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All Journal POLYGLOT Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE)
Tri Gunawan
Universitas Negeri Yogyakarta
Religion Education Social Sciences

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Beyond Student Misconduct: A Literature Review on School Discipline, Teacher Modeling, and Social Attitude Formation Dini Mulyani; Tri Gunawan; Sudrajat Sudrajat; Raras Gistha Rosardi
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 2 (2026): July 2026 (In Press)
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11124

Abstract

This study aims to examine student misconduct in secondary education as a phenomenon shaped not solely by individual factors, but by the interaction of school discipline practices, teacher modeling, school culture, and hidden curriculum processes. Using a literature review approach, the study analyzes peer-reviewed journal articles published between 2015 and 2026, sourced from databases such as Scopus, ERIC, and Google Scholar. The selection focused on studies related to school discipline, teacher behavior, and social attitude formation, particularly within secondary education contexts. Data were analyzed using thematic analysis to identify recurring patterns and conceptual relationships across the literature. The findings indicate that contemporary scholarship increasingly conceptualizes discipline as a relational and developmental process rather than merely a mechanism of control. Teacher behavior plays a critical role in shaping student discipline by modeling the moral legitimacy of rules through daily interactions. In addition, school culture and hidden curriculum significantly influence students’ understanding of fairness, authority, and social norms. Supportive and consistent disciplinary environments are associated with positive outcomes such as empathy, responsibility, and social engagement, while punitive and inconsistent practices tend to produce alienation and negative attitudes. Overall, the study highlights that student misconduct is structurally influenced, requiring integrated, whole-school approaches to discipline reform. This study contributes by offering an integrative framework that links discipline, teacher modeling, and school culture as a unified system of social attitude formation.
Scientific Explanation Sebagai Kerangka Konseptual Pembelajaran Permasalahan Sosial Di SMP Tri Gunawan; Sudrajat Sudrajat; Trapsila Siwi Hutami
Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 11, No 2 (2026): VOLUME 11 NUMBER 2 MEI 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpipsi.v11i2.7148

Abstract

This article examines the conceptual and pedagogical contribution of scientific explanation, rooted in philosophy of science, to the teaching of social issues in junior high school social studies. Although social studies aims to develop critical and analytical thinking, classroom practices often remain descriptive and less focused on explaining causal mechanisms behind social phenomena. This study employs a narrative literature review drawing from key works in philosophy of science and recent educational research on explanation and argumentation. The analysis indicates that models of scientific explanation, particularly causal reasoning and contextual explanation, provide a structured framework for helping students analyze social problems beyond factual description. Pedagogically, integrating scientific explanation principles supports evidence-based discussion, structured reasoning, and scaffolded explanation practices in social studies classrooms. The study concludes that adopting scientific explanation as a conceptual framework can strengthen students’ critical thinking and socio-scientific literacy in learning social issues at the junior high school level.
REVITALISASI PENDIDIKAN VOKASI DI INDONESIA: TRANSISI SEKOLAH KE DUNIA KERJA MELALUI FILOSOFI PENDIDIKAN MOH. SJAFEI [REVITALIZING VOCATIONAL EDUCATION IN INDONESIA: THE SCHOOL-TO-WORK TRANSITION THROUGH MOH. SJAFEI’S EDUCATIONAL PHILOSOPHY] Tri Gunawan; Poerwanti Hadi Pratiwi
Polyglot Vol 22 No 1 (2026): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v22i1.10514

Abstract

Indonesia's vocational education system faces ongoing challenges in facilitating the school-to-work transition. Despite various reform efforts, the high unemployment rate among vocational high school (SMK) graduates indicates a mismatch between educational outcomes and labor market needs. This study uses a Systematic Literature Review (SLR) of 60 primary source articles from Google Scholar to identify key themes affecting vocational education performance: school-to-work transition gaps, policy and implementation issues, curriculum and pedagogical transformation, institutional barriers, and limited integration of local wisdom and character education. These findings are analyzed through the philosophical lens of Moh. Sjafei, a pioneering Indonesian educator who emphasizes holistic, community-based, and practice-oriented learning. The results demonstrate that Sjafei's "head, heart, hand" framework offers a culturally grounded alternative to address structural inefficiencies and human development gaps in current vocational education. The study concludes with a series of policy recommendations aligned with Sjafei's educational ideals, which advocate for reforms that balance technical skills with character building and contextual relevance. This integrated approach provides a meaningful pathway to revitalize vocational education and improve the employability of young people in Indonesia. Abstrak Bahasa Indonesia Sistem pendidikan vokasi di Indonesia menghadapi tantangan berkelanjutan dalam memfasilitasi transisi sekolah ke dunia kerja. Meskipun telah dilakukan berbagai upaya reformasi, tingginya angka pengangguran lulusan Sekolah Menengah Kejuruan (SMK) menunjukkan adanya ketidaksesuaian antara hasil pendidikan dan kebutuhan pasar tenaga kerja. Studi ini menggunakan Systematic Literature Review (SLR) terhadap 60 artikel sumber utama dari Google Scholar untuk mengidentifikasi tema-tema utama yang memengaruhi kinerja pendidikan vokasi: kesenjangan transisi dari sekolah ke dunia kerja, isu kebijakan dan implementasi, transformasi kurikulum dan pedagogi, hambatan kelembagaan, serta terbatasnya integrasi kearifan lokal dan pendidikan karakter. Temuan-temuan ini dianalisis melalui sudut pandang filosofi Moh. Sjafei, seorang pendidik perintis Indonesia yang menekankan pembelajaran holistik, berbasis komunitas, dan berorientasi praksis. Hasil penelitian menunjukkan bahwa kerangka kerja “otak, hati, tangan” Sjafei menawarkan alternatif yang berlandaskan budaya untuk mengatasi inefisiensi struktural dan kesenjangan pembangunan manusia dalam pendidikan vokasi saat ini. Studi ini diakhiri dengan serangkaian rekomendasi kebijakan yang selaras dengan cita-cita pendidikan Sjafei, yang mengadvokasi reformasi yang menyeimbangkan keterampilan teknis dengan pembentukan karakter dan relevansi kontekstual. Pendekatan terpadu ini menyediakan jalur yang berarti untuk merevitalisasi pendidikan kejuruan dan meningkatkan kemampuan kerja kaum muda di Indonesia.
Co-Authors Dini Mulyani Poerwanti Hadi Pratiwi Raras Gistha Rosardi Sudrajat Sudrajat Trapsila Siwi Hutami