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All Journal The Innovation of Social Studies Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat
Mus Mulyadi
UIN Fatmawati Sukarno Bengkulu
Religion Humanities Education Environmental Science Library & Information Science Social Sciences Other

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Analisis Kesenjangan Antara Materi IPS Dan Realitas Kehidupan Sosial Siswa Di SMA Negeri 8 Seluma Edo Setiawan; Mus Mulyadi; Ahmad Walid; Rosi Delta Fitriana
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2366

Abstract

This study analyzes the gap between Social Studies (IPS) learning materials and the social realities experienced by students at SMA Negeri 8 Seluma. Social Studies learning in senior high schools is designed to develop students’ social awareness, critical thinking, and understanding of social life within society. However, in practice, IPS learning often emphasizes theoretical understanding rather than contextual experiences closely related to students’ daily social environments. This research employed a qualitative descriptive approach with data collected through observation, in-depth interviews, and documentation. The informants consisted of IPS teachers and students selected through purposive sampling. The findings indicate that there is a significant gap between IPS materials taught in the classroom and the actual social realities faced by students. The learning process tends to be teacher-centered, theoretical, and focused on memorization, while contextual learning based on real social phenomena remains limited. Students experience difficulties in relating concepts such as social interaction, economic activities, and social change to their daily lives. This condition is influenced by the limited use of contextual examples and the minimal integration of local social issues into lesson planning. The study concludes that IPS learning should adopt a more contextual and student-centered approach in order to improve students’ social understanding and enhance the relevance of learning to real-life conditions.
Madrasah Principals Leadership in Ethnopedagogy-Based Cundlict Management for Bullying Prevention in Islamic Boarding School Madrasahs Muhammad Ilham Gilang; Mus Mulyadi; Nurniswah Nurniswah; Riska Nadia; Intan Permata Sari
The Innovation of Social Studies Journal Vol 8, No 1 (2026): The Innovation of Social Studies Journal, September 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v8i1.18679

Abstract

This article aims to bullying remains a form of social conflict that persists in residential educational settings, including madrasahs based on Islamic boarding schools (pesantren). Intensive daily interactions, senior–junior relations, and diverse socio-cultural backgrounds may increase the risk of bullying if they are not systematically managed. This study aims to examine: (1) madrasah principals’ leadership planning for bullying prevention, (2) the implementation of ethnopedagogy-based conflict management, and (3) best practices that support sustainable bullying prevention in Islamic boarding school–based madrasahs in Bengkulu Province. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and document analysis involving madrasah principals, pesantren caregivers, teachers, and students across seven Islamic boarding schools designated as pilot child-friendly pesantren. Data were analyzed using an interactive model comprising data condensation, data display, and conclusion drawing. The findings indicate that bullying prevention is effectively embedded in leadership planning through the integration of anti-bullying policies into the vision, mission, and programs of child-friendly pesantren grounded in Islamic values and local wisdom. Ethnopedagogy-based conflict management is implemented through dialogical, deliberative (musyawarah), and restorative approaches that prioritize education, moral reflection, and relationship restoration over punitive sanctions. Sustainable bullying prevention is further strengthened by best practices such as continuous value habituation, senior–junior mentoring systems, and periodic program evaluations. Overall, the study concludes that madrasah principals’ leadership grounded in ethnopedagogical and Islamic values provides an effective and contextually relevant model for preventing bullying in residential religious education settings. 
Enhancing Students' Critical Thinking Skills through Interactive Learning Strategies in Social Studies Education: A Systematic Literature Review Aziza Fajar Fitriana; Ulfa Dwi Jayanti; Mus Mulyadi; Ahmad Walid
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner (Articles in Pres
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i4.1546

Abstract

Critical thinking is one of the essential competencies in Social Studies Education in the twenty-first century. This study aims to examine various interactive learning strategies implemented in Social Studies education and analyze their influence on students' critical thinking skills. The study employed a Systematic Literature Review (SLR) approach following the PRISMA 2020 guidelines. Data were collected from peer-reviewed articles published between 2021 and 2026 and indexed in Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, and Google Scholar. The findings indicate that interactive learning strategies, including Problem-Based Learning (PBL), Project-Based Learning (PjBL), Inquiry-Based Learning, and Cooperative Learning, effectively enhance students' critical thinking skills, active participation, and problem-solving abilities. However, their implementation continues to face several challenges, including teachers' readiness, limited educational resources, and variations in students' learning characteristics. This review provides valuable insights for educators in selecting effective interactive learning strategies to improve the quality of Social Studies education and foster higher-order thinking skills among students. Keywords: critical thinking skills; interactive learning strategies; Social Studies education; systematic literature review; PRISMA 2020.
Co-Authors Ahmad Walid Aziza Fajar Fitriana Edo Setiawan Intan Permata Sari Muhammad Ilham Gilang Nurniswah Nurniswah Riska Nadia Rosi Delta Fitriana Ulfa Dwi Jayanti