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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Geografi Undiksha Jurnal Pendidikan Indonesia JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Jurnal Geografi : Media Informasi Pengembangan dan Profesi Kegeografian Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Penelitian dan Pendidikan IPS GEA, Jurnal Pendidikan Geografi Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Jurnal Pendidikan Ilmu Sosial Jurnal Geografi J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Didaktik : Jurnal Ilmiah PGSD STKIP Subang SOCIAL : Jurnal Inovasi Pendidikan IPS Jurnal Abdimas Bina Bangsa SOSEARCH : Social Science Educational Research Sosio-Didaktika: Social Science Education Journal Journal of Educational Sciences Dedikasi: Jurnal Pengabdian Kepada Masyarakat Langgam International Journal of Social Science Education, Art and Culture SEUNEUBOK LADA: Jurnal ilmu-ilmu Sejarah, Sosial, Budaya dan Kependidikan Jurnal Pendidikan Geosfer Indonesian Research Journal on Education PACIVIC: Jurnal Pendidikan Pancasila dan Kewarganegaraan Jurnal Multidisiplin Sahombu Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Pengabdian Masyarakat Bangsa Jurnal Cendekia : Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pendidikan Ilmu Sosial Geosfera Indonesia Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam International Conference On Social Science Education Proceeding Jurnal Dialektika Pendidikan IPS Maharsi : Jurnal Pendidikan Sejarah dan Sosiologi
Nuansa Bayu Segara
Universitas Negeri Surabaya
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PENGEMBANGAN BAHAN AJAR FLIPBOOK BERBASIS CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATERI PERANAN MASYARAKAT DALAM RANTAI EKONOMI DI SMP LABSCHOOL UNESA 1 SURABAYA Ajeng Sofia Zakiatik; Nurul Hasanah; Nuansa Bayu Segara; Asnimawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Now Available
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17946

Abstract

IPS lessons at secondary school level still rely heavily on traditional teaching materials such as LKS and printed books, resulting in lessons that are monotonous and less interactive, and which do not connect the material with the real-life experiences of students. This causes students to be less involved in understanding the role of society in the economic chain. This study aims to determine the suitability and response of students to the flipbook teaching material based on Contextual Teaching and Learning (CTL) for the topic 'The Role of Society in the Economic Chain' at SMP Labschool Unesa 1 Surabaya. The study used the Research and Development (R&D) method with the 4-D model, which includes the define, design, develop, and disseminate stages. Data was collected using observation, interviews, expert validation (media and subject matter experts), and a questionnaire for teachers and students. The data were analysed using descriptive qualitative and descriptive quantitative methods with a Likert scale. The results of the study showed that the flipbook-based CTL teaching material received an average percentage rating of 88% from the media expert and 95% from the subject expert, both in the 'very suitable' category. Additionally, the response of the students in the small-scale trial was 81% with a very good rating, while the response of the students in the large-scale trial and the teachers was 98% with a very good rating. The conclusion of this study is that the CTL-based flipbook teaching material meets the criteria for suitability and can be used as a teaching material for the 'Peranan Masyarakat Dalam Rantai Ekonomi' (The Role of Society in the Economic Chain) subject. It is recommended that future research expands the development of teaching materials to include other aspects of the curriculum and that they are tested on a larger scale to assess their effectiveness.
EFEKTIVITAS SELF-ASSESSMENT DAN PEER-ASSESSMENT TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KEMANDIRIAN BELAJAR PADA PEMBELAJARAN IPS Nadya Lufikasari; Nuansa Bayu Segara; Silvi Nur Afifah; Muhammad Ilyas Marzuqi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18106

Abstract

This study was motivated by the importance of developing students' critical thinking skills and independent learning abilities in 21st-century social studies education. However, learning and assessment processes that remain teacher-centered result in students being less engaged in the process of reflection and evaluation of their learning. Therefore, this study aims to analyze the effectiveness of self-assessment and peer assessment on students' critical thinking skills and learning autonomy in project-based social studies learning for eighth-grade students at SMPN 36 Surabaya. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group. The sample consisted of an experimental class that received project-based social studies instruction integrated with self-assessment and peer assessment, and a control class that used conventional instruction. Data were collected through pretests and posttests, self-assessment questionnaires, peer assessment forms, and observations. Data analysis involved the N-Gain test and hypothesis testing. The results of the study indicate that the implementation of self-assessment and peer assessment is effective in enhancing students' critical thinking skills and independent learning. Students who engage in self-assessment and peer assessment demonstrate greater ability to reflect, evaluate, analyze, and manage their learning process independently compared to students who participate in conventional learning. Thus, self-assessment and peer assessment can serve as effective assessment strategies to support project-based social studies learning and to develop students' critical thinking skills and learning independence.
Effectiveness of Product-Differentiated Project-Based Learning (PjBL) Anchored in Kalimas Local Potential in Enhancing 21st Century Skills Among Junior High School Students Fitria Rahmawati, Rika; Prasetya, Sukma Perdana; Segara, Nuansa Bayu
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.30998

Abstract

Students’ motivation and creative thinking skills in Social Studies remain constrained by teacher-centred instruction and limited use of local contextual resources. This study examined whether product-differentiated Project-Based Learning (PjBL) anchored in the economic potential of the Kalimas River improves seventh-grade students’ learning motivation and creative thinking skills more effectively than Discovery Learning. A quasi-experimental non-equivalent control group design involved two intact classes at a private junior high school in Surabaya: an experimental class receiving product-differentiated PjBL (n = 30) and a control class receiving Discovery Learning (n = 30). Data were collected using a validated motivation questionnaire based on Self-Determination Theory and an essay-based creative thinking test grounded in Munandar’s dimensions of fluency, flexibility, originality, and elaboration. After prerequisite tests were fulfilled, data were analysed using N-Gain and one-way MANOVA. MANOVA showed a significant simultaneous difference between groups, p < .001. The experimental class obtained higher gains in learning motivation (pre-test M = 68.5; post-test M = 86.4; N-Gain = 0.57) and creative thinking skills (pre-test M = 55.2; post-test M = 82.6; N-Gain = 0.61) than the control class (motivation N-Gain = 0.26; creative thinking N-Gain = 0.34). Product-differentiated PjBL grounded in the Kalimas local context is more effective than Discovery Learning in concurrently strengthening students’ motivation and creative thinking. The findings support contextual, autonomy-oriented PjBL as a practical strategy for fostering 21st-century competencies in Social Studies within the Merdeka Curriculum.
INVESTIGATED THE IMPLEMENTATION OF MAP LITERACY LEARNING MODEL Segara, Nuansa Bayu; Maryani, Enok; Supriatna, Nana; Ruhimat, Mamat
Geosfera Indonesia Vol. 3 No. 2 (2018): GEOSFERA INDONESIA
Publisher : Department of Geography Education, University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/geosi.v3i2.7808

Abstract

This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage. Keywords: map literacy, social studies learning, spatial thinking References Abbasnasab, S., Rashid, M., & Saad, M. (2012). Knowledge with Professional Practice A Sociocultural Perspective on Assessment for Learning : The Case of a Malaysian Primary School ESL Context, 66, 343–353. http://doi.org/10.1016/j.sbspro.2012.11.277 Adeyemi, S. B., & Cishe, E. N. (2015). Effects of Cooperative and Individualistic Learning Strategies on Students’ Map Reading and Interpretation. International Journal of Arts & Sciences, 8(7), 383–395. Bednarz, S. W., Acheson, G., & Bednarz, R. S. (2006). Maps and Map Learning in Social Studies. Social Education, 70(7), 398–404. http://doi.org/10.4324/9780203841273 Brophy, J., & Alleman, J. (2009). Meaningful social studies for elementary students. Teachers and Teaching, 15(3), 357–376. http://doi.org/10.1080/13540600903056700 Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A Guide To Teaching Practice (5th ed.). London and New York: Rotledge. Churcher, K. M. A., Downs, E., & Tewksbury, D. (2014). “ Friending ” Vygotsky : A Social Constructivist P edagogy of Knowledge Building Through Classroom Social Media Use, 14(1), 33–50. Durmuş, Y. T. (2016). Effective Learning Environment Characteristics as a requirement of Constructivist Curricula: Teachers’ Needs and School Principals’ Views. International Journal of Instruction, 9(2), 183–198. http://doi.org/10.12973/iji.2016.9213a Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky ’ s Zone of Proximal Development ( ZPD ) in Teacher Education : ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29(Iceepsy), 1549–1554. http://doi.org/10.1016/j.sbspro.2011.11.396 Gauvain, M. (1993). The Development of Spatial Thinking in Everyday Activity. Developmental Review, 13, 92–121. Hribar, G. C. (2015). Using Map-Based Investigations with Elementary Students. In ESRI Education GIS Conference (pp. 1–26). Huynh, N. T., & Sharpe, B. (2013). An Assessment Instrument to Measure Geospatial Thinking Expertise An Assessment Instrument to Measure Geospatial Thinking Expertise. Journal of Geography, 112(October 2014), 3–41. http://doi.org/10.1080/00221341.2012.682227 Ishikawa, T. (2012). Geospatial Thinking and Spatial Ability: An Empirical Examination of Knowledge and Reasoning in Geographical Science. The Professional Geographer, (July 2015), 121018062625002. http://doi.org/10.1080/00330124.2012.724350 Jessie A. (1951). Maps and Slow-Learners. Journal of Geography, 50:4, 145-149, DOI: 10.1080/00221345108982661 Jo, I., Bednarz, S., & Metoyer, S. (2010). Selecting and Designing Questions to Facilitate Spatial Thinking. The Geography Teacher, 7(2), 49–55. http://doi.org/10.1080/19338341.2010.510779 Joyce, B.R., Weil, M., & Calhoun, E. (2014). Models of Teaching (8th Ed). New Jersey: Pearson Education. Key, L.V., Bradley, J.A., & Bradley, K.A. (2010).Stimulating Instruction in Social Studies. The Social Studies, 101:3, 117-120, DOI: 10.1080/00377990903283932 Leinhardt, G., Stainton, C., & Bausmith, J. M. (1998). Constructing Maps Collaboratively. Journal of Geography, 97(1), 19–30. http://doi.org/10.1080/00221349808978821 Logan, J. R. (2012). Making a Place for Space: Spatial Thinking in Social Science. Annual Review of Sociology, 38(1), 507–524. http://doi.org/10.1146/annurev-soc-071811-145531 Logan, J. R., Zhang, W., & Xu, H. (2010). Applying spatial thinking in social science research. GeoJournal, 75(1), 15–27. http://doi.org/10.1007/s10708-010-9343-0 National Reseach Council. (2006). Learning to Think spatially. Washington, D.C.: The National Academic Press. Retrieved from www.nap.edu NCSS. (2016). A Vision of Powerful Teaching and Learning in the Social Studies, 80(3), 180–182. Saekhow, J. (2015). Steps of Cooperative Learning on Social Networking by Integrating Instructional Design based on Constructivist Approach. 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The Effect of AI-Based Problem Based Learning Model on Improving the Digital Literacy Understanding of Grade VIII Students in Social Studies Learning at SMPN 2 Surabaya Rifkian Asykar; Dian Ayu Larasati; Nuansa Bayu Segara; Dhimas Bagus Virgiawan
Jurnal Dialektika Pendidikan IPS Vol. 6 No. 3 (2026): Issue
Publisher : Program Studi S1 Pendidikan IPS, Universitas Negeri Surabaya

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Abstract

In the contemporary digital era, the learning of Social Sciences (IPS) demands that students cultivate robust digital literacy, encompassing not merely the technical operation of devices, but the critical ability to access, evaluate, synthesize, and ethically utilize digital information. However, conventional pedagogical models, which predominantly rely on teacher-centered lecture methods and rote memorization, pose a significant barrier to fostering these essential 21st-century competencies, often leaving students as passive consumers rather than critical thinkers of digital content. Consequently, this quantitative study aims to rigorously analyze the effect of the Problem Based Learning (PBL) model integrated with Artificial Intelligence (AI) on enhancing the digital literacy comprehension of eighth-grade students enrolled in IPS classes at SMPN 2 Surabaya. Employing a quasi-experimental framework, specifically the Non-Equivalent Control Group Design, this research compares an experimental class (VIII-E) with a control class (VIII-I), each consisting of 32 students. Data were meticulously collected via multiple-choice pretests and posttests designed to measure cognitive gains in digital literacy comprehension. The collected data underwent stringent statistical scrutiny using SPSS version 23.0, including normality and homogeneity tests to validate parametric assumptions, followed by N-Gain analysis to measure improvement magnitude, and Independent Sample T-Tests to detect significant differences between groups. The findings reveal that both groups initially demonstrated normal and homogeneous data distributions, satisfying the prerequisites for parametric testing. Crucially, the experimental class achieved a substantial N-Gain score of 0.689, categorizing their improvement as moderate to high, which significantly outperformed the control class that registered a low gain score. Furthermore, the Independent Sample T-Test yielded a highly significant p-value of 0.000 (with a calculated t-value of -11.758), decisively rejecting the null hypothesis. These compelling results conclusively affirm that the AI-enhanced PBL model exerts a significant and positive influence on students' digital literacy. Thus, this innovative pedagogical approach proves highly effective in empowering students to navigate, analyze, synthesize, and apply digital information critically, actively, and contextually within their IPS studies, ultimately preparing them to thrive amidst the complexities of an increasingly digitalized society.
Tingkat Minat Belajar Dan Keaktifan Siswa Pada Pembelajaran Ips Melalui Media Ular Tangga Di Smp Negeri 2 Sidoarjo Angelica Gracekezia Bornok Lumban Tobing; Agus Suprijono; Nuansa Bayu Segara; Sukma Perdana Prasetya
Jurnal Dialektika Pendidikan IPS Vol. 6 No. 3 (2026): Issue
Publisher : Program Studi S1 Pendidikan IPS, Universitas Negeri Surabaya

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Abstract

Minat belajar dan keaktifan siswa merupakan aspek penting dalam pembelajaran IPS karena berkaitan dengan keterlibatan siswa selama proses pembelajaran berlangsung. Berdasarkan hasil observasi awal di SMP Negeri 2 Sidoarjo, minat belajar dan keaktifan siswa pada pembelajaran IPS masih belum optimal. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan tingkat minat belajar dan keaktifan siswa pada pembelajaran IPS melalui media permainan ular tangga. Penelitian menggunakan pendekatan mixed method dengan desain deskriptif. Penelitian dilaksanakan di SMP Negeri 2 Sidoarjo dengan subjek penelitian siswa kelas VIII-D yang berjumlah 36 siswa. Teknik pengumpulan data meliputi angket, observasi nonpartisipan, wawancara, dan dokumentasi. Instrumen penelitian berupa angket minat belajar, lembar observasi keaktifan siswa, pedoman wawancara, dan dokumentasi. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa tingkat minat belajar siswa pada pembelajaran IPS melalui media ular tangga berada pada kategori tinggi. Minat belajar tercermin dari perasaan senang, ketertarikan terhadap pembelajaran, perhatian selama kegiatan belajar, partisipasi aktif, serta keinginan untuk mempelajari materi lebih lanjut. Tingkat keaktifan siswa juga berada pada kategori tinggi yang ditunjukkan melalui keterlibatan dalam diskusi kelompok, penyelesaian tugas, kerja sama antarsiswa, keberanian menjawab pertanyaan, dan partisipasi selama pembelajaran berlangsung. Hasil observasi diperkuat oleh wawancara dengan guru dan siswa yang menunjukkan bahwa sebagian besar siswa terlibat aktif dalam pembelajaran IPS melalui media ular tangga.
Fenomena Coffee Shop Sebagai Gaya Hidup Generasi Z Di Kota Kediri faricha al fikria; Nuansa Bayu Segara; Kusnul Khotimah; Niswatin Niswatin
Jurnal Dialektika Pendidikan IPS Vol. 6 No. 3 (2026): Issue
Publisher : Program Studi S1 Pendidikan IPS, Universitas Negeri Surabaya

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Abstract

Perkembangan coffee shop di Indonesia telah mengubah fungsi ruang publik menjadi ruang sosial yang mendukung aktivitas belajar, bekerja, berinteraksi, dan mengekspresikan diri, sehingga menjadi bagian dari gaya hidup Generasi Z. Penelitian ini bertujuan menganalisis peran coffee shop sebagai ruang sosial dalam membentuk gaya hidup Generasi Z di Kota Kediri serta mengidentifikasi faktor-faktor yang mendorong coffee shop menjadi bagian dari gaya hidup tersebut. Penelitian menggunakan pendekatan kualitatif dengan metode fenomenologi yang dilakukan di Kedai Kopi Bersahaja, Kota Kediri. Informan dipilih melalui teknik purposive sampling yang melibatkan mahasiswa, pelajar, pekerja, freelancer, dan pemilik kedai. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman dengan uji keabsahan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa coffee shop berfungsi sebagai ruang produktif, ruang interaksi sosial, ruang ekspresi diri, dan ruang relaksasi yang memengaruhi pola aktivitas serta gaya hidup Generasi Z. Faktor utama yang mendorong pemanfaatan coffee shop meliputi suasana dan desain yang nyaman serta estetik, fasilitas pendukung aktivitas, pengaruh lingkungan pertemanan, media sosial, dan kebutuhan akan ruang multifungsi. Berdasarkan teori ruang sosial Henri Lefebvre, coffee shop dipahami sebagai ruang yang diproduksi melalui praktik sosial, representasi ruang, dan pengalaman penggunanya. Dengan demikian, coffee shop tidak lagi sekadar tempat konsumsi, tetapi telah menjadi ruang sosial yang membentuk gaya hidup Generasi Z di Kota Kediri.
Co-Authors Abdul Azis Masyhuri Abror, Muhammad Wafi Zada Agus Machfud Fauzi Agus Suprijono Agustin, Siti Nor Aziza Dwi Ahmad Fadhil Imran Aisyah nisrina Imtinan Ajeng Sofia Zakiatik Ali Imron Angelica Gracekezia Bornok Lumban Tobing Anita Puji Astutik Annisa Febrianti Putri Ardania Arifauziah, Wilga Yunike Asih Putriningrum Hastari Asnimawati, Asnimawati Aulia Tiarista Awma Agril Almira Bagus Liyanto Leonardo Bambang Sigit Widodo Bimantoro Arif Wicaksono Damayanti, Tifani Aviva Dhimas Bagus Virgiawan Dhira Romadhonna Putri Satriyani Dian Ayu Larasati Dizon, Carmela S. Durrotun Nafisah Durrotun Nafisah Enok Maryani Eva Hany Fanida, Eva Hany faricha al fikria Feema Rahma Nadlifah Fitria Rahmawati, Rika Fitriyah, Maulida GURNIWAN KAMIL PASYA, GURNIWAN KAMIL Hanifa Martia Rossa Harmanto Harmanto Harmanto Harmanto Hermansyah Hermansyah Hermawan, Alesandro Rahmatullah Huda, Mi'rojul Iin Wariin Basyari Ilham, Arifin INDAH PRABAWATI Ketut Prasetyo Khozin, Nurwildan Tsalits Kusnul Khotimah Kusnul Khotimah Lailatul Istima Larasati, Dian Ayu Lira Trisnaning Beta Listiani, Intan Dwi M. Javi Nugraha Mamat Ruhimat, Mamat Marzuqi, Muhammad Ilyas Maulinda Irianti Meilinda, Isna Meirinawati Meirinawati, Meirinawati Mevia, Nia Ayu MOH. MUDZAKKIR Muhammad Ilyas Marzuqi Muhammad Jacky Mumtazah, Wardah Aqilah Nadya Anggraini Nadya Lufikasari Nadya Shafira Kurnia Sari Nana Supriatna Nana Supriatna Nikmah, Evy Nazilatun Niswatin Niswatin Niswatin Nugroho Hari Purnomo Nur Hany Annisa Nurul Hasanah Nurul Hasanah Pirana Rachma Sari Pramita Yuni Prastiyono, Hendri Prastiyono, Hendry Prastyono, Hendri Pratama, Alfan Ardi Puspa, Anjallina Devita Raden Mohamad Herdian Bhakti Rahma, Aulia Rahmania Sri Untari Rif&#039;atus Sa&#039;adah Irma Rifkian Asykar Riyadi Riyadi Rizky Putri Eswanto Rofidah Tamami Rohmah, Ayu Fillatul Rosyida, Shela Zaimatur Safrida, Kamelia Wulandari Salma, Afin Naila Sari, Pirana Rachma Sarmini Sarmini Saummita, Tyas Wulandari Setyawan, Katon Galih Sholikhah, Ayu Putri Nur Silvi Nur Afifah Sita Bela Subur, Hikmayani SUGENG HARIANTO Sugiantoro Sukma Perdana Prasetya Suparmin Suparmin Suryanti, Jun Tamama, Izza Hafia Tamami, Rofidah Tsaabitah, Ananda Alissa Umi Umaroh Auliyah Ummahhadi, Ady Nashrul untari, selvia dewi Utami, Fariza Wahyu Veny Purwanti Via Safitri Wafi, Akhmad Hasbul Wahyu Setiawan Wardani, Li’anatus Sukma Warsono Warsono Warsono Warsono Wisnu Wisnu wisnu wisnu, wisnu Wiwik Sri Utami Yulita Dhania Werdianti