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All Journal Jurnal Sosialita: Jurnal Kajian Sosial dan Pendidikan
Albani, Achmad Faisal
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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RELEVANSI KURIKULUM DEEP LEARNING DALAM KONTEKS PENDIDIKAN INDONESIA Albani, Achmad Faisal
Jurnal Sosialita Vol. 20 No. 1 (2025): Implementation of Deep Learning Approach (Meaningfull, Joyfull, Mindfull Learn
Publisher : Program Magister Pendidikan IPS UPY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/js.v20i1.8172

Abstract

The Deep Learning curriculum is an educational approach that emphasizes deep understanding, critical thinking, and complex problem-solving through the integration of 21st-century skills. In the context of Indonesian education, the relevance of this curriculum is increasingly significant amid the demands of globalization and rapid technological advancement. The national curriculum, which still tends to focus on cognitive and rote memorization aspects, faces major challenges in equipping students with the competencies required in the digital era. Implementing the Deep Learning curriculum offers a strategic solution to enhance the quality of learning by prioritizing contextual, collaborative, and reflective learning processes. This approach encourages students to thoroughly understand concepts, connect interdisciplinary knowledge, and communicate ideas critically and creatively. Its implementation requires support from educators with strong pedagogical and digital competencies, as well as a learning environment that fosters exploration and innovation. The relevance of the Deep Learning curriculum also aligns with the Merdeka Belajar (Freedom to Learn) policy initiated by the Indonesian government, which positions students as active participants in the learning process. Therefore, integrating the Deep Learning curriculum serves as a strategic step in developing lifelong learners who are adaptive and competitive on a global scale.
THE INFLUENCE OF SOCIAL STUDIES LEARNING, GENDER, AND PARENTING STYLE ON THE SOCIAL SENSITIVITY OF EIGHTH-GRADE STUDENTS AT PUBLIC JUNIOR HIGH SCHOOLS IN CENTRAL SLEMAN REGENCY. Albani, Achmad Faisal; Sunarti
Jurnal Sosialita Vol. 21 No. 1 (2026): Pendidikan IPS sebagai Instrumen Evaluasi Kebijakan dan Transformasi Sosial da
Publisher : Program Magister Pendidikan IPS UPY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/js.v21i1.9237

Abstract

This study aims to determine the influence of Social Studies Learning, Parenting Style, and Gender on the Social Sensitivity of eighth-grade students at public junior high schools in the central area of Sleman Regency. The research employed a quantitative approach using a survey method. The sample consisted of 358 students (175 male and 183 female), selected through a simple random sampling technique. The research instrument was a Likert-scale questionnaire that had been tested for validity and reliability. Data were analyzed using multiple linear regression with the assistance of SPSS version 25. The results of the study indicate that: (1) Social Studies Learning has a positive and significant effect on students’ Social Sensitivity and is the most dominant variable, as indicated by a t-value of 11.707, a significance level of 0.000, and the highest Beta coefficient of 0.532. This finding confirms that Social Studies Learning is the most influential factor in enhancing students’ Social Sensitivity; (2) Parenting Style also has a significant effect on Social Sensitivity, with a t-value of 6.201, a significance level of 0.000, and a Beta coefficient of 0.278, indicating that it remains an important supporting factor in the formation of students’ social behavior; (3) Although Gender shows a statistically significant effect (Sig. = 0.030), its Beta coefficient is very small and negative (–0.085), suggesting that it is not a dominant factor in the research model; (4) Simultaneously, the three independent variables have a significant effect on students’ Social Sensitivity, as evidenced by an F-value of 117.284 with a significance level of 0.000. Thus, this study concludes that Social Studies Learning is the most dominant factor influencing students’ Social Sensitivity, supported by the contribution of Parenting Style, while Gender does not serve as a primary factor in the model
Co-Authors Sunarti