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All Journal Socia : Jurnal Ilmu-Ilmu Sosial Jurnal Ilmiah WUNY Jurnal Pendidikan Geografi Undiksha Abjadia, International Journal of Education GEA, Jurnal Pendidikan Geografi Jurnal Pendidikan Ilmu Sosial Al Ishlah Jurnal Pendidikan International Journal Pedagogy of Social Studies Jurnal Basicedu GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Muara Ilmu Sosial, Humaniora, dan Seni J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Pangea : Wahana Informasi Pengembangan Profesi dan Ilmu Geografi El Banar: Jurnal Pendidikan dan Pengajaran Ijtimaiya : Journal of Social Science and Teaching Jurnal Ilmiah Wahana Pendidikan EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Hasanuddin Journal of International Affairs STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran SOSEARCH : Social Science Educational Research Sosio-Didaktika: Social Science Education Journal Mazahib: Jurnal Pemikiran Hukum Islam Warta Pariwisata Jurnal Basicedu Research and Development in Education (RaDEn) Jurnal Pendidikan Geosfer Indonesian Journal of Environment and Disaster Teaching, Learning, and Development Reskilling : Jurnal Ilmu Pendidikan Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat) Inovasi Kurikulum Heritage: Journal of Social Studies
Dina Siti Logayah
Universitas Pendidikan Indonesia
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Public Health Social Sciences Transportation Other

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Analisis Adaptasi Masyarakat Minang Perantauan Dalam Kehidupan Masyarakat Multikultural di Kelurahan Kranji Bekasi (Kajian Kualitatif Dalam Pengembangan Sumber Belajar IPS) Ema Demalia; Sapriya; Dina Siti Logayah
SOCIA: Jurnal Ilmu-Ilmu Sosial Vol. 22 No. 1 (2025): Socia: Jurnal Ilmu-Ilmu Sosial
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/socia.v22i1.78753

Abstract

AbstrakAdaptasi masyarakat Minang perantauan dalam kehidupan masyarakat multikultural yang mudah diterima oleh masyarakat lokal, menjadi latar belakang mereka melakukan perantauan. Proses penerimaan masyarakat Minang dilakukan dalam proses adaptasi dan interaksi sosial yang menjadi peran penting dalam membentuk hubungan antar individu juga dengan antar kelompok, yang dapat mempengaruhi kualitas hidup dan memperluas jaringan sosial di lingkungan. masyarakat. Tujuan penelitian ini menganalisis adaptasi masyarakat minang perantauan dalam kehidupan masyarakat multikultural di Kelurahan Kranji Bekasi. Pendekatan kualitatif, dengan metode deskriptif digunakan dalam penelitian ini. Pengumpulan data penelitian dilakukan melalui wawancara, observasi dan dokumentasi. Informan dalam penelitian ini yakni masyarakat Minang yang merantau, dan masyarakat lokal di Kelurahan Kranji yang dipilih menggunakan purposive sampling non-probability. Analisis data dilakukan melalui tiga tahapan yaitu reduksi data, penyajian data dan penarikan kesimpulan. Penelitian ini diuji keabsahaan nya dengan menggunakan triangulasi data. Hasil penelitian menunjukan bahwa: 1) kondisi sosial dan ekonomi masyarakat Minang yang merantau ke Kelurahan Kranji mengalami perubahan ditandai dengan perubahan kebutuhan hidup serta memperluas jaringan sosial di masyarakat. 2) proses adaptasi masyarakat Minang yang merantau mengalami penyesuaian bahasa dan sosialisasi di Kelurahan Kranji. 3) adanya masyarakat Minang yang merantau ke Kelurahan Kranji sebagai pengembangan sumber belajar IPS dalam interaksi sosial serta sosialisasi di masyarakat. Berdasarkan hal tersebut dalam proses adaptasi yang dilakukan oleh masyarakat Minang ke Kelurahan Kranji memiliki peran penting untuk memperluas modal sosial berupa mengikuti komunitas masyarakat Minang. Implikasi penelitian ini pada Pendidikan IPS, bahwa dari adaptasi yang dilakukan oleh masyarakat perantauan dapat mempengaruhi proses interaksi sosial yang terjadi di lingkungan masyarakat.Kata Kunci: Adaptasi, Masyarakat Multikultiral, Tradisi Merantau.   AbstractThe adaptation of the overseas Minang people in the life of a multicultural community that is easily accepted by the local community, is the background for them to go overseas. The process of accepting the Minang community is carried out in the process of adaptation and social interaction which plays an important role in forming relationships between individuals as well as between groups, which can affect the quality of life and expand social networks in the community. The purpose of this study is to analyze the adaptation of the overseas Minang community in the life of a multicultural community in Kranji Village, Bekasi. A qualitative approach, with a descriptive method is used in this study. Research data collection is carried out through interviews, observations and documentation. The informants in this study are the Minang people who travel, and the local community in Kranji Village who were selected using purposive sampling non-probability. Data analysis is carried out through three stages, namely data reduction, data presentation and conclusion drawn. This study was tested for validity using data triangulation. The results of the study show that: 1) the social and economic conditions of the Minang people who migrated to Kranji Village have changed, characterized by changes in living needs and expanding social networks in the community. 2) the adaptation process of the Minang people who migrated to Kranji Village experienced language adjustment and socialization. 3) the existence of the Minang community who migrated to Kranji Village as a development of social studies learning resources in social interaction and socialization in the community. Based on this, in the adaptation process carried out by the Minang people to Kranji Village, it has an important role to expand social capital in the form of following the Minang community. The implication of this research on social studies education is that adaptation carried out by overseas communities can affect the process of social interaction that occurs in the community. Keywords: Adaptation, Multicultural Society, Migratory Tradition
Strengthening school literacy programs with support from library collection development Ghina Afiifah Safiinatunnajah; Dina Siti Logayah
Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat) Vol. 1 No. 1 (2023): Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/dedicated.v1i1.59233

Abstract

Literacy is a skill that everyone must own. This literacy skill includes processing, understanding, and interpreting information about matters in specific fields. The information was obtained as support and survival. The urgency of cultivating literacy is becoming an increasingly important topic to be intensified at this time. Various ways are done so the community can fully master that literacy. One of them is by empowering the school library. Empowerment of the school library in this activity focuses on collection development. The development of school library collections is an activity schools must carry out to support student learning facilities. However, several schools still need to implement library collection development. One of them is the UPI Literacy Thematic KKN activity, namely at the Tahfidzul Qur'an Al-Ishlah Putri Islamic Boarding School, which is located in Bogor Regency. Based on these problems, the author seeks to design a community service program in the Tahfidzul Qur'an Al-Ishlah Putri Islamic Boarding School library to support the school's literacy program. The service method implemented is strengthening the school literacy program with support for developing library collections. The results of this program are a concern and the starting gate for the sustainability of literacy activities at the Tahfidzul Qur'an Al-Ishlah Putri Islamic Boarding School.   Abstrak Literasi merupakan keterampilan yang harus dimiliki oleh semua orang. Keterampilan literasi ini mencakup mengolah, memahami, serta memaknai informasi mengenai hal-hal di bidang tertentu. Informasi tersebut didapatkannya sebagai penunjang serta kecakapan hidup. Urgensi pembudayaan literasi menjadi topik yang semakin penting untuk digencarkan saat ini. Berbagai cara dilakukan agar literasi dapat sepenuhnya dikuasai oleh masyarakat. Salah satunya dengan pemberdayaan perpustakaan sekolah. Pemberdayaan perpustakaan sekolah pada kegiatan ini berfokus pada pengembangan koleksi. Pengembangan koleksi perpustakaan sekolah merupakan kegiatan yang wajib dilakukan oleh sekolah untuk menunjang sarana belajar siswa. Namun, terdapat beberapa sekolah yang belum melaksanakan pengembangan koleksi perpustakaan. Salah satunya adalah tempat kegiatan KKN Tematik Literasi UPI yaitu di Pesantren Tahfidzul Qur’an Al-Ishlah Putri yang beralamatkan di Kabupaten Bogor. Berdasarkan permasalahan tersebut, penulis berupaya merancang program pengabdian di perpustakaan Pesantren Tahfidzul Qur’an Al-Ishlah Putri dapat mendukung program literasi sekolah. Metode pengabdian yang dilaksanakan yaitu penguatan program literasi sekolah dengan dukungan pengembangan koleksi perpustakaan. Hasil program ini menjadi perhatian dan gerbang awal bagi keberlangsungan kegiatan literasi di Pesantren  Tahfidzul Qur’an Al-Ishlah Putri. Kata Kunci: Pengembangan koleksi; penguatan literasi sekolah; perpustakaan sekolah; perpustakaan pesantren 
School-Based Education for Landslide Disaster Preparedness: A Systematic Review of Learning Processes, Outcomes, and Influencing Factors Fania Hafidza Dwitarachmi; Enok Maryani; Dina Siti Logayah
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42508

Abstract

Disaster education provides significant opportunities to enhance students’ preparedness for disaster risks, particularly through school-based landslide education programs. However, previous studies have mainly examined learning processes, preparedness outcomes, or influencing factors separately, leaving limited integrative evidence regarding school-based landslide preparedness education. Therefore, this study addresses three main questions concerning: (1) the implementation of learning processes in school-based landslide education, (2) students’ preparedness outcomes, and (3) factors influencing program effectiveness. This study employed a PRISMA-compliant systematic literature review using the Scopus and Google Scholar databases. Literature searches were conducted using keywords related to school-based education, disaster preparedness, landslides, and students, covering publications from 2015–2025. From 522 identified studies, 21 articles met the inclusion criteria after screening and eligibility assessment. The findings indicate that school-based education improves students’ understanding of landslide risks, preparedness attitudes, risk awareness, and disaster response behavior through contextual and experiential learning approaches. Integrative learning processes, including STEAM-D approaches, disaster simulations, and field-based activities, were found to enhance students’ engagement and contextual understanding of disaster risks. Program effectiveness is influenced by curriculum integration, teacher capacity, environmental awareness, policy support, and resource availability. Despite its strong potential, challenges remain, including limited learning materials and insufficient institutional support. This study is among the first PRISMA-based systematic literature reviews to integrate learning processes, preparedness outcomes, and influencing factors in school-based landslide education.
PENERAPAN ASESMEN FORMATIF DIGITAL BERBASIS GAMIFIKASI ZEP QUIZ PADA MATERI LITERASI FINANSIAL KELAS IX SMPN 1 CILIMUS Anggun Gumilar; Dina Siti Logayah
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i1.9047

Abstract

Conventional classroom practices require the use of digital, gamified assessment tools such as Zep Quiz to enhance students’ motivation and the accuracy of learning evaluation. This study focuses on examining the effectiveness of the Zep Quiz digital assessment in improving students’ motivation and the quality of evaluation in financial literacy learning. This research employed a qualitative method with a case study design through observations, interviews, documentation, interactive data analysis, and three procedural stages: preparation, implementation, and reporting. The findings indicate that formative assessment supported by gamification through Zep Quiz increases students’ engagement, motivation, and the quality of feedback in financial literacy learning at SMPN 1 Cilimus. Students actively participated in the assessment, understood their errors more quickly through instant feedback, and showed strong enthusiasm due to game elements such as points and leaderboards. Teachers obtained real-time learning achievement data that enabled them to adjust instruction based on students’ needs. From a gamification perspective, Zep Quiz stimulates both intrinsic and extrinsic motivation through challenges, competition, and digital rewards. Using Rogers’ diffusion of innovation framework, the adoption process of Zep Quiz is reflected in the stages of knowledge, persuasion, decision, implementation, and confirmation experienced by teachers and students. Nevertheless, the study also identifies challenges related to network stability, technical readiness, and students’ varying digital abilities. Overall, Zep Quiz is considered effective as an engaging, adaptive, and relevant formative digital assessment tool for enhancing students’ financial literacy understanding in social studies learning ABSTRAKPembelajaran yang masih konvensional menuntut adanya asesmen digital berbasis gamifikasi seperti Zep Quiz untuk meningkatkan motivasi dan akurasi evaluasi belajar siswa. Penelitian ini berfokus pada efektivitas asesmen digital Zep Quiz dalam meningkatkan motivasi dan kualitas evaluasi literasi finansial. Metode yang digunakan adalah kualitatif dengan desain studi kasus melalui observasi, wawancara, dokumentasi, analisis data interaktif, serta prosedur penelitian tiga tahap, yaitu persiapan, pelaksanaan, dan pelaporan. Hasil penelitian menunjukkan bahwa asesmen formatif berbasis gamifikasi melalui Zep Quiz mampu meningkatkan keterlibatan, motivasi, dan kualitas umpan balik dalam pembelajaran literasi finansial di SMPN 1 Cilimus. Siswa terlihat lebih aktif mengikuti asesmen, lebih cepat memahami kesalahan melalui umpan balik instan, serta menunjukkan antusiasme tinggi berkat elemen permainan seperti poin dan leaderboard. Guru memperoleh data capaian belajar secara real time sehingga dapat menyesuaikan pembelajaran sesuai kebutuhan siswa. Dari perspektif gamifikasi, Zep Quiz memicu motivasi intrinsik dan ekstrinsik melalui tantangan, kompetisi, dan reward digital. Melalui kerangka difusi inovasi Rogers, proses adopsi Zep Quiz terlihat melalui tahapan pengetahuan, persuasi, keputusan, implementasi, dan konfirmasi yang dilalui guru dan siswa. Kendati demikian, penelitian juga menemukan kendala seperti keterbatasan jaringan, kesiapan teknis, dan variasi kemampuan digital siswa. Secara keseluruhan, Zep Quiz efektif sebagai asesmen formatif digital yang menarik, adaptif, dan relevan untuk meningkatkan pemahaman literasi finansial dalam pembelajaran IPS.
Implementasi Penilaian Autentik Berbasis Proyek Pada Mata Pelajaran IPS Untuk Mengembangkan Kreativitas Siswa Faizah Hijriati; Mamat Ruhimat; Dina Siti Logayah
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.34683

Abstract

This study aims to examine how the implementation of authentic project-based assessment supports the development of students’ creativity in Social Studies learning at the junior high school level. The research method uses a mixed method approach with a descriptive-exploratory design, this study involved 28 seventh grade students at SMP Negeri 29 Bandung as research subjects. Data were collected through observation, interviews, and project assessments using an authentic rubric based on Torrance’s four creativity indicators: fluency, flexibility, originality, and elaboration. The quantitative findings revealed that the students’ average creativity score was 11.8 out of a maximum of 16 (Good category), with originality showing the highest mean (M = 3.14) and flexibility the lowest (M = 2.79). Theoretically, these results reinforce Torrance’s model of creativity and Amabile’s componential theory within the context of social studies. Methodologically, this study introduces an authentic assessment rubric with high reliability (κ = 0.82). The novelty of this research lies in the application of authentic assessment through a three-dimensional physical project involving recycled materials, which integrates students' cognitive, social, and psychomotor aspects. In practice, the findings highlight the importance of designing contextual, sustainability-oriented projects to foster 21st-century competencies
PERAN PROGRAM KAMPUS MENGAJAR DALAM MITIGASI PERUBAHAN IKLIM MELALUI KEGIATAN BUTO IJO (BUDAYA TANAMAN HIJAU) DI SDN MAJA SELATAN 6 Regina Putri Rahmawati; Ariz Najib; Dina Siti Logayah
INDONESIAN JOURNAL OF ENVIRONMENT AND DISASTER Vol. 3 No. 2 (2024): Indonesian Journal of Environment and Disasters
Publisher : Disaster Research Center, Universitas Sebelas Maret, Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/eyht8b09

Abstract

Perubahan iklim, baik alami maupun disebabkan oleh manusia, telah menjadi fokus perhatian global karena dampaknya yang merugikan. Di Indonesia, perubahan iklim menyebabkan berbagai masalah seperti banjir, kekeringan, dan kenaikan suhu. Mitigasi perubahan iklim menjadi sangat penting, dengan kegiatan penghijauan sebagai salah satu upaya efektif. Kegiatan Buta Ijo di SDN Maja Selatan VI merupakan implementasi penghijauan di lingkungan sekolah. Melalui partisipasi siswa dan metode Participatory Action Research (PAR), kegiatan ini memperkuat kesadaran lingkungan dan menjaga ekosistem. Penerapan Buta Ijo melibatkan perencanaan, pelaksanaan, dan evaluasi. Tantangan seperti kesadaran siswa dan kesulitan teknis diatasi dengan memberikan tanggung jawab kepada siswa, memilih tanaman yang tepat, dan melakukan monitoring secara berkala. Dampak nya meliputi lingkungan sekolah yang lebih hijau dan sehat serta peningkatan kesadaran lingkungan siswa. Manfaat jangka panjang mencakup penyediaan lingkungan yang sehat, mitigasi perubahan iklim, dan konservasi sumber daya. Kegiatan Buta Ijo bukan hanya berdampak lokal, tetapi juga mendukung upaya global dalam mengatasi perubahan iklim.
The challenges of algorithm literacy and innovation diffusion in AI era Siti Sarah; Ade Budhi Salira; Dina Siti Logayah
Inovasi Kurikulum Vol. 23 No. 3 (2026): Inovasi Kurikulum, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i3.329

Abstract

The rapid growth of AI-driven social media platforms has significantly heightened the urgency of algorithmic literacy in K–12 education, yet this competence remains largely absent from Indonesian Social Studies Education. This study examines barriers to the diffusion of algorithmic literacy as an educational innovation within Social Studies Education using Everett Rogers’ Diffusion of Innovations theory as the analytical framework. A PRISMA-based systematic literature review analyzed 42 articles from Scopus, ERIC, Google Scholar, and Dimensions published between 2015 and 2025. Drawing on Rogers’ five innovation attributes, findings reveal that high conceptual complexity, low compatibility with the Merdeka Curriculum Learning Outcomes, minimal trialability due to the absence of ready-to-use instructional modules, and low observability of benefits constitute the primary diffusion barriers. Most Social Studies teachers remain in the late majority or laggard adopter categories due to limited digital competence and institutional inertia. The study concludes that Social Studies Education is the most strategic subject for integrating algorithmic literacy in Indonesian K–12 education given its mandate to develop civic reasoning, democratic values, and critical social thinking. Recommendations include explicit integration of algorithmic literacy competencies in the IPS Learning Outcomes and development of context-based instructional modules.   Abstrak Pesatnya pertumbuhan platform media sosial berbasis kecerdasan buatan (Artificial Intelligence/AI) semakin meningkatkan urgensi literasi algoritmik dalam pendidikan K-12. Namun, kompetensi ini masih sangat terbatas dalam pembelajaran IPS Indonesia. Studi ini mengkaji hambatan difusi literasi algoritmik sebagai inovasi pendidikan dalam pembelajaran IPS menggunakan teori Difusi Inovasi Everett Rogers sebagai kerangka analitis. Tinjauan pustaka sistematis berbasis PRISMA menganalisis 42 artikel dari Scopus, ERIC, Google Scholar, dan Dimensions (2015-2025). Berdasarkan lima atribut inovasi Rogers, temuan menunjukkan bahwa tingginya kompleksitas konseptual, rendahnya kompatibilitas dengan Capaian Pembelajaran Kurikulum Merdeka, minimnya trialability, dan rendahnya observabilitas manfaat merupakan hambatan difusi utama. Sebagian besar guru IPS berada pada kategori mayoritas akhir atau tertinggal akibat keterbatasan kompetensi digital dan inersia institusional. Studi ini menyimpulkan bahwa pembelajaran IPS merupakan lokus paling strategis untuk mengintegrasikan literasi algoritmik dalam pendidikan K-12 di Indonesia, mengingat mandatnya untuk mengembangkan penalaran kewargaan, nilai-nilai demokratis, dan berpikir kritis sosial. Rekomendasi mencakup integrasi kompetensi literasi algoritmik secara eksplisit dalam Capaian Pembelajaran IPS serta pengembangan modul ajar berbasis konteks. Kata Kunci: difusi inovasi; era AI; kewarganegaraan digital; literasi algoritma; pembelajaran IPS
Spatial Inequality in Banten Province: An Integrative Study in Contextual Social Studies Learning for Strengthening Students’ Social and Geospatial Literacy Qiden Binta Raifadilah; Enok Maryani; Dina Siti Logayah
Jurnal Pendidikan Geografi Undiksha Vol. 14 No. 2 (2026): Jurnal Pendidikan Geografi Undiksha
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpg.v14i2.105889

Abstract

Spatial inequality in Banten Province demonstrates a stark contrast in development between the advanced northern region and the underdeveloped southern region. This article aims to conceptually examine how the issue of spatial inequality can be integrated into contextual-based Social Studies (IPS) learning to strengthen students’ social and geospatial literacy. This study employs a literature review approach using academic sources, data from the Central Bureau of Statistics (BPS), and regional development reports. The findings show that the areas of Greater Tangerang, Serang, and Cilegon have experienced rapid progress due to their proximity to Jakarta, industrial concentration, and adequate infrastructure. Meanwhile, Lebak and Pandeglang continue to face development challenges due to limited accessibility and human resources. Social Studies learning that incorporates local issues has proven effective in enhancing students’ critical thinking, social empathy, and spatial awareness. Therefore, integrating the issue of spatial inequality into Social Studies education can strengthen its relevance in shaping a generation that is aware of social justice and committed to sustainable development.
Development of the Augmented Reality Model (DISMUS) as Social Studies Digital Learning Media Ade Budhi Salira; Dina Siti Logayah; Rizal Akbar Darmawan; Kirani; Tri Tianti
Heritage Vol. 3 No. 2 (2022): Heritage: Journal Of Social Studies
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/hrtg.v3i2.96

Abstract

Development of augmented reality as a learning medium that can present real but virtual-based visuals. Augmented reality gives students a sense of embodiment, enabling them to recall experiences in the real and virtual worlds. Based on this, the literature the initiative to develop an augmented reality-based application called dismus by working with virtual objects such as 3D models combined with audio. However, in the development that has been carried out, it is necessary to have discussion sessions through focus group discussions so that the applications that have been developed can reach the trial stage. The result of this focus group discussion is that the dismus application has successfully entered the innovation stage as a learning medium that can be used in the classroom with some inputs to keep the user's comfort in mind.
Social Studies Learning Innovation Using Deep Learning And Gamification ZEP Quiz Dina Siti Logayah; Sapriya; Retno Ayu Hardiyanti; Sopi Sopianti Nur Irvan
Jurnal Ilmiah WUNY Vol. 8 No. 1 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i1.95131

Abstract

Background: The digital era demands adaptive and innovative social studies education to move beyond conventional teacher-centered approaches that rely on memorization Objectives: This Community Service (PkM) activity aims to strengthen the capacity of social studies teachers in developing learning evaluation models based on deep learning and gamification using the ZEP Quiz platform. Method: The activity utilized a hands-on, participatory workshop method combined with a reflective mentoring approach, involving 134 social studies teachers from the MGMP IPS Bandung City. The procedure followed four systematic stages: preparation, implementation, evaluation, and follow-up. Result: Statistical analysis using the Wilcoxon Signed Rank Test showed a significant increase in teachers' understanding of deep learning concepts and digital pedagogical skills (p < 0.05). Teacher confidence in utilizing digital media rose significantly from 38% to 87% post-training. Furthermore, the workshop successfully produced 80 interactive quiz products ready for classroom implementation. Conclusion: This activity successfully achieved its targets by improving teacher professionalism, fostering a collaborative digital culture through the MGMP network, and encouraging sustainable innovation in technology-based social studies learning. Despite minor technical and time constraints, the program proves effective as a model for teacher professional development in the 21st century.
Co-Authors Ade Budhi Salira Ade Budhi Salira Ade Budi Salira Aim Abdulkarim Akbar, Iqbal Subagja Amadia, Amina Lufi Andriani, Nabila Dwi Anggun Gumilar Annissa, Sylvia Apriana, Rosalina Ariz Najib Aufi, Ritsalisa Ayida, Leovi Permata Azzahra, Audree Bella Rizky Mustikasari Choiruddin, Fiqih Daine Zahra Hindami Darmawan, Rizal Akbar Desiany, Mia Efendi, Algama Danendra Ema Demalia Enok Maryani Erlina Wiyanarti Fadhilah, Alma Husna Faizah Hijriati Fajar Islamy, Mohammad Rindu Fania Hafidza Dwitarachmi Fauzan, Fachri Fauziah, Irma Nur Fitria, Neng Ani Ghina Afiifah Safiinatunnajah Gumilar, Anggun Hidayat, Devi Jati, Pramestyawati Jupri Jupri Kirani Kirani Kirani Kirani, Kirani koswara, mara bira Mamat Ruhimat Mamat Ruhimat, Mamat Maulia D Kembara Mina Holilah Mina Holilah, Mina Muhamad Parhan Muhammad Arief Rakhman Muhammad Rendi Neiny Ratmaningsih Nurbayani, Yulia Nazwa Nurti Budiyanti Pratiwi, Tyas Prisa, Anggun Artika putri, imelda triana Putri, Intan Ivana Qiden Binta Raifadilah Rakhman, M. Arief Regina Putri Rahmawati Retno Ayu Hardiyanti Riko Arrasyid Rismawati, Kharina Rizal Akbar Darmawan Rizal Akbar Darmawan Rizal Akbar Darmawan Rizal Akbar Darmawan Rizky, Irfan Yazid Nur Rosyidi, Ahmad Zain Ruimat, Mamat Salira, Ade Budhi Sapriya Sigarlaki, Nadya Aurelya Siti Sarah Sopi Sopianti Nur Irvan Suprima Thaliana Primawardani, Astried Tianti, Tri tisani, salwa dhia Tri Tianti Tri Tianti Triana, Igna Juli Wawan Hermawan Yakub Malik, Yakub Yeni Kurniawati Yudha, Dwiky Dirga Zulfa, Nova Nafisah