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All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Harmoni Sosial: Jurnal Pendidikan IPS Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktik dalam Bidang Pendidikan dan Ilmu Geografi Al Ishlah Jurnal Pendidikan Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia Jurnal Ilmiah Ilmu Sosial J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Syntax Idea Jurnal Civic Hukum Journal of Innovation in Educational and Cultural Research ASANKA: Journal of Social Science And Education Buletin Poltanesa International Journal of Social Learning (IJSL) Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Sosietas: Jurnal Pendidikan Sosiologi International Journal of Applied Business and International Management Jurnal Pijar : Studi Manajemen dan Bisnis Geosfera Indonesia Bogor Hospitality Journal Jurnal Abmas JIPI (Jurnal IPA dan Pembelajaran IPA)
Mamat Ruhimat
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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Religious Character Building in Social Studies Learning through Internalization of Ahlussunnah wal Jamaah Values Eldi Mulyana; Mamat Ruhimat; Agus Mulyana; Erlina Wiyanarti
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.
Development of Assessment Instruments For Self-Confidence, Discipline, Manners, and Responsibility in Social Studies Learning for Blended Learning in Junior High Schools Deni Sutisna; Mamat Ruhimat; Kokom Komalasari; Erlina Wiyanarti
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 | DOI: 10.21154/asanka.v6i2.11745

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.
Integrating Education for Sustainable Development-Oriented Projects: Challenges and Opportunities from Geography Teachers' Perspectives Muhammad Arif; Enok Maryani; Mamat Ruhimat; Dede Sugandi; Dina Syaflita; Mona Adria Wirda
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 1: MARCH 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i1.623

Abstract

Education for sustainable development (ESD) is appropriately applied in geography education to support learner-centered instruction that is responsive to local changes and challenges. Mapping the implementation of ESD in geography learning is essential, particularly in areas with complex and vulnerable natural and social characteristics—such as coastal regions—in order to foster learning that prepares future generations to address local issues effectively. The aim of this research is to identify the challenges and opportunities in integrating ESD into teaching practices by analyzing its implementation in geography instruction. This research is a case study involving 18 geography teachers from 10 public high schools in Pesisir Selatan Regency, Indonesia. Data collection methods included surveys with both open- and closed-ended questions. The data were analyzed using descriptive analysis and Miles & Huberman’s qualitative data analysis technique. The categorization applied in this study used an adapted version of the Dreyfus and Dreyfus competency model. The results of the study indicate that teachers have limited understanding of ESD and how to implement it effectively. Consequently, teachers’ ability to apply ESD-oriented learning falls into the advanced beginner category. Many teachers still struggle to distinguish between projects that align with ESD principles and those that do not. Therefore, the development of clear and practical guidelines that assist teachers in easily identifying ESD-oriented projects within project-based learning is necessary to optimize the implementation of ESD in geography education
Co-Authors Agus Mulyana Ahmad Hudaiby Galih Kusumah Ahmad Yani Ajeng Risti Amaliya Amniar Ati Arvina Meyzilia Asep Dahliyana Asti Yunita Benu Badrizal Al Hazar Bagja Waluya Darius Yonatan Nama Darsiharjo Dasiharjo Dede Sugandi Dede Sugandi Deni Sutisna Dina Siti Logayah Dina Syaflita Eldi Mulyana Elly Malihah Enok Maryani Epon Ningrum Epon Ningrum Erlina Wiyanarti Erlina Wiyanarti Faizah Hijriati Floria Kabora Helius Sjamsuddin Kariadi, Dodik Kokom Komalasari Kokom Komalasari Lili Somantri Mona Adria Wirda Muhamad Abdul Azis Muhammad Arif Muhammad Arif Muhammad Ikhsan Qurrota'ayun Fidelitasari Rifqi Nasrikin Sapriya Sugito, Nanin Trianawati Suhendro Suhendro Suhendro Suhendro Wahyu Eridianaa Yakub Malik