Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Proceeding International Conference on Digital Education and Social Science
Ajar Dirgantoro
Universitas Bhinneka PGRI
Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Development of Microlearning Based on Project Citizenship in Citizenship Learning to Improve Students' Civic Disposition Dwi Agustina Rahayu; Ajar Dirgantoro; Nurna Listya Purnamasari; A.A Putu Eka Putra
Proceeding International Conference on Digital Education and Social Science Vol. 2 No. 1 (2024): Proceeding International Conference on Digital Education and Social Science 202
Publisher : Asosiasi Pengelola Publikasi Ilmiah (APPI) PT PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/icdess.v2i1.43

Abstract

This research aims to develop a Project Citizenship-based Microlearning learning model in Civic Education courses to improve students' civic disposition in higher education. By using the Research and Development (R&D) method based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), this research produces innovative learning media that is effective, flexible, and relevant to meet the needs of digital era students. The results showed that the majority of students (78%) felt that civic learning was too theoretical, and 82% wanted a more practical approach. Therefore, a microlearning module was designed with interactive content in the form of short videos, infographics, quizzes, and applicable citizenship projects. The product was validated by material and media experts with validity levels of 89% and 87% respectively. The implementation of this model involved 70 students and was carried out for six month. The evaluation results showed a significant increase in the aspects of civic disposition: civic knowledge (20%), civic skills (21%), civic responsibility (23%), and civic participation (26%). Microlearning-based learning provides time flexibility, while integration with project citizenship motivates students to contribute directly to social activities. In conclusion, the development of microlearning based on project citizenship is effective in improving students' civic disposition, with advantages in the form of concise, practical material delivery, and being able to build active involvement. This finding makes an important contribution to the innovation of Civic Education learning in the digital era.
Teachers’ Perspectives on the Contribution of Social Studies Education to the Formation of Students’ Social and Cultural Identity through a Deep Learning Approach Aliem Sayyidah; Abdul Asrori; Ajar Dirgantoro; Sulastri Rini Rindrayani
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.295

Abstract

Education plays an important role in shaping students’ social and cultural identity, particularly through Social Studies learning at the junior secondary level. However, Social Studies instruction is often still oriented toward cognitive achievement and lacks contextual learning experiences, which limits the internalization of social and cultural values in the midst of globalization and the gradual erosion of local culture. Therefore, this study aims to examine teachers’ perspectives on the contribution of Social Studies learning through a deep learning approach to the formation of students’ social and cultural identity in Pacitan Regency. This study employed a descriptive qualitative approach with a case study design. The participants consisted of 5–10 junior secondary Social Studies teachers selected purposively. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using thematic analysis techniques, including data reduction, data display, and conclusion drawing. The validity of the data was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that teachers perceive Social Studies learning as having a strategic role in fostering students’ social and cultural identity through the internalization of social, cultural, national, and civic values. The implementation of a contextual deep learning approach supports students’ understanding, reflection, and meaning-making processes in relation to their social and cultural environment. However, the implementation still faces several challenges, including limited instructional time, resource constraints, and variations in teacher readiness.
Co-Authors A.A Putu Eka Putra Abdul Asrori Aliem Sayyidah Dwi Agustina Rahayu Nurna listya purnamasari Sulastri Rini Rindrayani