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All Journal CICES (Cyberpreneurship Innovative and Creative Exact and Social Science) Journal of Social Knowledge Education (JSKE) Journal Education Innovation
Amri Dhimas Maulana
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Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Student Perceptions of Assessment Practices in High School Social Studies: Implications for Teaching and Learning Eka Yuliana Rahman; Amri Dhimas Maulana
CICES (Cyberpreneurship Innovative and Creative Exact and Social Science) Vol 10 No 2 (2024): CICES
Publisher : UNIVERSITAS RAHARJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/cices.v10i2.3334

Abstract

This study aims to explore students' perceptions of assessment practices in social studies subjects consisting of Economics, Geography, History and Sociology at SMAN 2 Tanggul and their implications for teaching and learning. Using a qualitative case study approach, this research collected data through in-depth interviews and classroom observations. A total of 30 students from grades X, XI, and XII were purposively selected to ensure the diversity of their experiences and views. The results showed that students tend to favour formative assessments that provide constructive feedback and opportunities to improve over summative assessments that are often perceived as adding pressure. Positive perceptions of formative assessment were associated with increased motivation to learn and active participation in class. In contrast, negative perceptions of summative assessments that are perceived as unfair and overly pressurised negatively impact student motivation and confidence. This research reveals that diverse and innovative assessment practices are needed to accommodate students' learning needs more effectively. The implications of these findings emphasise the importance for teachers to develop assessment strategies that are fair, useful and responsive to students' needs, which can ultimately improve the quality of teaching and learning outcomes in social studies classes.
Addressing Sexual Violence in Islamic Boarding Schools: A Study on Santri Perceptions and Institutional Responses Eka Yuliana Rahman; Amri Dhimas Maulana
Journal of Social Knowledge Education (JSKE) Vol. 5 No. 3 (2024): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v5i3.1086

Abstract

Purpose of the study: This study aims to explore santri perceptions of sexual violence in Islamic boarding schools in Banyuwangi Regency and assess the institution's response to the issue. It then observed how santri in boarding schools understand, identify, and respond to the issue of sexual violence, including their understanding of the signs of sexual violence and their attitudes towards reporting such cases. Methodology: This research uses a qualitative case study design, which allows researchers to explore phenomena in a real-life context. The research locations were several Islamic boarding schools located in Banyuwangi Regency that were selected based on certain criteria, such as having a history of sexual violence case reports or being willing to participate in this study. The participants of this research are santri (both victims and non-victims), boarding school caregivers, teachers, administrative staff, psychologists, and Banyuwangi police, as well as the surrounding community. For data collection techniques using participatory observation, in-depth interviews, forum group discussions, and documentation. Data analysis techniques used interview and FGD transcription, thematic analysis, and data triangulation. Main Findings: The results showed that santri perceptions of sexual violence are influenced by cultural factors, religion, and social norms in pesantren. These findings provide a deeper understanding of the dynamics of sexual violence in pesantren and can be the basis for formulating more effective policies and interventions in addressing this issue. This research also shows that social studies learning has great potential to contribute to efforts to prevent sexual violence in pesantren. Through civic education, social and moral values, and gender awareness, social studies can provide a foundation for santri to understand human rights, respect others, and play an active role in creating a safe and violence-free environment. Novelty/Originality of this study: The novelty of this study lies in its specific focus, comprehensive methodological approach, and practical implications that can help address the issue of sexual violence in Islamic boarding schools in a more effective way that is sensitive to the cultural, religious, social studies context.
Bridging Educational Gaps: Implementing Solution-Driven Methods in History Learning at a Peripheral  School in Jember Eka Yuliana Rahman; Amri Dhimas Maulana
Journal Education Innovation (JEI) Vol. 3 No. 1 (2025): Januari 2025
Publisher : Yayasan Perguruan Kampus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65474/yhhprg18

Abstract

This research examines the implementation of solution-driven methods in learning history at SMAN 1 Tanggul, a school in the peripheral area of Jember Regency, to bridge the existing educational gap. The main objectives of this research are to identify the effectiveness of solution-driven method in improving students' understanding and engagement as well as to identify the challenges and successes in its implementation. This research method uses qualitative with a case study approach. Data were collected through in-depth interviews with history teachers and students, classroom observations, and analyses of relevant documents, such as lesson plans and student activity records. Data analysis was conducted using thematic analysis techniques to identify patterns and main themes related to the implementation of solution-driven methods. The results showed that the solution-driven method significantly increased students' engagement in history learning by linking the subject matter to their real-life situations. Students showed an increased understanding of the historical context and the relevance of historical events in their daily lives. In addition, this approach helped improve students' learning motivation and analytical skills. Overall, the results of this study suggest that the solution-driven method can be an effective tool to address the education gap in peripheral schools such as SMAN 1 Tanggul.
Nilai-Nilai Sosial dalam Tradisi Pasar Terapung Masyarakat Banjar sebagai Media Penguatan Pendidikan Karakter dalam Pembelajaran IPS Nur Huwaida R; Liana Apriani; Maya Adelya B; Amri Dhimas Maulana
Journal Education Innovation (JEI) Vol. 3 No. 3 (2025): Juli 2025
Publisher : Yayasan Perguruan Kampus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65474/56pd3z79

Abstract

Pasar Terapung, merupakan warisan budaya masyarakat Banjar, yang kaya akan prinsip sosial seperti kerja sama, saling menghormati, dan etika perdagangan. Tujuan dari penelitian ini adalah untuk mempelajari bagaimana nilai-nilai sosial dari tradisi Pasar Terapung dapat diintegrasikan ke dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) dengan tujuan meningkatkan pendidikan karakter siswa. Penelitian ini menggunakan pendekatan kualitatif, menggunakan metode studi pustaka dan melakukan analisis isi dari literatur yang relevan. Hasil penelitian menunjukkan bahwa memasukkan nilai-nilai sosial dari praktik Pasar Terapung dapat memperkuat karakter peserta didik, terutama dalam hal tanggung jawab, kepedulian sosial, dan cinta budaya lokal. Penguatan karakter berbasis budaya lokal juga dapat membantu siswa menjadi lebih sadar tentang budaya mereka di tengah tantangan globalisasi
Co-Authors Eka Yuliana Rahman Eka Yuliana Rahman Liana Apriani Maya Adelya B Nur Huwaida R