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All Journal Socia : Jurnal Ilmu-Ilmu Sosial ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Multidiciplinary Output Research for Actual and International Issue (Morfai Journal)
Sudrajat
Universitas Negeri Yogyakarta
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THE EFFECT OF PEER INTERACTION AND PARENTAL ATTENTION ON STUDENTS' SOCIAL STUDY ACHIEVEMENT AT STATE MIDDLE SCHOOL 6, KEBUMEN Amarudin Annas; Sudrajat
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 6 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i6.4527

Abstract

This study aims to determine whether or not there is an influence of peer interaction and parental attention on the social studies learning achievement of students of SMP Negeri 6 Kebumen. This type of research is descriptive analysis with a quantitative approach. The subjects of this study included all 848 students of SMP Negeri 6 Kebumen. Data collection techniques were carried out using questionnaires and documentation. The prerequisite test for data analysis used normality test, linearity test, multicollinearity test, while the hypothesis test used multiple linear regression technique with F test. The results of the study showed that (1) there is a significant positive influence of peer interaction on the social studies learning achievement of students of SMP Negeri 6 Kebumen which is in the high category of 65%. (2) There is a significant negative influence of parental attention on the social studies learning achievement of students of SMP Negeri 6 Kebumen which is in the high category of 77%. (3) There is a significant positive influence of peer interaction and parental attention together on the social studies learning achievement of students of SMP Negeri 6 Kebumen which is in the complete category of 97% with an average value of 78.40.
THE IMPACT OF KNOWLEDGE ON STUDENTS’ TRAFFIC AWARENESS AT JUNIOR HIGH SCHOOLS IN PANGKALAN KURAS DISTRICT Perestian Ares Sandi; Sudrajat
SOSIOEDUKASI Vol 14 No 4 (2025): 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.v14i4.6396

Abstract

This study investigates the effect of students’ knowledge on traffic awareness among junior high school students at SMP Negeri Sorek Dua, Pangkalan Kuras, Pelalawan, Riau. A quantitative descriptive design was employed using total sampling of 224 students (Grades VII–IX). Data were collected via two Likert-scale questionnaires (16 items for knowledge; 16 items for awareness). Instrument quality was confirmed through item validity testing and reliability analysis (Cronbach’s alpha = 0.873 for knowledge; 0.862 for awareness). Assumption checks indicated normal data distribution and a linear relationship between variables. Descriptively, students’ traffic knowledge was high (mean score = 84.2), and traffic awareness was good (mean score = 81.5). Simple linear regression showed significant and effect of knowledge on traffic awareness. There is 79% of the variance in awareness is explained by knowledge, with the remaining 21% attributable to other factors. These findings highlight the central role of cognitive understanding in shaping safe traffic behavior. Practically, integrating traffic safety content into Social Studies (IPS), coupled with experiential activities (simulations, role-play) and reinforcement through school patrol (PKS), is recommended to transform knowledge into consistent safe practices.
THE USE OF GADGETS AS A SOURCE OF INFORMATION LITERACY IN SOCIOLOGY LEARNING: PENGGUNAAN GADGET SEBAGAI SUMBER LITERASI INFORMASI DALAM PEMBELAJARAN SOSIOLOGI Vevy Julianty; Sudrajat
SOSIOEDUKASI Vol 14 No 4 (2025): 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.v14i4.6525

Abstract

The development of information technology has significantly transformed education, including Sociology learning. Gadgets have become essential tools in the learning process, serving not only as communication devices but also as primary sources of information literacy. This study aims to analyze the role of gadgets as information literacy sources in Sociology learning and their impact on students’ critical thinking skills and learning motivation. The research employed a literature study with a descriptive qualitative approach. Data sources were collected from scientific journals, reference books, and academic articles related to digital literacy and Sociology education published between 2019 and 2025. Data were gathered through searches in academic databases such as Google Scholar, ScienceDirect, and ResearchGate. The data were analyzed using content analysis techniques by identifying major themes, including the role of gadgets, information literacy, digital learning impacts, and implementation challenges. The findings reveal that guided gadget use can enhance students’ information literacy, access to learning materials, and engagement in learning activities. However, uncontrolled usage may lead to distraction and dependency. In conclusion, the integration of gadgets into the curriculum supported by teacher training and digital ethics education is essential to promote critical, adaptive, and character-based Sociology learning.
EXPLORING THE VALUES OF LOCAL WISDOM OF THE COMMUNITY AS A SOURCE OF SOCIAL SCIENCE LEARNING: MENGGALI NILAI-NILAI KEARIFAN LOKAL MASYARAKAT SEBAGAI SUMBER BELAJAR ILMU PENGETAHUAN SOSIAL Kendedes Tambunan; Sudrajat
SOSIOEDUKASI Vol 14 No 4 (2025): 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.v14i4.6526

Abstract

This study is grounded in the importance of integrating local wisdom values into Social Studies (IPS) learning to create contextual, relevant, and character-oriented education. Conventional Social Studies instruction in Indonesia often remains theoretical and detached from students’ social and cultural realities. Therefore, this research aims to identify the values of local wisdom embedded in Indonesian communities that are relevant to Social Studies learning and to analyze how these values can be effectively implemented in classroom practices. This study employs a qualitative approach using a literature review method. Data were collected from scientific articles, books, research reports, and educational policy documents related to local wisdom and Social Studies education. The data collection technique involved documentation, while data analysis consisted of reduction, presentation, and conclusion drawing to synthesize key findings across sources. The results indicate that local wisdom values such as mutual cooperation (gotong royong), deliberation (musyawarah), honesty, and social concern are highly relevant to the objectives of Social Studies education. These values can be incorporated into learning through ethnopedagogical, contextual, and project-based approaches to enhance students’ social awareness, responsibility, and cultural identity. The study concludes that integrating local wisdom into Social Studies learning not only strengthens students’ character development but also contributes to cultural preservation and sustainable community development.
Internalisasi Makna Filosofi Tradisi Kirim Dawuhan sebagai Cara Meningkatkan Keterampilan Sosial pada Generasi Muda Nadia Nur Aini; Poerwanti Hadi Pratiwi; Sudrajat
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Vol. 8 No. 1 (2026)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v8i1.20141

Abstract

The phenomenon of social skills today is one of the challenges in the field of education in the midst of the current development of the times. Minimal social skills for students can cause problems such as moral crises and bullying that lead to the loss of the nation's identity. Internalizing the values of local wisdom through school-based learning is one effort to improve students' social skills. This research aims to explore the philosophical meaning contained in the Kirim Dawuhan tradition as a way to improve students' social skills. The method used in the research is qualitative with a descriptive type. Data collection was carried out through observation, interviews with 10 informants, and documentation. This study uses data analysis techniques from Miles and Huberman through the stages of data condensation, data presentation, and conclusion drawn. The results of the study show that the Kirim Dawuhan tradition contains elements of social skills, including the values of mutual cooperation, tolerance, consensus deliberation, and social care. The internalization of local wisdom values in these traditions can be done through social studies learning based on local wisdom and cultural festivals in schools. Both activities can improve social skills, especially in the field of education, so that it is the right strategy in minimizing the negative impact of globalization and preserving the tradition of Kirim Dawuhan in Blitar Regency, so that it does not become extinct.
TEACHER PERSONAL BRANDING FROM THE PERSPECTIVE OF SYMBOLIC INTERACTIONISM Mia Westina; Sudrajat
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 4 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The relational connection between students and teachers can determine the success of the learning process. This social relationship is driven by mutual sympathy between both parties. This mutual attraction is influenced by various factors, one of which is the teacher's self-image. The teacher's self-image is a subjective assessment by the students. Therefore, it is very important for teachers to build their personal branding to create a positive self-image. The label or image attached to teachers is a reflection of their professionalism. In the process of forming this self-image or image, teachers cannot be separated from the process of interpreting the symbols resulting from interactions and interpretations by students. This is then used by teachers to build their self-image. Building personal branding for teachers is part of the message of symbolic interactionism theory, where individuals give meaning to symbols in social interactions and influence teacher behavior. Social interaction is seen as a process within teachers to shape their self-image by considering the expectations of the students who are their interaction partners.
CULTIVATING CIVIC CHARACTER THROUGH CO-CURRICULAR PROGRAMS CONTAINING LOCAL WISDOM Amelia Sholihah; Sudrajat
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18486622

Abstract

This study aims to analyze the influence of local wisdom-based co-curricular programs on the formation of student citizenship character at SMP Negeri 16 Cimahi. The co-curricular program implemented takes the theme "Bhinneka Tunggal Ika: Different Colors but One Feeling of Unity in Diversity" with cultural performance activities, traditional games, and collaborative projects oriented towards strengthening social values. The study used a mixed methods approach with a sequential explanatory design, involving 100 students as quantitative respondents and 9 qualitative informants. The research instruments were a Likert scale questionnaire, observation, in-depth interviews, and document analysis. The results of the quantitative analysis showed that students' citizenship character was in the high category (M = 4.19) and there was a strong positive relationship between the co-curricular program and citizenship character (r = 0.71) with a contribution of 39% (R² = 0.39). Qualitative findings confirm an increase in social responsibility, caring, empathy, and respect for differences through the internalization of the values ​​of silih asih-silih asah-silih asuh and tepa selira. This study concludes that local wisdom-based co-curricular activities are effective as a strategy for developing civic character, but students' social participation still needs to be strengthened through community service-based activities.
The Meaningful-Rhizomatic Paradigm of Alternative Education in the Tanoker Ledokombo Community Moh Irsyad Fahmi MR; Saliman; Sudrajat; Satriyo Wibowo; Danang Ade Agustinova
SOCIA: Jurnal Ilmu-Ilmu Sosial Vol. 22 No. 2 (2025): Socia: Jurnal Ilmu-Ilmu Sosial
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/socia.v22i2.101132

Abstract

This study examines alternative education practice at the Tanoker Community in Ledokombo, Jember, East Java, through the lens of a meaningful-rhizomatic paradigm that integrates Ausubel's meaningful learning with the rhizomatic learning developed by Deleuze and Guattari and extended by Cormier. Using a qualitative grounded theory design, data were collected over seven months through participatory observation, in-depth interviews with 24 purposively and theoretically sampled informants, four focus group discussions, and documentation study, then analyzed through open, axial, and selective coding. Findings show that learning at Tanoker embodies five interrelated elements: egrang (traditional stilt-walking) as a cultural tool integrating cognitive, affective, and psychomotor dimensions; a non-hierarchical learning structure with multiple entry points; learning as a socio-communal process in which knowledge is collectively constructed; learning tightly connected to local reality and context; and collaborative parenting (pengasuhan gotong royong) as a supporting ecosystem. Rhizomatic characteristics manifest through multidirectional connectivity, heterogeneity of actors and methods, multiplicity of learning pathways, and adaptive resilience (asignifying rupture). Meaningfulness was experienced across cognitive, affective, social, and cultural dimensions by children, parents, facilitators, and the wider community. The study contributes a six-component operational model — core learning, child organization, parent empowerment, formal-informal integration, cultural celebration, and community-based tourism — offering a theoretically grounded, fifteen-year-tested reference for developing community-based alternative education in other contexts.
Eksplorasi Nilai Filosofis Kearifan Lokal sebagai Sumber Belajar IPS yang Inklusif Febri Puja Rahayu; Sudrajat
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Vol. 7 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v7i2.20231

Abstract

This study systematically identifies and analyzes the philosophical values embedded within the Merti Rogo Tradition in Umbul Cokro, Klaten, by examining its ontological, epistemological, and axiological dimensions. Utilizing a comprehensive literature review methodology, this research synthesizes existing scholarly works to explore the tradition's profound potential as a contextual learning resource for Social Sciences (IPS). The primary aim is to understand how these identified values can be effectively internalized to cultivate positive character traits and mitigate bullying behaviors among students. Findings consistently indicate that the Merti Rogo Tradition embodies a holistic worldview, unique knowledge transmission methods, and fundamental ethical values such as togetherness, tolerance, and mutual respect. These insights are highly relevant for enriching IPS curriculum, strengthening students' cultural identity, and fostering an inclusive and supportive school environment. The study concludes that leveraging the philosophical depth of the Merti Rogo Tradition offers a meaningful cultural approach, providing a valuable framework for comprehensive character development and effective bullying prevention within educational settings.
Co-Authors Amarudin Annas Amelia Sholihah Danang Ade Agustinova Febri Puja Rahayu Kendedes Tambunan M.R., Moh. Irsyad Fahmi Mia Westina Nadia Nur Aini Perestian Ares Sandi Poerwanti Hadi Pratiwi Saliman Saliman Satriyo Wibowo Vevy Julianty