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All Journal Jurnal Penelitian dan Pendidikan IPS J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial)
Anindya Fajarini
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Earth & Planetary Sciences Economics, Econometrics & Finance Education Neuroscience

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PENGEMBANGAN BAHAN AJAR IPS BERBASIS 21St CENTURY SKILLS (4 LEARNING SKILLS) BAGI SISWA SMP/MTs. Anindya Fajarini; Fikri Apriyono
Jurnal Penelitian dan Pendidikan IPS Vol. 18 No. 2 (2024): Oktober
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v18i2.10864

Abstract

This study aims to develop teaching materials that represent 21st Century skills (4 Learning Skills). This research is a type of development research (Research and Development). The development model used is the Borg & Gall model. Quantitative data was obtained from a product development assessment questionnaire by material experts, design experts, linguists and users (teachers and students), while qualitative data was obtained through filling in comments and suggestions, both from experts and users. Quantitative data analysis uses descriptive percentage techniques, namely the number of respondents' answers in one item divided by the number of ideal answers in one item. The results showed that the module prepared had a suitability from material experts of 94.28%, from design experts obtained a percentage of 93.75%, from linguists obtained a percentage of 89.33% which means that the language module is valid or suitable for use. The individual test results obtained a percentage of 84.44%, the results of testing the effectiveness of the use of modules obtained from teacher and student responses obtained a percentage of 89.33% and 89.19% which means the module has good effectiveness. Thus, social studies teaching materials in the module is valid and feasible to use to support social studies learning. Recommendations for further research are to develop similar modules with different learning objective and conduct product trials on a wider scale (dissemination)
Developing a Non-Cognitive Diagnostic Assessment Model Based on Social-Emotional Learning through Differentiated Instruction in Social Studies Education Anindya Fajarini; Abdurrahman Ahmad
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.38861

Abstract

Non-cognitive assessment in Social Studies (IPS) learning at junior high school level still tends to be general in nature, separated from the learning process, and not yet capable of diagnostic mapping students’ social-emotional needs to support responsive learning for learners’ diversity. On the other hand, although the Social-Emotional Learning (SEL) approach has been widely studied, the development of non-cognitive assessment instruments that are systematically integrated with Differentiated Instruction (DI) principles in the context of IPS learning remains very limited. This gap indicates the need for an assessment instrument that not only measures social-emotional aspects but also functions as a basis for designing differentiated learning. This study aims to develop a diagnostic non-cognitive assessment instrument based on the integration of SEL and DI to support the strengthening of self-awareness, self-management, and social awareness of junior high school students in social studies learning. The method used was research and development (RD) with a modified Borg Gall model. The research instrument includes expert validation questionnaires, individual trials with teachers and students, response questionnaires, and semi-structured interview guidelines. Quantitative and qualitative data were analyzed using descriptive statistics based on percentage. The results showed that the instrument met the validity criteria, with average expert validation scores of 80% for content, 76.7% for psychology, and 93.3% for language, as well as 90% in individual trials. In addition, positive responses were obtained from teachers (89%) and students (87.6%). This instrument is valid, easy to use, contextual, and effective in facilitating the expression of students’ social-emotional needs in social studies learning.
Co-Authors Abdurrahman Ahmad Fikri Apriyono