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All Journal JPG (Jurnal Pendidikan Geografi) Sumatra Journal of Disaster, Geography and Geography Education Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Geografi JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA JISICOM (Journal of Information System, Infomatics and Computing) Jurnal Ilmiah Profesi Pendidikan Ijtimaiya : Journal of Social Science and Teaching Dinasti International Journal of Economics, Finance & Accounting (DIJEFA) Buletin Poltanesa International Journal of Educational Research and Social Sciences (IJERSC) Interdisciplinary Social Studies Profitabilitas Pakem : Jurnal Pengabdian Kepada Masyarakat Jurnal Masyarakat Mengabdi Nusantara Journal of Artificial Intelligence and Digital Business GEOFORUM Jurnal Geografi dan Pendidikan Geografi Jurnal Pengabdian kepada Masyarakat Arumbai German für Gesellschaft (J-Gefüge) Panggung Kebaikan : Jurnal Pengabdian Sosial Jurnal Geografi, Lingkungan dan Kesehatan Jurnal Pengabdian kepada Masyarakat Arumbai Soko Guru: Jurnal Ilmu Pendidikan
Asep
Universitas Pattimura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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INTEGRASI MITIGASI BENCANA DALAM PEMBELAJARAN GEOGRAFI SMA MELALUI PENDEKATAN KONTEKSTUAL KURIKULUM MERDEKA Dewilna Helmi; Yosepus Anthony Hallatu; Asep Asep
SOKO GURU: Jurnal Ilmu Pendidikan Vol. 5 No. 1 (2025): April : Jurnal Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/sokoguru.v5i1.5063

Abstract

Indonesia is one of the most disaster-prone countries in the world, making early disaster mitigation education crucial. Geography education holds significant potential for integrating disaster literacy, especially within the context of the Merdeka Curriculum, which emphasizes flexibility and contextual learning. This study aims to explore the forms and strategies of integrating disaster mitigation content into high school geography instruction. Employing a qualitative case study design, data were collected through in-depth interviews with teachers and students, classroom observations, and document analysis of teaching modules and student projects. The results indicate that disaster mitigation topics are integrated into several geography themes such as lithosphere dynamics, risk mapping, and regional development. Teachers implement project-based learning strategies, disaster simulations, and digital media to enhance student engagement. The developed teaching modules have shown to improve disaster literacy and support the achievement of the Profil Pelajar Pancasila dimensions, particularly critical thinking, collaboration, and environmental awareness. However, challenges remain, including limited access to locally relevant learning resources and insufficient teacher training. This study recommends strengthening teacher capacity through targeted training, developing a national module framework based on disaster mitigation, and fostering cross-sector collaboration to optimize the integration of disaster education in geography instruction
KONTRIBUSI SISTEM MANAJEMEN PESERTA DIDIK TERHADAP PRESTASI NON-AKADEMIK DI SD NEGERI 1 BANJARNEGERI KABUPATEN TANGGAMUS Asep, Asep; Setyo Erni Puspita; Herlina, Herlina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 1 (2026): Volume 11 No.1, Maret 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i1.37061

Abstract

This study aims to analyze the contribution of the student management system to non-academic achievement at SD Negeri 1 Banjarnegeri, Tanggamus District, particularly in the Festival Lomba Seni dan Sastra Siswa Nasional (FLS3N). The school’s achievements in story writing, storytelling, and expressive drawing indicate the presence of an effective and well-structured student management system. This research employed a descriptive qualitative approach with a case study design. Informants included the principal, the vice principal for student affairs, FLS3N coaches, award-winning students, and parents selected through purposive sampling. Data were collected through in-depth interviews, observations, and document analysis, and examined using the Miles, Huberman, and Saldana model consisting of data reduction, data display, and conclusion drawing. The findings show that structured planning, clear organizational roles, intensive coaching, adequate supporting facilities, and continuous monitoring and evaluation play a crucial role in improving non-academic coaching quality. The student management system significantly contributes to students’ achievements, as evidenced by their awards at the sub-district and district levels in three FLS3N competition categories. The study concludes that a comprehensive and consistent student management system is effective in optimizing students’ potential and enhancing non-academic achievements in primary schools. Keywords: student management, non-academic achievement, FLS3N, extracurricular coaching
Comparison of Student Learning Activities between the Active Learning Strategy Type Everyone is a Teacher Here and the Type True or False in Class X of Mapat Tunggul Selatan High School Khoirun Najmi Septiana; Lilis Suryani; Asep Asep
Jurnal Geografi, Lingkungan dan Kesehatan Vol 4 No 1 (2026): Jurnal Geografi, Lingkungan dan Kesehatan
Publisher : Program Studi Pendidikan Geografi Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jglk.4.1.25980

Abstract

The purpose of this study was to compare student learning activities between the active learning strategy Everyone is a Teacher Here, and True or False type. This type of research is "Quasi Experiment Research" with a population of all students of SMAN Mapat Tunggul Selatan Academic Year 2025/2026. Purposive sampling was used, so that Class X phase E1 was selected as experimental class 1 and Class X phase E2 as experimental class 2. Data collection techniques were observation of learning activities, interviews, and documentation. While the data analysis technique was quantitative descriptive and t-test. Quantitative data analysis showed that the average learning activity of students in experimental class I was 82% (very active), while in experimental class II was 75% (active). The results of the t-test at a significance level of 0.05 obtained t count 0.446 while t table 1.67. Thus, there is no difference between the learning activities of students who use the active learning strategy type Everyone is a Teacher Here and the True or False type in the class of X.
From Citizenship Transmission to Transformative Pedagogy: The Evolving Traditions of Social Studies Education Asep, Asep; Sapriya, Sapriya; Salira, Ade Budhi; Devi, Meila Yufriana
IJTIMAIYA: Journal of Social Science and Teaching Vol 10, No 1 (2026): IJTIMAIYA: Journal of Social Science and Teaching
Publisher : Program Studi Tadris IPS Fakultas tarbiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/ji.v10i1.37011

Abstract

This systematic literature review analyzes the global evolution of Social Studies Education traditions through thematic analysis of 59 Scopus-indexed articles published between 2016 and 2026. Framed by four traditions Citizenship Transmission, Social Science, Reflective Inquiry, and Social Transformation. The study examines how globalization, mass migration, and political polarization reshape the field. It maps shifts in traditions, identifies pedagogical innovations, diagnoses barriers to transformative practice, and proposes a cohesive scientific framework. Findings show a movement from transmission-centered models toward integrative and critical pedagogies, although a gap persists between transformative rhetoric and classroom practice. Key themes include critical citizenship, curriculum decolonization, the affective turn, civic reasoning, and teacher education reform. The review recommends integrative approaches, including the C3 Framework, with a stronger emphasis on affective dimensions and decolonization to prepare empowered global citizens. Its novelty lies in its cross-national synthesis and unified foundation for social studies as a transformative discipline.
Co-Authors - Sapriya Afdhal Afdhal Amelia, Hutri R. Andison, Andison Andriawan, Deden Ansiska, Paisal Apriningrum, Nelly Barus, Celsia C S A Barus C. S. A Barus Cahyadi Nugroho Carolina Sri Athena Barus Chairudin Chairudin Chalimatusadiah, Chalimatusadiah Desembra Sohilait Dewilna Helmi dion, nofrion Dwi Partini Ela Hasri Windari Fransisca Natalia Ghazali, Al Givan, Bryan Gracia Gabrienda Halatu, Yosepus Anthony Helmi, Dewilna Herlina Herlina Indriati Meilina Sari Khoirun Najmi Septiana LATUSERIMALA, GERALD Lilis Suryani Loklomin, Samsul Bahri Meila Yufriana Devi Mohammad Amin Lasaiba Nirdukita Ratnawati Nuraini, Intan Anilia Nurul Aisyah Oktoyoki, Hefri Partini, Dwi Pinoa, Herwic Prabowo, Wahyudi Putra, Muhamad Ilham Destama Rahayu, Maria Alia Rahmanelli Rahmanelli Ramdhani, Eka Chandra Rery Novio Rizki Muhammad Ramdhan Rudi Siswanto, Rudi Rudolf Kempa S. Rahayu, S. Salira, Ade Budhi Sapitri, Juniarti Eka Setyo Erni Puspita Susan E. Manakane, Susan E. Syah Putra, Arman Tetelepta, Edward Gland Ulya, Neng Willy Arafah Wirawan, Rio Yosepus Anthony Hallatu