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All Journal ISTORIA Jurnal Ilmu Sosial dan Humaniora Journal of Education and Learning (EduLearn) Jurnal Bina Praja Historika Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Kamaya: Jurnal Ilmu Agama Edukasi Islami: Jurnal Pendidikan Islam Jurnal Ilmiah Sekolah Dasar Journal on Education Indonesian Journal of Social Science Education (IJSSE) Jurnal Review Pendidikan dan Pengajaran (JRPP) Community Development Journal: Jurnal Pengabdian Masyarakat Journal Of Human And Education (JAHE) Journal of Community Dedication HISTORIA: Jurnal Program Studi Pendidikan Sejarah Innovative: Journal Of Social Science Research Jurnal Ilmu Pendidikan Nasional Indonesian Journal of Education (INJOE) Journal International Journal of Teaching and Learning (INJOTEL) INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) IJSS International Journal of Social and Education (INJOSEDU) Complex : Jurnal Multidisiplin Ilmu Nasional Educational Dynamics: International Journal of Education and Social Sciences
Moh. Imron Rosidi
Universitas Negeri Gorontalo
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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TECHNOLOGY USE IN IPS IN SMP LEARNING Mustopa, Mustopa; Rismiwati, Rismiwati; Moh. Imron Rosidi; Abdul Wahab Syakhrani; Iyad Abdallah Al- Shreifeen
International Journal of Teaching and Learning Vol. 2 No. 3 (2024): MARCH
Publisher : Adisam Publisher

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

Abstract

The literature review carried out was aimed at empirically measuring the use of technology in social studies learning. This involves monitoring, measuring, and analyzing the effectiveness of technology in improving student understanding, information retention, and learning outcomes. Evaluate educational policies that support or hinder the integration of technology in the teaching and learning process. In this modern era, technology has become an integral component in education, with significant implications on how learning and teaching is conducted. With the existence of educational technology and learning technology in this social studies education study, students will be more enthusiastic, active and continue to try in terms of learning. Because as the era develops, education must also follow it as long as it is positive and has a good impact on educators and their students. Therefore it is very helpful in a learning environment. Usually in learning using a projector, laptop, salon, microphone etc. It is very helpful for educators and students to grasp or be sensitive to current learning concepts.
Digital Storytelling for Social Justice: Empowering Students to Address Inequality through Creative Narratives Moh. Imron Rosidi; Ismaul Fitroh; Samavia Zia
Educational Dynamics: International Journal of Education and Social Sciences Vol. 2 No. 1 (2025): January: Educational Dynamics: International Journal of Education and Social Sc
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/educationaldynamics.v2i1.256

Abstract

This study investigates the use of digital storytelling (DST) as an educational strategy to enhance students’ critical thinking, empathy, and social awareness, particularly in addressing social injustice issues. Despite the growing emphasis on social justice education, traditional teaching methods often fail to engage students meaningfully or to connect personal experiences with broader societal contexts. This research aims to explore how DST can foster reflective learning, empathy, and social responsibility among students. A qualitative methodology was employed, involving data collection through student-created narratives, content analysis using ATLAS.ti, and thematic coding to identify recurring patterns and insights. The findings reveal that DST significantly improves students’ critical thinking skills and emotional engagement, allowing them to articulate personal experiences while understanding social structures and injustices. Students demonstrated increased empathy and the ability to link creative narratives with real-world social issues. Comparative analysis indicates that DST offers advantages over conventional pedagogical methods by promoting interactive, reflective, and socially conscious learning. The study concludes that integrating digital storytelling into educational practices can effectively cultivate socially aware, empathetic, and creative learners, thereby contributing to a more just and inclusive educational environment.
Exploring Teachers' Digital Pedagogical Competency and Its Effect on Learning Outcomes in Rural and Urban Schools Moh. Imron Rosidi; Mu'tasim Fikri; Tanveer Shah
Educational Dynamics: International Journal of Education and Social Sciences Vol. 1 No. 1 (2024): January: Educational Dynamics: International Journal of Education and Social Sc
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/educationaldynamics.v1i1.266

Abstract

This study explores the relationship between teachers' digital pedagogical competency and student learning outcomes in both rural and urban schools. A descriptive survey design, utilizing correlational and regression analyses, was employed to examine this relationship. Data were collected from teachers using a structured questionnaire assessing their digital competence, while student learning outcomes were measured through academic performance records. The results revealed significant differences between urban and rural schools in terms of teachers’ digital competence, with urban teachers demonstrating higher levels of digital skills. A positive correlation was found between teachers' digital competence and student learning outcomes, particularly in urban schools, where digital tools were more readily available. The regression analysis further confirmed that digital competence was a significant predictor of student achievement, with urban schools outperforming rural ones even after controlling for teacher experience. The study suggests that infrastructure availability, teacher training, and institutional support play crucial roles in enhancing digital competence, particularly in rural schools, where such resources are often limited. These findings underscore the need for policy reforms that ensure equitable access to digital tools and professional development opportunities for teachers across both rural and urban settings. Recommendations include targeted interventions for rural schools to bridge the digital divide and improve student learning outcomes through enhanced teacher digital competencies.
Co-Authors Abdul Wahab Syakhrani Abdul Wahab Thomas Ade Risna Sari Afwan, Bahtiar Agus Hidayat Agus Rofi'i Andi Fitriani Djollong Anggraeni, Lussy Arrazaq, Naufal Raffi Aslan Aslan Buruji, Yuliyanti Dadang Muhammad Hasyim Dicky Fadlan Hafiz Pulukadang Didik Cahyono Disman Disman Eka Selvi Handayani Eliagus Telaumbanua Erlina Wiyanarti Euis Kusumarini Fadli, Muhammad Rijal Fikri, Mu'tasim Hapudin, Muhammad Soleh Haryanto, Haryanto Heru Widoyo Iis Husnul Hotimah Irvan Tasnur Iskandar Iskandar Iskar Dai Ismail Ismail Ismail Ismail Ismaul Fitroh Iyad Abdallah Al- Shreifeen Jefri Rieski Triyanto Joko Sugiarto Juniarti, Gita Junus, Hasnawati Kokom Komalasari Latief, Nur Fitri Mardiyah A.S. Taulama Melyana R Pugu Moha, Lulun Mu'tasim Fikri Muhammad Khoiri Mujazi, Mujazi Mukni'ah Mustopa Mustopa Nadira A. Jaya Najamuddin Petta Solong Nanang Abdillah Nanda W. Kountu Nofridayati Nofridayati Noviandri, Yandy Nur Indawati Udin Nurfadila Perengki Yansah Pujiyana , Pujiyana Rieny Sulistijowati Rismiwati, Rismiwati Robby Cahyadi Rosyid, Ainur Samavia Zia Sarini N. Laindjong Sariyatun, S Sawitri Sawitri Sri Lusiana M. Laisa Suparno Suparno Tanveer Shah Tapoto, Rahmat Wahyudin Tuke Waluyo, Herman J. Wardatul Ilmiah Widjanarko Widjanarko Wijaya, Sugeng Hendra Wisnu Wardoyo Yadi Suryadi Yasin Muhammad Syibli