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Social, Humanities, and Educational Studies (SHEs): Conference Series
Published by Universitas Sebelas Maret
ISSN : 26209284     EISSN : 26209292     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Social, Humanities, and Educational Studies (SHEs): Conference Series is a peer-reviewed interdisciplinary journal with broad coverage, consolidate basic and applied research activities by publishing the proceedings of the conference in all areas of the social sciences, humanities and education.
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Articles 1,517 Documents
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Improving the Skills of Memorizing Pancasila Symbols Through Picture and Picture Learning Models with Picture Media Setiyawan, Dwi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 5 (2022): Social, Humanities, and Educational Studies (SHEs): Conference Series (Special Issue 1
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v5i5.78080

Abstract

The purpose of this study was to improve the skills of memorizing Pancasila symbols in class II students by using a picture and picture learning model with picture media. The research conducted was Classroom Action Research, which was conducted in 2 cycles. Data collection techniques were through tests, observation and documentation. The data derived from the value scores were analyzed with qualitative comparative, namely comparing the pre-cycle, cycle I and cycle II scores.The results of the study show that through the picture and picture learning model, students' memory improves, students are motivated to be more courageous in expressing opinions. With this technique can also improve students' skills in memorizing symbols. This can be seen from the average value of the skills to memorize symbols in the initial conditions of only 51.07. Then in cycle I the average value of the memorization skills of class II students increased to 68.93. In cycle II it increased to 80.00. These results indicate that the picture and picture learning model can improve the learning outcomes of Grade II students at SDN 02 Ganten.
Socio-Scientific Issues Based Introduction (SSIBI) in Elementary School IPAS Learning: A Theoretical and Empirical Review Rahmanto, Septian Eko; Suryandari, Kartika Chrysti; Rawanoko, Endrise Septina
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.117974

Abstract

IPAS learning in elementary schools is still largely teacher-centered and insufficiently connected to real-life contexts, resulting in low conceptual understanding and limited student engagement. This study aims to examine theoretically and empirically the implementation of the Socio Scientific Issues Based Introduction (SSIBI) model in elementary school IPAS learning. The method employed is a literature review by analyzing various sources, including national and international journal articles, textbooks, and relevant previous studies related to the SSIBI model, socio-scientific issues–based learning, and conceptual understanding in IPAS. The analysis was conducted using a descriptive qualitative approach to identify theoretical foundations, model characteristics, and empirical findings regarding the effectiveness of SSIBI. The results of the review indicate that the SSIBI model is grounded in social constructivist theory and meaningful learning, encouraging students to construct conceptual understanding through discussion, analysis of real-world issues, and science-based decision making. Empirical evidence shows that the implementation of SSIBI is effective in improving students’ conceptual understanding of IPAS, scientific literacy, critical thinking skills, and active participation in learning. In addition, the model produces nurturant effects in the form of strengthened scientific attitudes, social awareness, and student character development. Therefore, it can be concluded that the Socio Scientific Issues Based Introduction (SSIBI) model is an effective and relevant instructional approach for improving the quality of IPAS learning in elementary schools.
Studi Literatur: Implementasi Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Keterampilan Berpikir Kritis IPAS Siswa Sekolah Dasar Hastuti, Tri Wahyuni; Salimi, Moh.
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107476

Abstract

Along with the development of the era and the demands of the 21st century, student competencies must be developed, especially in 4C skills. This study comprehensively aims to analyze in depth the implementation of the guided inquiry learning model in the context of science learning in Elementary Schools and identify its effectiveness in improving students' critical thinking skills. This study adopts a qualitative approach with the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) framework to ensure transparency and reproducibility of findings. Data collection was carried out through searching various sources, including scientific journal articles, relevant literature, and other publications. The results of this study state that the guided inquiry model has a significant contribution to improving the critical thinking skills of elementary school students in science. This is because it allows students to process and analyze information, thus producing something new to existing concepts. Therefore, the application of the guided inquiry learning model in the context of science learning is an important step in improving the critical thinking skills of elementary school students.Seiring dengan perkembangan zaman dan tuntutan abad ke-21, kompetensi siswa harus dikembangkan khususnya pada keterampilan 4C. Penelitian ini secara komprehensif bertujuan untuk menganalisis secara mendalam implementasi model pembelajaran inkuiri terbimbing dalam konteks pembelajaran IPAS di Sekolah Dasar dan mengidentifikasi efektivitasnya dalam meningkatkan keterampilan berpikir kritis siswa. Penelitian ini mengadopsi pendekatan kualitatif dengan kerangka kerja PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) untuk memastikan transparasi dan reproduksibilitas temuan. Pengumpulan data dilakukan melalui penelusuran berbagai sumber, termasuk artikel jurnal ilmiah, literatur yang relevan, dan publikasi lainnya. Hasil penelitian ini menyatakan bahwa model ikuiri terbimbing memiliki kontribusi signifikan dalam peningkatan keterampilan berpikir kritis IPAS siswa Sekolah Dasar. Hal ini dikarenakan memungkinkan siswa untuk mengolah dan menganalisis informasi, sehingga menghasilkan sesuatu yang baru terhadap konsep yang ada. Oleh karena itu, penerapan model pembelajaran inkuiri terbimbing dalam konteks pembelajaran IPAS menjadi langkah penting dalam meningkatkan keterampilan berpikir kritis siswa sekolah dasar.
Presepsi Peserta Didik terhadap Kompetensi Kepribadian Guru Bimbingan dan Konseling di SMPK St. Theresia Disamakan Kupang Pega, Redemtpus Smit Pake; Nagul, Wens; Demon, Yohanes
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 2 (2026): Article in Press
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i2.116568

Abstract

Pentingnya kompetensi kepribadian dengan kualitas layanan bimbingan dan konseling di sekolah. penelitian ini bertujuan untuk mengetahui profil kompetensi kepribadian guru BK berdasarkan persepsi peserta didik kelas VIII di SMPK St. Theresia Disamakan Kupang tahun ajaran 2024/2025.  Populasi dalam penelitian ini berjumlah 119 siswa dan sampel dalam penelitian ini berjumah 31 siswa dengan teknik random sampel.  Penelitian ini menggunakan metode deskriptif kuantitatif. Alat pengumpul data berupa angket. Teknik analisis data yang digunakan adalah analisis kecenderungan pusat. Hasil analisis data penelitian menunjukkan bahwa skor rata-rata profil kompetensi kepribadian guru BK adalah sebesar 104,32. Nilai tersebut berada dalam rentang skor 104–135 yang secara kriteria pengukuran diklasifikasikan dalam kategori kurang baik. Dengan demikian, berdasarkan hasil pengkategorian tersebut, tingkat kompetensi kepribadian guru BK dapat diinterpretasikan berada pada taraf yang relatif rendah.  Hal ini dapat disimpulkan bahwa kompetensi kepribadian guru BK dipersepsikan berada pada kategori kurang oleh peserta didik kelas VIII.
The Influence of the TGT (Teams Games Tournament) Learning Model Based on Deep Learning on Science and Social Studies (IPAS) Learning Outcomes in Third-Grade Elementary School Elysia, Sarah Masyitha; Atmojo, Idam Ragil Widianto; Matsuri, Matsuri
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.117910

Abstract

Low learning outcomes in IPAS among third-grade elementary school students are often caused by conventional teaching approaches that lack depth and active engagement. This study aims to determine the effect of the Teams Games Tournament (TGT) learning model based on deep learning approach on third-grade students' IPAS learning outcomes. This research is a quasi-experiment using a non-equivalent control group design, involving two classes from Cluster 2 UPT SD Negeri Gresik, each consisting of 25 students. The experimental class implemented TGT with deep learning through a monopoly game on money needs, while the control class used conventional learning; data were collected via pretest and posttest, analyzed using independent t-test and N-gain in Jamovi. Results showed the experimental class posttest average was significantly higher (p < 0.05), N-gain reached moderate to high categories, and mastery exceeded 80%. Thus, TGT based on deep learning positively and significantly improves IPAS learning outcomes.
Transformasi Peran Guru Sekolah Dasar pada Pembelajaran Abad 21 Basuki, Sigit Rahmat; Hidayah, Ratna
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107442

Abstract

The rapid advancement of technology and social change in the 21st century has demanded a major transformation in the role of primary school teachers—from traditional instructors to active, adaptive, and innovative facilitators. This article aims to explore how the transformation of teacher roles supports the development of students’ 21st-century skills and what competencies are needed to meet modern educational challenges. The method used is a literature review with a qualitative descriptive approach based on ten relevant scholarly articles. The findings emphasize three main aspects: (1) shifting from teacher-centered to student-centered learning, (2) strengthening digital literacy and integrating learning technologies, and (3) applying project- and problem-based approaches to develop 4C skills. This study recommends continuous training, an innovative school culture, and supporting infrastructure to enable teachers to perform their roles effectively in the digital era.Perkembangan teknologi dan perubahan sosial pada abad ke-21 menuntut transformasi signifikan dalam peran guru sekolah dasar, dari pengajar tradisional menjadi fasilitator pembelajaran yang aktif, adaptif, dan inovatif. Artikel ini bertujuan mengkaji bagaimana transformasi peran guru sekolah dasar dapat mendukung pengembangan keterampilan abad ke-21 siswa, serta kompetensi apa saja yang dibutuhkan guru dalam menghadapi tantangan pendidikan modern. Metode yang digunakan adalah kajian literatur dengan pendekatan deskriptif kualitatif terhadap sepuluh artikel ilmiah relevan. Hasil kajian menunjukkan bahwa transformasi peran guru mencakup tiga fokus utama: (1) perubahan dari teacher-centered menjadi student-centered learning, (2) penguatan literasi digital dan integrasi teknologi pembelajaran, serta (3) penerapan pendekatan berbasis proyek dan masalah untuk pengembangan keterampilan 4C. Penelitian ini merekomendasikan perlunya pelatihan berkelanjutan, budaya inovatif di sekolah, serta infrastruktur pendukung agar guru mampu menjalankan perannya secara optimal di era digital.
Analisis Problematika Pembelajaran Bilangan Pecahan dan Alternatif Strategi Pemecahannya di Sekolah Dasar Indrapangastuti, Dewi; Sari, Novita Riana; Wahyudi, Achmad Basari Eko
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107402

Abstract

Mathematics instruction on fractional numbers in elementary schools often poses significant challenges for students due to its abstract nature and limited connection to real-life contexts. These difficulties contribute to poor conceptual understanding and low academic performance among students. This study aims to analyze the problems encountered in the teaching of fractions and to formulate alternative strategies to address them. The research adopts a qualitative descriptive design using a literature review method. The subjects of this study are elementary school students. Data were collected through an extensive review of 14 scientific journals, reference books, and relevant research reports published within the last ten years. The analysis was carried out systematically through stages of abstract screening, comprehensive reading of selected literature, and extraction of relevant information based on the study’s thematic focus. The findings reveal that students’ difficulties in learning fractions are influenced by three main factors: weak understanding of basic fractional concepts, limited instructional methods and media employed by teachers, and psychological and environmental factors that hinder the learning process. Recommended alternative strategies include the implementation of Problem-Based Learning (PBL), the Realistic Mathematics Education (RME) approach, the use of concrete materials and educational games, and the active involvement of parents in supporting the learning process. Innovative, contextual, and interactive instructional approaches have proven effective in enhancing students’ conceptual understanding of fractions in a more meaningful and applicable manner.Pembelajaran matematika pada materi bilangan pecahan di sekolah dasar seringkali menimbulkan kesulitan bagi siswa karena sifatnya yang abstrak dan minimnya keterkaitan dengan konteks nyata. Kesulitan ini berdampak pada rendahnya pemahaman konsep dan hasil belajar siswa. Penelitian ini bertujuan untuk menganalisis problematika dalam pembelajaran bilangan pecahan serta merumuskan alternatif strategi pemecahannya. Jenis penelitian yang digunakan adalah penelitian deskriptif kualitatif dengan metode kajian pustaka. Subjek penelitian adalah siswa sekolah dasar. Metode yang digunakan adalah studi pustaka dengan pendekatan kualitatif deskriptif. Subjek kajian adalah siswa sekolah dasar. Data dikumpulkan melalui penelusuran pustaka dari 14 jurnal ilmiah, buku referensi, dan laporan penelitian yang relevan dalam rentang waktu tahun 2017-2025. Proses analisis dilakukan secara sistematis melalui tahapan telaah abstrak, pembacaan menyeluruh terhadap literatur terpilih, dan penarikan informasi berdasarkan fokus kajian, Hasil kajian menunjukkan bahwa kesulitan siswa dalam pembelajaran pecahan dipengaruhi oleh tiga faktor utama, yaitu: lemahnya pemahaman konsep dasar pecahan, keterbatasan metode dan media pembelajaran yang digunakan guru, serta faktor psikologis dan lingkungan belajar yang kurang mendukung. Alternatif strategi yang direkomendasikan meliputi penerapan model Problem-Based Learning (PBL), pendekatan Realistic Mathematics Education (RME), penggunaan media konkret dan permainan edukatif, serta keterlibatan orang tua dalam mendukung proses belajar. Pembelajaran yang inovatif, kontekstual, dan interaktif terbukti dapat meningkatkan pemahaman konsep pecahan secara lebih bermakna dan aplikatif bagi siswa sekolah dasar.
Meningkatkan Kemampuan Memahami Teks Bacaan Melalui Pendekatan Culturaly Responsive Teaching (CRT) Pada Peserta Didik di Sekolah Dasar Muliana, Indah; Suryaningsih, Marlina Rizky; Istianah, Rizka; Salimi, Moh; Harni, Harni
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 7, No 4 (2024): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v7i4.97098

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan memahami teks bacaan melalui pendekatan culturally responsive teaching (CRT) pada peserta didik. Penelitian ini dilaksanakan di SD Negeri Jajar Surakarta tahun ajaran 2024/2025. Teknik pengumpulan data yang digunakan yaitu observasi, tes, dan dokumentasi. Sumber data dalam penelitian ini melibatkan siswa kelas IV. Teknik analisis data yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Uji keabsahan menggunakan triangulasi sumber dan teknik. Hasil penelitian adalah dalam penerapan pendekatan Culturally Responsive Teaching (CRT) peserta didik dapat meningkatkan kemampuan memahami isi teks bacaan pada pembelajaran Bahasa Indonesia setiap siklusnya. Pada prasiklus sebanyak 3 peserta didik atau 16% yang dapat melebihi Kriteria Ketuntasan Minimal (KKM). Pada post test 1 yang dilaksanakan setelah siklus 1, peserta didik yang lulus KKM mengalami peningkatan. Ada 10 peserta didik atau 53% yang melebihi KKM. Kemudian pada post test 2 yang dilaksanakan setelah siklus 2, 17 peserta didik atau 89% peserta didik melebihi KKM. Kesimpulannya penerapan pendekatan Culturally Responsive Teaching (CRT) dapat meningkatkan pemahaman isi teks bacaan peserta didik sehingga aktivitas belajar peserta didik mengalami peningkatan yang signifikan.
Manajemen Pembelajaran Berbasis Budaya Lokal Sasak Begibung Dalam Membentuk Karakter Profil Pelajar Pancasila di TK Islam Nurul Iman Sekarbela Widiyawati, Widiyawati; Rachmayani, Ika; Astini, Baik Nilawati; Nurhasanan, Nurhasanah
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 4 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i4.110147

Abstract

Pembelajaran berbasis budaya lokal menjadi salah satu pendekatan penting dalam menanamkan nilai karakter pada anak usia dini, terutama pada lembaga pendidikan yang berada di lingkungan masyarakat adat. Penelitian ini bertujuan untuk mengetahui manajemen pembelajaran berbasis budaya lokal Sasak Begibung dalam membentuk karakter Profil Pelajar Pancasila di TK Islam Nurul Iman Sekarbela. Jenis penelitian yang digunakan adalah kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan metode deskriptif kualitatif. Hasil penelitian menunjukkan bahwa manajemen pembelajaran berbasis budaya lokal Sasak Begibung telah terlaksana dengan baik dan mampu membentuk karakter pelajar Pancasila. Integrasi nilai budaya dilakukan melalui perencanaan yang kolaboratif antara kepala sekolah dan guru yang memcangkup alur tujuan pembelajaran, pemilihan strategi yang kontekstual, penyusunan capaian pembelajaran dan penyusunan. Pelaksanaan kegiatan menggunakan model Project Based Learning melalui tiga tahap: pembuka, inti, dan penutup. Evaluasi dilakukan melalui observasi, wawancara, dan refleksi diri. Pembelajaran berbasis budaya lokal ini efektif dalam menumbuhkan karakter beriman, bertakwa, berakhlak mulia, gotong royong, dan mandiri pada anak usia dini.
Pengembangan Media Pembelajaran Berbasis Virtual Reality (VR) menggunakan Aplikasi MilleaLab pada Mata Pelajaran IPAS Kelas IV SD Negeri Jenang 05 Anggraini, Febiyana; Alimuddin, Johar; Muniroh, Nur; Kurniawan, Wiwit
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107310

Abstract

One of the key responsibilities of a teacher is to provide high-quality education that stays relevant with the changing times. One way to achieve this is by integrating technology into learning, such as the use of Virtual Reality (VR) through the MilleaLab application. This study aims to develop a VR-based learning medium for the IPAS subject at SD Negeri Jenang 05, where VR tools are available but have not been used to their full potential. The research follows a development approach using the Research and Development (R&D) method and adopts the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. Data were collected through observations, interviews, and questionnaires. The participants involved were 19 fourth-grade students from SDN Jenang 05, Majenang. The data were analyzed using qualitative descriptive techniques and N-Gain test.The results of the study can be concluded that the use of Virtual Reality (VR) using the MilleaLab application for the Natural Sciences subject, My Indonesia is Rich in Culture, is feasible to use and after the trial, it effectively improves student learning outcomes fourth-grade students from SDN Jenang 05.Pendidikan merupakan fondasi utama dalam perkembangan manusia. Tugas pertama seorang guru adalah menciptakan pendidikan yang berkualitas dan relevan dengan perubahan zaman, contohnya dengan pemanfaatan teknologi Virtual Reality (VR) dengan menggunakan aplikasi MilleaLab. Tujuan penelitian ini adalah mengembangkan media pembelajaran Virtual Reality (VR)  pada mata pelajaran IPAS yang telah ada di SD Negeri Jenang 05 tetapi belum dimanfaatkan secara maksimal. Penelitian ini termasuk penelitian pengembangan yang menggunakan metode research and development (R&D) dengan jenis desain penelitian ADDIE yang dilakukan beberapa tahapan diantaranya Analyze, Design, Develop, Implement dan Evaluate. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan angket. Subjek penelitian sebanyak 19 peserta didik kelas IV SDN Jenang 05 Majenang. Teknik analisis yang digunakan adalah analisis deskriptif kuantitatif dan uji N-Gain.. Hasil penelitian dapat disimpulkan bahwa penggunaan Virtual Reality (VR) dengan menggunakan aplikasi MilleaLab mata pelajaran IPAS materi Indonesiaku Kaya Budaya layak digunakan dan setelah uji coba, efektif meningkatkan hasil belajar peserta didik Kelas IV SD Negeri Jenang 05.

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