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All Journal IQRO: Journal of Islamic Education SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Jajang Hendar Hendrawan
STKIP Pasundan Cimahi
Education Social Sciences Other

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Menumbuhkan Kreativitas Peserta Didik Melalui Projek Penguatan Profil Pelajar Pancasila Agustina Retnoasih; Jajang Hendar Hendrawan; Lili Halimah
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): APRIL 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.6858

Abstract

Kreativitas merupakan kompetensi esensial abad ke-21 yang penting dikembangkan sejak dini guna membentuk generasi yang adaptif, inovatif dan solutif. Penelitian ini bertujuan mendeskripsikan bagaimana pelaksanaan Projek Penguatan Profil Pelajar Pancasila (P5) tema Suara Demokrasi dapat menumbuhkan kreativitas peserta didik di SMP Negeri 4 Subang. Latar belakang penelitian ini adalah rendahnya partisipasi aktif dan hasil karya inovatif peserta didik dalam pembelajaran berbasis projek. Penelitian ini menggunakan pendekatan kualitatif metode studi kasus, dengan teknik pengumpulan data berupa wawancara, observasi dan studi dokumentasi. Hasil penelitian menunjukkan bahwa: (1) Perencanaan P5 telah dilaksanakan secara kolaboratif dan sistematis oleh kepala sekolah, guru dan koordinator, meskipun sebagian fasilitator masih membutuhkan penguatan pemahaman. (2) Pelaksanaan P5 mampu menumbuhkan kreativitas peserta didik melalui kegiatan yang aktif, kolaboratif dan relevan dengan kehidupan nyata. (3) Penilaian dilakukan berbasis rubrik dan portofolio yang menunjukkan peningkatan kreativitas, kepercayaan diri serta keterampilan abad ke-21. (4) Evaluasi dan tindak lanjut dilaksanakan menyeluruh, melibatkan seluruh elemen sekolah serta mitra. P5 berdampak positif pada perkembangan karakter dan kreativitas peserta didik, meskipun masih terdapat tantangan seperti pembagian waktu dan peran fasilitator.
THE INFLUENCE OF LOCAL WISDOM VALUES IN CIVIC EDUCATION LEARNING ON STUDENTS’ CIVIC RESPONSIBILITY IN THE PANCASILA AND CIVIC EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, PASUNDAN UNIVERSITY, BANDUNG Indah Khoirunnisa Tosin; Jajang Hendar Hendrawan; Neneng Tripuspita
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8095

Abstract

Higher education has a strategic role in forming a young generation that is not only intellectually smart but also has responsibility as citizens. However, a significant gap between civic knowledge and civic disposition exists, characterized by declining social participation and individualistic attitudes among students. This study aims to analyze the influence of Panca Waluya local wisdom values—comprising cageur (healthy), bageur (good), bener (true), pinter (smart), and singer (skilled)—integrated into Civic Education (PKn) learning on the civic responsibility of students at Universitas Pasundan. Employing a quantitative approach with an explanatory survey and associative method, data were collected from students in the Pancasila and Civic Education Study Program using a five-level Likert scale questionnaire. Analysis through simple linear regression via SPSS 27 indicates that the instrument is valid and reliable, and all parametric prerequisites, including normality, linearity, and multicollinearity, were satisfied. The results reveal a significant positive effect $p < 0.05. The coefficient of determination of 0.758 demonstrates that local wisdom values contribute 75.8% to strengthening student civic responsibility. The research concludes that the internalization of Sundanese cultural philosophies, such as Silih-Asih, Silih-Asah, and Silih-Asuh, effectively transforms abstract Pancasila values into tangible social actions. This culture-based pedagogical model provides a vital framework for higher education institutions to develop graduates who are academically competent, ethically grounded, and deeply committed to addressing public interests..
THE EFFECTIVENESS OF MULTIPLE INTELLIGENCE-BASED QUANTUM LEARNING MODEL ON SOCIAL SKILLS AND SOCIAL STUDIES LEARNING OUTCOMES (A QUASI-EXPERIMENTAL STUDY AT SMP NEGERI 23, 32, AND 41 BANDUNG CITY) Hari Rudiana; Jajang Hendar Hendrawan; Neneng Tripuspita
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8096

Abstract

This research is motivated by findings that the achievement of IPS learning outcomes and student social skills at SMP Negeri 23, 32, and 41 Bandung City still tend to be in the medium to low category. The purpose of this study is to determine the effectiveness of the Multiple Intelligence-based Quantum Learning model in increasing social skills and IPS learning outcomes. This study uses a quantitative method with a Quasi-Experimental approach and Non-equivalent Control Group Design. The research subjects were grade VIII students totaling 192 individuals, involving experimental and control groups at SMP Negeri 23, 32, and 41 Bandung City. Data collection was carried out through pre-tests, post-tests, and questionnaires using a Likert scale. Hypothesis testing showed that the mean IPS learning outcome for the control class was 78.54 and for the experimental class was 78.54. The Independent Sample t-test showed a significance value of 1.000, which is greater than 0.05, indicating no significant difference in IPS learning outcomes between the two groups. Consequently, the Multiple Intelligence-based Quantum Learning model has not shown significant effectiveness in improving IPS learning outcomes compared to conventional learning. However, practically, this model provides a large influence on the quality of the learning process through more active student involvement, increased social interaction, and the development of intelligence potentials. It is concluded that while statistical effectiveness was not found for learning outcomes, the model creates a more active, interactive, and pleasant learning atmosphere and encourages student involvement in the development of social skills.
THE THE EFFECT OF THE HISTORICAL THINKING APPROACH ON STUDENTS’ CRITICAL THINKING SKILLS IN HISTORY LEARNING AT SMAN 1 RONGGA Tedi Sutisna; Jajang Hendar Hendrawan; Ernandia Pandikar
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8097

Abstract

This study was motivated by the dominance of memorization-oriented history instruction, which has limited the optimal development of students’ critical thinking skills. The purpose of this study was to analyze the effect of the historical thinking approach on students’ critical thinking skills in history learning at SMAN 1 Rongga. The conceptual framework was based on the relationship between three dimensions of historical thinking, namely Use of Primary Source Evidence, Cause and Consequence, and Historical Perspective-Taking, and four dimensions of critical thinking, namely interpretation, analysis, evaluation, and inference. This study employed a quantitative approach with a survey method. The sample consisted of 127 tenth-grade students selected through proportionate stratified random sampling. Data were collected using a Likert-scale questionnaire and analyzed using multiple linear regression. The findings revealed that the historical thinking approach had a significant simultaneous effect on students’ critical thinking skills, as indicated by an F value of 211.270 and a significance value of <0.001. The Adjusted R Square value of 0.834 indicated that 83.4% of the variation in students’ critical thinking skills could be explained by the three dimensions of historical thinking. Partially, Cause and Consequence and Historical Perspective-Taking had positive and significant effects, while Use of Primary Source Evidence did not have a significant effect. The most dominant dimension was Historical Perspective-Taking. Therefore, the historical thinking approach is appropriate to be applied as a history learning strategy to develop students’ critical thinking skills.
Co-Authors Agustina Retnoasih Ernandia Pandikar Hari Rudiana Indah Khoirunnisa Tosin Lili Halimah Neneng Tripuspita Tedi Sutisna