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All Journal Jurnal Pendidikan Sosial dan Konseling Sosial : Jurnal Ilmiah Pendidikan IPS
Alsi Ratu Balqis
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Arts Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Ilmu Pengetahuan Sosial Sebagai Transmisi Kewarganegaraan Alsi Ratu Balqis; Emilia Susanti; Elsa Ramayeni; Maisya Putri; Bahria Bahria; Tsaniyah Andini; Zumri Syahferi Harahap
SOSIAL : Jurnal Ilmiah Pendidikan IPS Vol 2 No 2 (2024): SOSIAL: Jurnal Ilmiah Pendidikan IPS
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/sosial.v2i2.229

Abstract

This study aims to analyze the role of Social Studies (IPS) in transmitting citizenship values to high school students. In the context of globalization and rapid social changes, citizenship education through IPS is considered essential for strengthening national identity and instilling democratic values and social responsibility. The research method used is a descriptive qualitative approach, with data collection techniques including semi-structured interviews, non-participant observation, and document analysis. The research sample consists of 10 IPS teachers and 20 high school students in city X, selected through purposive sampling. The collected data were analyzed through data reduction, data presentation in the form of descriptive narratives, tables, or diagrams, and conclusion drawing with data triangulation. The results show that 78% of students who study IPS have a better understanding of their rights and obligations as citizens compared to students who do not study IPS. Interviewed teachers stated that IPS not only teaches history and geography but also the values of democracy, tolerance, and social justice. This study confirms that IPS is a crucial tool in building knowledgeable and active citizens. These findings support the citizenship education theories of John Dewey, Albert Bandura, and the constructivist theories of Jean Piaget and Lev Vygotsky. Overall, IPS is effective in shaping the character and citizenship identity of students, preparing them to become positive agents of change in society
Pengaruh Sistem Full Day School Terhadap Penanaman Sikap Sosial Pada Siswa Di Madrasah Tsanawiyah Negeri 1 Kampar Alsi Ratu Balqis; Sukma Erni
Jurnal Pendidikan Sosial Dan Konseling Vol. 3 No. 3 (2025): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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Abstract

This research aimed at finding out the influence of full day school system toward the low social attitudes of students, including the lack of honesty, the lack of discipline, and the lack of full day school system in effective time, at State Islamic Junior High School 1 Kampar. This research was instigated with the lack of honesty for students implementing full day school system and the lack of discipline for students implementing full day school system. It was quantitative research with survey method. All the eighth-grade students at State Islamic Junior High School 1 Kampar were the population of this research, and they were 200 students. The samples were 42% or 84 students selected with random sampling technique. Questionnaire and documentation were the techniques of collecting data. The techniques of analyzing data were descriptive statistical analysis, normality test, linearity test, simple linear regression analysis, product moment correlation analysis, and coefficient of determination with the assistance of SPSS statistics 27. Based on the research findings and data analyses, full day school system that could influence social attitudes in students at State Islamic Junior High School 1 Kampar was in good category with the percentage 75.24%, while instilling social attitudes in students at State Islamic Junior High School 1 Kampar was in good category with the percentage 78.91%. While the correlation test results showed that there was a significant influence of full day school system toward instilling social attitudes in students 0.448 higher than 0.2146 at 5% significant level, so Ha was accepted, and H0 was rejected; and 0.448 higher than 0.2796 at 1% significant level, so Ha was accepted, and H0 was rejected. The percentage of the influence of full day school system toward instilling social attitudes was 20.1%, or the variation of the independent variable used in the model (social attitudes), and the rest 79.9% (100-20.1%) was influenced or explained by other variables.
Co-Authors Bahria Bahria Elsa Ramayeni Emilia Susanti Maisya Putri Sukma Erni Tsaniyah Andini Zumri Syahferi Harahap