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p-Index From 2021 - 2026
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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Dirgantoro , Ajar
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Development of Wayground Media Based on Problem-Based Learning To Improve Social Studies Learning Outcomes Harti, Yuni; Suja’i, Imam Sukwatus; Dirgantoro , Ajar; Setiani, Rahyu
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.293

Abstract

Education aims to develop students’ potential optimally; however, learning outcomes in Indonesia still face challenges, particularly low student engagement due to teacher-centered instruction. In response to the demands of 21st-century learning and technological advancement, interactive digital learning media oriented toward problem solving are needed to improve Social Studies achievement. This study aimed to develop Wayground media based on Problem-Based Learning to enhance the Social Studies learning outcomes of Grade VII students at SMP Negeri 1 Bandung in the first semester of the 2025/2026 academic year. The research employed a Research and Development (R&D) method by adapting and streamlining the Borg and Gall model, including needs analysis, design, product development, expert validation, field testing, revision, and dissemination. The results indicated that the developed media was highly valid based on evaluations by media, material, and language experts. The practicality level exceeded 90.2% across individual, small-group, and large-group trials. The media proved effective, as the mean score increased from 61.27 to 89.71, with an N-Gain of 0.74 (high category) and a statistically significant t-test result (Sig. 0.000 < 0.05). Strengthening the research design and including control groups are recommended for future studies.
Teachers’ Perspectives on the Contribution of Social Studies Education to the Formation of Students’ Social and Cultural Identity through a Deep Learning Approach Sayyidah, Aliem; Asrori, Abdul; Dirgantoro , Ajar; Rindrayani, Sulastri Rini
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.295

Abstract

Education plays an important role in shaping students’ social and cultural identity, particularly through Social Studies learning at the junior secondary level. However, Social Studies instruction is often still oriented toward cognitive achievement and lacks contextual learning experiences, which limits the internalization of social and cultural values in the midst of globalization and the gradual erosion of local culture. Therefore, this study aims to examine teachers’ perspectives on the contribution of Social Studies learning through a deep learning approach to the formation of students’ social and cultural identity in Pacitan Regency. This study employed a descriptive qualitative approach with a case study design. The participants consisted of 5–10 junior secondary Social Studies teachers selected purposively. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using thematic analysis techniques, including data reduction, data display, and conclusion drawing. The validity of the data was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that teachers perceive Social Studies learning as having a strategic role in fostering students’ social and cultural identity through the internalization of social, cultural, national, and civic values. The implementation of a contextual deep learning approach supports students’ understanding, reflection, and meaning-making processes in relation to their social and cultural environment. However, the implementation still faces several challenges, including limited instructional time, resource constraints, and variations in teacher readiness.
Co-Authors Asrori, Abdul Harti, Yuni Rahyu Setiani Rindrayani, Sulastri Rini Sayyidah, Aliem Suja’i, Imam Sukwatus