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All Journal Jurnal Nirta: Studi Inovasi Jurnal Aksara Raga Forum Ilmu Sosial
Arnie Fajar
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Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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Webinar Series Pembelajaran Abad 21 bagi Guru MGMP IPS dan PPKn di KBB Arnie Fajar; Khaerul Syobar; Sustin Komariah
Jurnal Nirta : Inovasi Multidisiplin Vol 3 No 2 (2024): Jurnal Nirta : Studi Inovasi
Publisher : Nirta Learning Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61412/jnsi.v3i2.194

Abstract

Learning in the 21st century demands a change in the educational paradigm, especially in Social Science Education (PIPS) and Pancasila and Citizenship Education (PPKn). The challenges of globalization, technological developments, and the need for 21st-century skills, such as critical thinking, creativity, communication, and collaboration (4C), are the main factors in the transformation of learning. This article discusses innovative learning strategies in PIPS-PPKn, including a project-based approach, the use of digital technology, and strengthening national values ​​and student character. Through a literature review and analysis of best practices, this study highlights how the integration of technology and active learning methods can improve learning effectiveness and shape critical and character-based citizens.
Nilai-Nilai Hukum Adat dan Kearifan Lokal Kampung Adat Kuta sebagai Media Pendidikan IPS melalui Program Pengabdian Masyarakat Halimah, Lili; Arnie Fajar; Heni Heryani; Ai Ratnahayati; Siti Hodijah
aksararaga Vol. 7 No. 2 (2025): Jurnal Pengabdian Aksara Raga
Publisher : STKIP Pasundan Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/aksararaga.v7i2.120

Abstract

Program Pengabdian Masyarakat (PkM) ini dilaksanakan di Kampung Adat Kuta, Kabupaten Ciamis, dengan tujuan mengintegrasikan nilai-nilai hukum adat dan kearifan lokal sebagai media pembelajaran IPS. Kegiatan dilakukan melalui sosialisasi, diskusi partisipatif, dan pendampingan dengan melibatkan masyarakat serta pemangku adat. Hasil kegiatan menunjukkan bahwa nilai-nilai hukum adat, seperti kepatuhan terhadap norma adat, sanksi sosial, dan musyawarah, dapat dijadikan contoh konkret dalam pembelajaran IPS pada tema norma, hukum, dan kehidupan sosial. Sementara itu, nilai kearifan lokal berupa gotong royong, kepedulian lingkungan, dan solidaritas memperkuat materi IPS pada aspek interaksi sosial dan pendidikan karakter. Penerapan kedua aspek tersebut menjadikan pembelajaran IPS lebih kontekstual, relevan, dan bermakna bagi peserta didik. Luaran kegiatan berupa modul berbasis hukum adat dan kearifan lokal serta artikel ilmiah.
Implementation of Social Studies Learning at Cimahi City Junior High School Post-Covid-19 Pandemic ARNIE FAJAR
Forum Ilmu Sosial Vol. 51 No. 1 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/fis.v51i1.5222

Abstract

This study aims to determine the implementation of social science learning at the end of the COVID-19 pandemic in junior high schools in Cimahi City. The approach used is qualitative with a descriptive method. The research instruments used are observation, interviews, documentation, and literature studies. Data analysis is carried out interactively simultaneosly as data collection and continous until data collection is complete. Furthermore, data reduction is carried out, data exposure is done, and finally, conclusions are made. The results showed that junior high school social studies teachers in Cimahi City had implemented social studies learning at the end of the COVID-19 pandemic by planning, implementing, and conducting learning assessments following applicable laws and regulations. Learning planning includes preparing annual programs, semesters, syllabi, and lesson implementation plans, although some social studies teachers must complete them. Most social studies teachers have carried out learning, including preparatory or preliminary activities, core learning, and closing, following the learning syntax very well, and some are included in the excellent category and quite well according to applicable regulations. However, the enrichment program has not been able to be implemented optimally. Social studies teachers have also conducted learning assessments following aplicable laws and regulations, including affective, cognitive, and psychomotor domain assessments.
Co-Authors Ai Ratnahayati Halimah, Lili Heni Heryani Khaerul Syobar Siti Hodijah Sustin Komariah