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All Journal Arus Jurnal Pendidikan Journal of Information System and Education Development Education Management: Jurnal Manajemen Pendidikan Islam (Edium) Jurnal Riseta Soshum Journal of Humanities, Social Sciences, and Education Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif
Saqjuddin Saqjuddin
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Strengthening the Pancasila Student Profile through Social Studies Learning in Elementary Schools Saqjuddin Saqjuddin
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 2 (2025): Edisi April 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i2.32

Abstract

The Pancasila Student Profile represents the ideal characteristics of Indonesian learners who possess global competencies and behave in accordance with the values of Pancasila. In the context of Elementary Schools (SD), Social Studies (IPS) learning plays a strategic role in instilling values of nationalism, social responsibility, and culture that contribute to the formation of the Pancasila Student Profile. This study aims to theoretically examine how Social Studies learning in elementary schools can effectively strengthen the six dimensions of the Pancasila Student Profile, namely faith and devotion to God Almighty, global diversity, mutual cooperation, independence, critical reasoning, and creativity. This research employs a literature review method by analyzing various national and international journals, books, and relevant curriculum documents, particularly those related to the Merdeka Curriculum. The findings suggest that contextual Social Studies learning, project-based learning, and the integration of local and global values can effectively serve as a medium for cultivating the character and competencies of the Pancasila Student Profile. Teachers play a crucial role in designing learning experiences that encourage students to think critically, collaborate, and reflect on the values of Pancasila in real-life situations. Ongoing training and support for teachers are necessary to develop transformative and humanistic learning practices. Therefore, strengthening the Pancasila Student Profile through Social Studies learning is not only possible but also essential in preparing Indonesia's Golden Generation of 2045.
Rekonstruksi Kepemimpinan Bangsa: Strategi Integrasi Teknologi Digital dan Kearifan Lokal di Sekolah Dasar Aba, Akbar; Muhammad Yusuf; Fajrul Khaer; Ilmiawan; Saqjuddin; Ilham Samudra Sanur
Education Management: Jurnal Manajemen Pendidikan Islam Vol. 3 No. 1 (2025): Education Managament : Jurnal Manajemen Pendidikan Islam
Publisher : IAIN Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/edium.v3i1.13317

Abstract

This research aims to explore the strategic role of educational leadership in maintaining national identity through the integration of technology and local wisdom in Indonesian primary schools. The study also highlights the gap in technology access between urban and rural areas and the challenges in curriculum development that can harmonize local cultural values with digital advancements. Using the literature review method, this study analyzes various literatures to understand the contribution of educational leadership to integrative policies that favor the preservation of national identity in the digital era. The findings show that educational leadership plays a central role in designing policies that not only encourage the use of technology, but also instill noble values of national culture. However, there are still significant barriers such as limited digital infrastructure, lack of locality-based teacher training, and lack of community involvement in curriculum formulation. Therefore, this study recommends strengthening inclusive policies, equitable technology investment, contextual teacher training and close collaboration with local communities to realize basic education that is firmly rooted in the nation's culture while being adaptive to the times.
Pengaruh Integrasi Nilai Multikultural dalam Materi IPS terhadap Sikap Kebhinekaan Siswa Sekolah Dasar Saqjuddin; Parisu, Chairan Zibar L.; Saputra, Erwin Eka
Arus Jurnal Pendidikan Vol 5 No 1: April (2025)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajup.v5i1.1143

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh integrasi nilai-nilai multikultural dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) terhadap sikap kebhinekaan siswa sekolah dasar. Latar belakang penelitian ini adalah pentingnya pendidikan yang menanamkan nilai toleransi, empati, dan penghargaan terhadap keberagaman sejak dini sebagai fondasi kehidupan masyarakat yang inklusif. Penelitian menggunakan metode kuantitatif dengan desain quasi eksperimen, melibatkan dua kelas sebagai kelompok eksperimen dan kontrol. Instrumen pengumpulan data berupa tes pre-test dan post-test serta dokumentasi proses pembelajaran. Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan pada sikap kebhinekaan siswa kelompok eksperimen setelah menerima pembelajaran yang mengintegrasikan nilai multikultural, dengan rata-rata kenaikan skor sebesar 15,25 poin, dibandingkan dengan kelompok kontrol yang hanya meningkat sebesar 5,35 poin. Uji-t menunjukkan nilai signifikansi < 0,05, yang berarti terdapat perbedaan signifikan antara kedua kelompok. Keberhasilan pendekatan ini juga didukung oleh implementasi Kurikulum Merdeka yang memungkinkan guru mengadaptasi pembelajaran dengan konteks lokal. Temuan ini menegaskan bahwa pendidikan multikultural memiliki dampak positif dalam membentuk karakter siswa dan mendorong kehidupan sosial yang harmonis. Penelitian ini memberikan implikasi bahwa pengembangan strategi pembelajaran berbasis nilai-nilai multikultural perlu terus dikembangkan dan diterapkan secara luas di sekolah dasar untuk memperkuat nilai kebhinekaan sebagai bagian integral dari pendidikan karakter.
Inovasi Manajemen Pembelajaran Coding dan AI untuk Meningkatkan Literasi Digital Siswa Sekolah Dasar Saqjuddin, Saqjuddin; Aba, Akbar; Aopmonaim, Nur Haizah
Journal of Information System and Education Development Vol. 3 No. 2 (2025): Journal of Information System and Education Development
Publisher : Manna wa Salwa Foundation (Yayasan Manna wa Salwa)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62386/jised.v3i2.134

Abstract

The transformation of education in the digital era has driven the integration of technology into the learning process, including the introduction of coding and artificial intelligence (AI) at the elementary school level. Digital literacy is now an essential skill that students must acquire early on to face the challenges of the Fourth Industrial Revolution and the society 5.0 era. This study aims to explore innovative management practices in the implementation of coding and AI learning and their impact on improving digital literacy among elementary school students. A qualitative approach with a case study design was used, involving several elementary schools in Indonesia. Data were collected through direct observation of classroom activities, interviews with teachers and school principals, and analysis of documents related to educational policies and curriculum. The findings indicate that integrating coding and AI learning can effectively enhance students' critical thinking, creativity, and problem-solving skills. However, several obstacles hinder implementation, including limited infrastructure, teachers’ lack of technological competence, and resistance to change. Therefore, innovative and collaborative learning management, as well as supportive policies, are essential to ensure the sustainability of this program in improving digital literacy among elementary school students.
Exploring Deep Learning Practices in Social Studies within Inclusive Elementary Classrooms: Eksplorasi Praktik Pembelajaran Mendalam IPS dalam Kelas Inklusif di Sekolah Dasar saqjuddin, Saqjuddin; Parisu, Chairan Zibar L.; Saputra, Erwin Aksa
Jurnal Riseta Soshum Vol. 2 No. 2 (2025): J Riseta Soshum
Publisher : B-CRETA Publisher (CV. Borneo Citra Kreatama)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70392/jrs.v2i2.4754

Abstract

This study aims to explore the implementation of deep learning practices in Social Studies instruction within inclusive elementary school classrooms. Within the framework of inclusive education, teachers are expected not only to deliver content but also to create learning environments that are responsive to the diverse needs of all learners. Deep learning, which emphasizes conceptual understanding, the interconnection of ideas, and real-life application, emerges as a promising approach to foster active participation among all students. This qualitative research employed a case study design involving three inclusive elementary schools in Indonesia. Data were collected through classroom observations, in-depth interviews, and document analysis. The findings reveal that deep learning practices are implemented through collaborative methods, the integration of local issues, the use of visual media, and differentiated instruction. However, several challenges were identified, including limited teacher training, administrative burdens, and inadequate resources. The study highlights the critical need for inclusive pedagogical training grounded in deep learning principles, as well as institutional support, to enhance the quality of Social Studies education in inclusive classroom settings.
Program Restoratif untuk Meningkatkan Keterampilan Sosial Anak Usia Dini di Daerah Tertinggal Istnain Alfajri Husain; Saputra, Erwin Eka; Chairan Zibar L. Parisu; La Sisi; Saqjuddin Saqjuddin
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 1 No 2 (2025)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v1i2.212

Abstract

Early childhood social skills are an important foundation for children's success in socializing, learning, and building relationships in the future. In underdeveloped areas such as Mata Usu District, Bombana Regency, children experience limitations in developing social skills due to low access to quality education, lack of PAUD teacher training, and minimal parental participation. This community service aims to implement a restorative program as an educational approach to improving early childhood social skills. The implementation method includes identifying problems, training teachers and parents on the restorative approach, implementing role-playing and children's dialogue activities, and evaluating the results. The activity was carried out in one of the underdeveloped villages in Mata Usu District for two months. The results of the service showed a significant increase in children's social skills such as empathy, communication, and peaceful conflict resolution. Teachers and parents also showed increased understanding and involvement in guiding children with a restorative approach. This program shows that an empathy and communication-based approach is effective in areas with limited resources. Policy support and further training are needed so that this approach can be implemented sustainably in all PAUDs in Mata Usu District.
Integrasi Teknologi Augmented Reality dalam Pembelajaran Sosial-Emosional untuk Menumbuhkan Nilai Kewarganegaraan Siswa Erwin Eka Saputra; Saqjuddin Saqjuddin
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 8 (2025): Edisi Oktober 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i8.327

Abstract

The development of digital technology has presented new opportunities in education, including in strengthening civic values ​​in elementary schools. One relevant approach is social-emotional learning (SEL), which focuses on developing empathy, responsibility, and social awareness. The integration of Augmented Reality (AR) technology into this learning model is believed to increase student emotional and cognitive engagement through immersive and contextual learning experiences. This article is a literature review that aims to examine the synergistic role of social-emotional learning and AR technology in strengthening civic values ​​in elementary school students. Analysis was conducted on various national and international studies that highlight the effectiveness of AR in stimulating social interaction, value reflection, and active student participation in character-based learning. The study results indicate that the integration of AR and SEL can enrich the PPKn learning experience through visualization of social situations, empathy simulations, and collaborative activities that instill national values. In addition, AR technology also increases motivation and a sense of ownership of moral and social values. Thus, the synergy between social-emotional learning and AR has the potential to become a strategic innovation in civics (PPKn) education, helping to shape a young generation with character, empathy, and a strong sense of national awareness.
Sosialisasi Kesadaran Anti-Bullying Berbasis Pembelajaran IPS sebagai Upaya Penguatan Karakter Sosial Siswa di SDN 03 Konda Saqjuddin Saqjuddin; Erwin Eka Saputra; Chairan Zibar L. Parisu; La Sisi; Nur Haizah Aopmonaim; La Ode Alwahab; Irma Sari; Sartika, Sartika
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 2 No 1 (2026)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v2i1.621

Abstract

Bullying remains a social issue in elementary schools and negatively affects students’ social development and character formation. Preventive efforts are therefore required through educational strategies integrated into classroom learning. This community service program aimed to increase anti-bullying awareness and strengthen students’ social character through social studies (IPS) based learning at SDN 03 Konda. The program employed an educational and participatory approach consisting of preparation, socialization activities, reinforcement through social studies instruction, and evaluation. During the socialization stage, students were introduced to bullying concepts, various forms, and harmful effects on social interaction. These ideas were reinforced by integrating social values such as empathy, respect, cooperation, and responsibility into learning activities. Results indicated improved student understanding of bullying, awareness of respectful behavior, and positive changes in peer interaction. Learning activities connecting social studies content with everyday social experiences promoted meaningful learning and supported internalization of positive social values. In addition, the program strengthened teachers’ roles as facilitators of character education and supported sustainability of anti-bullying values in daily classroom practices. Overall, socialization of anti-bullying awareness through social studies based learning proved effective for creating a safe, inclusive, and supportive elementary school environment.
Co-Authors Aba, Akbar Aopmonaim, Nur Haizah Chairan Zibar L. Parisu Erwin Eka Saputra Fajrul Khaer Ilham Samudra Sanur Ilmiawan Irma Sari Istnain Alfajri Husain La Ode Alwahab La Sisi MUHAMMAD YUSUF Nur Haizah Aopmonaim Parisu, Chairan Zibar L. Saputra, Erwin Aksa Sartika Sartika