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All Journal JUPE : Jurnal Pendidikan Mandala Langgam International Journal of Social Science Education, Art and Culture
rammayani, winda
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Arts Economics, Econometrics & Finance Education Social Sciences Other

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(Social Exchange at the Graduation Celebration of Students after the Thesis Examination of the Postgraduate Social Sciences Students of UNP) rammayani, winda; Erianjoni, Erianjoni
JUPE : Jurnal Pendidikan Mandala Vol 10, No 2 (2025): JUPE : Jurnal Pendidikan Mandala (Juni)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i2.8733

Abstract

This study aims to analyze the phenomenon of social exchange that occurs in the celebration of student graduation after the Thesis exam in the Social Sciences Department. The main focus of this study is on the tradition of giving gifts as a symbol of appreciation, solidarity, and strengthening social relations among students. The research method used is a qualitative approach with a case study type, involving interviews, observations, and documentation studies. The results of the study indicate that giving gifts, such as flower bouquets, sling bags, and snacks, not only function as a sign of appreciation, but also create a cycle of reciprocity in students' social relations. Economic factors and social background influence the variation in the form of gifts, with students who have better financial capabilities tending to give more luxurious gifts. This study also reveals the importance of emotional support, both through congratulations and motivational words, as an integral part of the graduation celebration. Overall, this tradition of giving gifts strengthens solidarity and builds togetherness among students, despite challenges related to economic disparities that can affect individual experiences in the celebration. This study is expected to provide deeper insight into the social dynamics in student graduation celebrations and their contribution to the formation of closer social relations.
Analysis Of Educational Domain Objectives In Social Studies (IPS) For Student Competency Development: A Cognitive, Affective, And Psychomotor Approach Rammayani, Winda
LANGGAM: International Journal of Social Science Education, Art and Culture Vol 5 No 1 (2026): LANGGAM: International Journal of Social Science Education, Art and Culture (Marc
Publisher : Master Program of Social Science Education of Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/langgam.v5i1.280

Abstract

Social Studies (IPS) education plays a vital role in shaping student competencies across cognitive, affective, and psychomotor domains. However, current IPS teaching practices remain heavily focused on cognitive knowledge acquisition, while the development of affective and psychomotor domains receives considerably less attention. Project-Based Learning (PjBL) is considered an effective solution capable of holistically integrating all three domains into the learning process. This study adopts a descriptive qualitative approach using library research methodology by analyzing recent scholarly literature on the implementation of cognitive, affective, and psychomotor domains in project-based Social Studies education. Data were collected from national and international journal articles published within the last five years and analyzed using content analysis techniques to synthesize findings. The review results indicate that the PjBL model not only enhances conceptual understanding (cognitive) but also fosters positive attitudes (affective) and practical skills (psychomotor) among students simultaneously. However, the primary challenges lie in developing holistic assessment instruments and equipping teachers with the necessary skills to effectively apply this approach. This study recommends strengthening teacher capacity, developing integrated assessment tools, and policy support to optimize comprehensive Social Studies education. The findings offer both conceptual and practical contributions to the development of more integrative and meaningful Social Studies learning.
Co-Authors Erianjoni Erianjoni