and Innovation (IJEMI) Didaktika: Jurnal Kependidikan International Journal of Social Learning (IJSL) Jurnal Ilmiah Wahana Pendidikan IJORER : International Journal of Recent Educational Research International Journal of Social Service and Research Journal of Economics, Management, Business And Accounting (JEMBA) SOSEARCH : Social Science Educational Research Sosietas: Jurnal Pendidikan Sosiologi Indonesian Journal of Educational Development (IJED) Publikasi Berkala Pendidikan Ilmu Sosial Jurnal Basicedu Social Studies Conference Proceedings Prima Magistra: Jurnal Ilmiah Kependidikan Journal of Public Representative and Society Provision Jurnal Pendidikan Progresif International Conference On Social Science Education Proceeding ASEAN Journal of Educational Research and Technology Journal of Social Studies Education
Erlina Wiyanarti
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Pengaruh Model Project Based Learning Terhadap Kreativitas Peserta Didik Dalam Pembelajaran IPS di SMP Negeri 17 Kota Bandung. Rasyid, Yusmalia Raisha; Wiyanarti, Erlina; Holilah, Mina
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 16 (2024): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.13766515

Abstract

Dalam menghadapi perubahan pendidikan abad-21, tantangan pendidikan mengalami perubahan model pembelajaran tradisional ke model pembelajaran yang lebih terbuka dan kreatif. Model project based learning muncul sebagai model pembelajaran yang mampu mencetuskan perubahan tersebut dengan fokus pada pengembangan kreativitas sebagai salah satu contoh dalam ketrampilan abad-21. Melalui penerapan model project based learning, pendidikan memiliki potensi untuk menghasilkan peserta didik yang tidak hanya memiliki pengetahuan tetapi ketrampilan kreatif yang dibutuhkan untuk di masa mendatang. Penelitian ini memiliki tujuan untuk mengetahui bagaimana pengaruh model project based learning terhadap kreativitas peserta didik dalam pembelajaran IPS di SMP Negeri 17 Kota Bandung, dengan menggunakan pendekatan penelitian kuantitatif metode quasi eksperimen dengan rancangan nonequivalent control group design. Hasil penelitian ini diolah menggunakan bantuan IBM SPSS Statistic Versi 25 dengan teknik analisis data yang dilakukan untuk menguji hipotesis yaitu dengan uji Wilcoxon dan uji Mann-Whitney U. Hasil analisis data menunjukan bahwa terdapat pengaruh model project based learning terhadap kreativitas peserta didik di kelas eksperimen dalam pembelajaran IPS (0,000 < 0,05), lalu terdapat pengaruh model problem based learning terhadap kreativitas peserta didik di kelas kontrol dalam pembelajaran IPS (0,000 < 0,05) serta tidak terdapat pengaruh model project based learning di kelas eksperimen dengan model problem based learning di kelas kontrol terhadap kreativitas peserta didik dalam pembelajaran IPS (0,355 > 0,05).
Transformation of Bima local wisdom values through social studies e-book media Ardiansyah, Suriadi; Komalasari, Kokom; Maryani, Enok; Wiyanarti, Erlina
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21004

Abstract

The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
Development of Assessment Instruments For Self-Confidence, Discipline, Manners, and Responsibility in Social Studies Learning for Blended Learning in Junior High Schools Deni Sutisna; Ruhimat, Mamat; Komalasari, Kokom; Wiyanarti, Erlina
ASANKA : Journal of Social Science and Education Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Ponorogo

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

Abstract

This study aims to develop an attitude assessment instrument for blended learning in junior high school social studies. The ADDIE development method was used, with qualitative and quantitative data sources. Qualitative data were obtained from interviews and observations, while quantitative data were obtained from the distribution of scores and the validity and reliability tests of the instrument. The results of the study indicate that the developed assessment instrument has gone through a series of feasibility tests, thus undergoing changes and refinements in the process until an attitude assessment instrument is ready for implementation. Ultimately, the attitude assessment instrument has met the criteria for validity and reliability. Reliability calculations also show that the developed instrument has a high level of reliability with a Cronbach's alpha value of 0.964 for attitude assessment in offline learning and 0.953 for attitude assessment in online learning. In addition, in its implementation, the attitude assessment instrument for blended learning is included in the practical category.
From Reflection to Responsibility: A Conceptual Framework for Ethics and Value Formation in Social Studies Education Pernantah, Piki Setri; Supriatna, Nana; Komalasari, Kokom; Nurbayani, Siti; Wiyanarti, Erlina
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2364-2384

Abstract

From Reflection to Responsibility: A Conceptual Framework for Ethics and Value Formation in Social Studies Education. Objective: This study aims to analyze the role of reflective thinking in strengthening students’ values and ethics, particularly within the context of Social Studies Education. The focus is directed toward identifying relevant pedagogical strategies to enhance reflective thinking skills as a foundation for character formation and responsible citizenship in the 21st century. Method: This study employed a qualitative approach through a conceptual review designed to synthesize diverse literature related to reflective thinking, ethical education, and Social Studies pedagogy. The synthesis aims to construct a new conceptual framework that explains the interrelation between reflective thinking, ethical education, and the development of students’ moral and character values. Findings: The literature synthesis suggests that reflective thinking skills can be effectively developed through problem-based, project-based, and collaborative learning methods, supported by integrating digital technology to promote ongoing reflection. The process of strengthening values and ethics requires the integration of ethical content into learning materials, the implementation of character-based learning, the utilization of digital technology in reflective learning, and educators’ moral exemplification. Within the context of Social Studies Education, Kolb’s Reflective Model provides a practical framework linking experience, reflection, conceptualization, and application, enabling students to develop reflective thinking skills to analyze values, social issues, and ethical dimensions. Conclusion: Implementing learning practices that emphasize reflective thinking has the potential to produce graduates who not only master theoretical knowledge but also possess ethical awareness, character values, and civic competence in higher education. Further empirical research is recommended to examine the effectiveness of reflective learning models and their long-term impact on students’ character formation. Keywords: reflective thinking skills, values, ethics, social studies education, character development.
Religious Character Building in Social Studies Learning through Internalization of Ahlussunnah wal Jamaah Values Mulyana, Eldi; Ruhimat, Mamat; Mulyana, Agus; Wiyanarti, Erlina
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.v6i1.472

Abstract

The role of Social Studies teachers in internalising the value of Ahlussunnah wal Jamaah aims to form a religious character in students. Qualitative approach through phenomenological method by means of observation, in-depth interviews, and documentation studies. The results show that the school conducts the process of internalizing Ahlussunnah wal Jamaah values by habituating students to be moderate, tolerant, balanced, and inviting goodness while preventing evil. Social Studies teachers facilitate the internalization of Ahlussunnah wal Jamaah values through the stages of value transformation, value transactions, and value internalization. The limitations of inadequate technological facilities still hinder the Social Studies learning process. The results of this study indicate that, in the learning process, social studies teachers are not only focused on cognitive and psychomotor aspects as learning outcomes, but also should pay attention to affective aspects, which become an important factor in shaping the religious character of students.
Mapping Global Trends in Feminist Pedagogy: A Bibliometric Analysis Novemy Dhita, Aulia; Supriatna, Nana; Saripudin, Didin; Wiyanarti, Erlina; Kurniawan, Dedi
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i6.1043

Abstract

Objective: This study examines the global development of feminist pedagogy scholarship to highlight that gender equality remains a pressing concern, despite prevailing perceptions that women have achieved parity with men. The aim is to demonstrate how feminist pedagogy serves as a critical educational approach to address ongoing gender disparities, including those within classroom contexts. Method: A bibliometric analysis was conducted on 253 articles and reviews on feminist pedagogy published between 2004 and 2024 and indexed in the Scopus database. Data analysis employed VOSviewer and Microsoft Excel to identify the most influential authors, affiliations, and countries, and to map citation patterns and research networks. Results: Findings reveal a dominance of contributions from researchers in the United States, with notably lower participation from Asian countries and other regions. Despite these geographical disparities, feminist pedagogy consistently emerges as a transformative educational approach in combating gender discrimination and fostering inclusive learning environments, with teachers playing a pivotal role in its implementation. Novelty: This review underscores the enduring relevance of feminist pedagogy in education amid ongoing sexism, policy limitations, and cultural resistance. By integrating feminist pedagogy into educational practices, stakeholders can advance gender equality not only in schools but also in society at large, contributing to more equitable and inclusive global education systems.
Penerapan Pembelajaran Mendalam (Deep Learning) Berbasis PjBL dalam Kurikulum Merdeka: Strategi Penguatan Kompetensi Guru Sejarah di Kota/Kabupaten Bogor Labibatussolihah, Labibatussolihah; Wiyanarti, Erlina; Adriani, Nour Muhammad; Fathiraini, Nurdiani; Fazri, Syarah Nurul
Jurnal SOLMA Vol. 14 No. 3 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i3.20974

Abstract

Background: Kegiatan pengabdian ini dilatarbelakangi oleh perubahan dalam kebijakan pendidikan nasional pasca penerapan pendekatan pembelajaran mendalam (deep learning) pada Kurikulum Merdeka. Guru sebagai pelaksana lapangan kebijakan ini membutuhkan pelatihan dan pendampingan kembali guna meningkatkan kompetensi pengajaran, salah satunya melalui model Project-Based Learning (PjBL) dalam mata pelajaran Sejarah. Tujuan program pengabdian ini adalah untuk memberikan pemahaman dan peningkatan kemampuan guru sejarah dalam menerapkan model PjBL guna mendukung implementasi pembelajaran mendalam di kelas. Metode: Pendekatan partisipatif melalui pelatihan, workshop, dan pendampingan guru sejarah SMA dan SMK dengan mode hybrid (luring dan daring) dilaksanakan kepada sebanyak 40 guru dalam sesi luring dan 75 guru terlibat dalam sesi daring, bekerja sama dengan MGMP Sejarah Kota dan Kabupaten Bogor. Tahapan meliputi penguatan konseptual, perancangan modul ajar berbasis PjBL, implementasi simulasi kelas, serta evaluasi luaran berupa modul dan publikasi. Hasil: Pelatihan berhasil meningkatkan pemahaman guru sejarah mengenai konsep pembelajaran mendalam serta bagaimana implementasinya dalam pembelajaran sehari-hari. Penyusunan modul sederhana sebagai gambaran pemahaman dilaksanakan dengan tingkat keberhasilan mencapai lebih dari 80%. Secara program, partisipasi guru melebihi target dengan tingkat kepuasan tinggi, yakni lebih dari 90%, serta kesiapan menerapkan materi yang diajarkan. Kesimpulan: Program pengabdian ini efektif dalam memberikan penguatan kompetensi guru melalui integrasi pembelajaran mendalam dan PjBL. Model ini terbukti relevan dan efektif untuk mendukung implementasi Kurikulum Merdeka serta memfasilitasi transformasi pembelajaran sejarah yang lebih kontekstual, kolaboratif, dan inovatif.
Postmodern feminist pedagogy in history education at a public senior high school in Palembang Dhita, Aulia Novemy; Supriatna, Nana; Saripudin, Didin; Wiyanarti, Erlina
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.4796

Abstract

History education has traditionally been dominated by masculine narratives and has paid limited attention to contemporary social issues. In response to this imbalance, this study aims to explore the implementation of a postmodern feminist approach in the teaching of history. The research employed a case study method with purposive sampling, selecting a Grade 10 history teacher at SMA Negeri 20 Palembang, due to her direct involvement in applying postmodern feminist pedagogy. Data were collected through participant observation, semi-structured interviews, and analysis of instructional documents, while data analysis was conducted using pattern matching and explanation-building techniques. The findings indicate that the postmodern feminist approach, applied by the history teacher through the topic of the Majapahit Kingdom, successfully challenges the androcentric orientation of historical content. The learning process is also directed toward contemporary social issues, particularly the subordination of women's roles as mothers. Through a pop-up book project, students depicted not only male figures from the Majapahit Kingdom but also the female ruler Tribhuwanattunggadewi. The postmodern feminist approach opens space for the pluralisation of women’s experiences in historical narratives and fosters a more horizontal and egalitarian relationship between teacher and students.
Cultivation of Social Character Through Local Wisdom "Pamali" as the Basic Capital of Sustainable Development Nashar Nashar; Erlina Wiyanarti
Journal of Social Studies Education Vol. 1 No. 1 (2025): Journal of Social Studies Education, May 2025
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/josse.v1i1.85

Abstract

This study elaborates on the local wisdom of pamali as a manifestation of unwritten cultural norms that represent prohibitions or taboos that apply in traditional societies. Pamali is believed to have metaphysical consequences if violated, which is often interpreted as the arrival of catastrophe. The main objective of this study is to reveal the philosophical and ecological dimensions of pamali culture and its relevance in strengthening social character and sustainable development. This study uses a qualitative descriptive approach with the literature study method as the main instrument for data collection. The results of the study show that pamali not only functions as a social control mechanism, but also as an educational tool that instills moral, spiritual, and ecological values to the next generation. In the context of sustainable development (Sustainable Development Goals), the values contained in the pamali tradition can be conceptualized as cultural capital that plays a strategic role in forming a collective awareness of the importance of environmental conservation. Therefore, the internalization of pamali values can be a cultural basis in building social character that is rooted in local wisdom and oriented towards ecological sustainability.
Integration of Bugis-Makassar Culture Value of Siri’ Na Pacce’ through Social Studies Learning in The Digital Age Hasni Hasni; Nana Supriatna; Sapriya Sapriya; Murdiyah Winarti; Erlina Wiyanarti
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2151

Abstract

This study stems from the phenomenon that social studies learning needs to be developed by creative teachers based on their cultural values. Social studies teachers must be able to understand the problems of social life and develop social skills in their respective cultures. This research aims to describe the cultural values of siri’ na pacce’ for the Bugis-Makassar, and how to integrate these cultural values into social studies learning in the digital age.  The research method used is a literature study method by reviewing and identifying the cultural values of siri’ na pacce’ including books, journals, or articles, then presented and analyzed. The cultural value of siri’ na pacce’ for the Bugis-Makassar described in two concepts that characterize the Bugis-Makassar individual to maintain a balance between disgrace and self-esteem which is defined as siri’ and to maintain a sense of togetherness in the position and suffering of each member of the society asserted as pacce’ notion. The integration of  siri ‘na pacce’ in social studies learning makes students understand their own culture, able to behave and behave according to customs, such as the application of the spirit of Abulo Sibbatang through the discussion method. Story-based methods by displaying animated videos and images about the persistence of Bugis-Makassar sailors and the story in the script of I La Galigo. Thus that teachers are more creative and innovative in designing interesting learning in the digital age.
Co-Authors - Sapriya Adriani, Nour Muhammad Agus Mulyana Agus Mulyana Agustira, Deden Aim Abdulkarim Aim Abdulkarim Alfisyah Alfisyah Annissa, Sylvia Aulia Novemy Dhita Bagja Waluya bagja waluya, bagja Benu, Asti Yunita Dadang Sundawa Dadang Sundawa, Dadang Darius Yonatan Nama Dedi Kurniawan Deni Sutisna Dharma Gyta Sari Harahap Dimas Rachmat Susilo Dina Siti Logayah Dini Nur Oktavia Rahayu Disman Disman Disman Disman, Disman Eka Yuliana Rahman Eldi Mulyana, Eldi Elly Malihah Enok Maryani Ersis Warmansyah Abbas Fadhilah, Alma Husna Fadillah, Elok Fadillah, Fanny Suci Farohi, Ahmad Fathiraini, Nurdiani Fauzi, Kiki Rizki Fazri, Syarah Nurul Fidya Faridah Kultsum Gandung Wirawan Ginanjar, Ajeng Halim, Wardatul Haifa Syafira Hasni Hasni Hasni Hasni Iavo, Ramananarivo Idrus Affandi Iing Yulianti Ikmal Maulana Juju Masunah Jumriani Jumriani Jumriani, Jumriani Justika Ainun Mufti Karel Juniardi Karyadi Hidayat Kokom Komalasari Kokom Komalasari Kokom Komalasari Labibatussolihah, Labibatussolihah Lasido, Nur Allan Leli Yulifar Mamat Ruhimat Mamat Ruhimat, Mamat Masyithoh Nurul Haq Mina Holilah, Mina Moh. Imron Rosidi Muh. Sholeh Muhamad Iqbal Muhammad Adhitya Hidayat Putra Muhammad Rezky Noor Handy Muhammad Yusuf Ritonga Murdiyah Winarti Mutiani Mutiani Nana Supriatna Nana, Supriatna Nashar Nashar Nour Muhammad Adriani Novemy Dhita, Aulia Nugraha, Much Luthfi Fauzan Nurjannah, Anisa Siti Pernantah, Piki Setri Pomalingo, Moh Fikri Pradita, Silvy Mei Pratiwi, Rani Tania Rahmi Handayani Rasyid, Yusmalia Raisha Rezhi, Khodijah Rohani Rohani Rohman, Slamet Nopharipaldi Ruimat, Mamat Said Hamid Hasan Salman Alparis Sormin Salman, Nola Fibriyani Bte Sapriya Sapriya Saprya Saprya Saripudin, Didin Silvy Mei Pradita Siti Maryam Pane Siti Nurbayani Siwi, Andinna Mega Suriadi Ardiansyah Susilo, Dimas Rachmat Sutarto Hadi Syaharuddin Tamara Dewi Ramadhani Triani Widyanti, Triani Tsabit Azinar Ahmad Wawan Darmawan Wawan Darmawan Wicaksono, Fachri Yani Kusmarni, Yani Yeni Kurniawati, Yeni Yulifar, Leli Yuver Kusnoto, Yuver