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J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial)
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 23558245     EISSN : 26145480     DOI : -
Core Subject : Economy, Science, Education,
Earth & Planetary Sciences Economics, Econometrics & Finance Education Neuroscience
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) is a journal published by Laboratorium Journal FITK UIN Malang, published twice a year in the June and December periods as a vehicle for scholarly communication in primary education social studies of education contribute texts, both in the form of conceptual ideas, application of theories, the results of educational research and teaching of social studies education, and literature review that is in line with the fundamental disciplines of education and learning. Focus and scope of J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) is Development, and Design of Learning on Social Studies Education, Economic Education, Geography Education, Historical Education, Sociology Education, Social Sciences, Economics, Geography, History, Sociology, Anthropology, and other relevant topics on the focus of J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial).
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Articles 6 Documents
 1 
Search results for , issue "Vol 12, No 1 (2025): JPIPS" : 6 Documents clear
Integration of GIS Technology and STEM in Geography Learning to Improve Students' Spatial Thinking Skills Hubaib, Nurmuhniyanti M; Hadi, Bambang Syaeful
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.37723

Abstract

The integration of Geographic Information System (GIS) technology and the STEM approach in geography education remains limited, particularly due to teachers’ insufficient technological proficiency. This study examines the partial and interactive effects of GIS based instruction and STEM-oriented learning on the spatial thinking skills of senior high school students. A quasi-experimental 2 × 2 factorial design was employed, involving 136 students drawn from intact geography classes, where individual randomization was not feasible. Spatial thinking skills were measured using a validated and reliable test instrument. Data were analyzed using descriptive statistics and two-way ANCOVA. The results indicated a significant main effect of GIS (η²p = 0.657, large effect), a moderate effect of STEM (η²p = 0.093), and a moderate-to-large interaction effect between GIS and STEM (η²p = 0.128). These results indicate that the combined implementation of GIS and STEM provides stronger support for the development of students’ spatial thinking skills than either approach applied independently. This study contributes conceptually by clarifying the role of GIS as a cognitive mediator within STEM-based geography learning, thereby extending existing research that has predominantly emphasized the technical application of GIS or the isolated effects of STEM instruction.
Pengaruh Model Pembelajaran Contextual Teaching and Learning Berbasis Tri-N terhadap Hasil Belajar IPS Lestiyarini, Kristina
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.32867

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dalam mata pelajaran ilmu sosial melalui penerapan model pembelajaran kontekstual berbasis Tri-N. Penelitian ini dilakukan di Sekolah Dasar Negeri Selomulyo. Metode penelitian yang digunakan adalah eksperimental kuantitatif. Populasi penelitian terdiri dari 27 siswa, dan sampel diperoleh menggunakan metode pretest-posttest. Sampel penelitian terdiri dari 27 siswa kelas IV yang diajarkan dengan model pembelajaran kontekstual berbasis Tri-N. Pengumpulan data dilakukan pada hasil belajar siswa sebelum (pretest) dan setelah (posttest) penerapan model pembelajaran kontekstual berbasis Tri-N. Penelitian ini menghasilkan skor rata-rata posttest sebesar 86,00 dan skor rata-rata pretest sebesar 63,48. Penelitian ini menyimpulkan bahwa penerapan paradigma pembelajaran kontekstual berbasis Tri-N telah meningkatkan hasil belajar mata pelajaran ilmu sosial pada siswa kelas empat.
Mappadendang: Values of Togetherness in the Bugis Tribe and Their Implications in Social Studies Learning Zulkarnaen, Moh.; Sudrajat, Sudrajat; Herawaty, Hasmiah; Bandhu, Sandesh
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.39413

Abstract

This study examines how togetherness values embedded in the mappadendang tradition can be pedagogically operationalized in Social Studies (IPS) learning at the madrasah level. While previous studies have extensively documented mappadendang as a Bugis harvest ritual rich in social values, little attention has been given to its systematic integration into formal IPS pedagogy, particularly within Islamic junior secondary education. Addressing this gap, the study adopts a qualitative, focused ethnographic design centered on educational practice rather than cultural ritual alone. Data were collected through in-depth interviews, participatory observations, and document analysis involving IPS teachers, students, school leaders, and local cultural actors at MTs DDI Amparita, South Sulawesi. The findings reveal that togetherness in mappadendang is manifested through collective responsibility, intergenerational participation, and community-based cooperation, which function as lived social experiences closely aligned with core IPS competencies. Rather than merely listing cultural values, this study demonstrates how these practices can be translated into contextual learning resources that support collaborative and socially grounded IPS instruction. The study contributes conceptually to ethnopedagogy by positioning local tradition as a primary source of social knowledge, and pedagogically by offering a culturally grounded framework for learning IPS based on local wisdom in madrasah contexts. 
Utilization of Primary Sources in History Learning: Teachers' Efforts to Improve High School Students' Historical Literacy Alauwiyah, Fatimah; Pahlevi, Muhammad Reza
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.37197

Abstract

This study investigates the utilization of primary source-based instruction by history educators to improve historical literacy among senior high school students within the framework of the Independent Curriculum. The research utilized a qualitative case study approach at a public high school in South Sumatra, incorporating classroom observations, comprehensive interviews, and document analysis, with data evaluated in accordance with the Miles and Huberman interactive model. The findings indicate that educators organized learning via the phases of planning, implementation, and evaluation, guided by four elements of historical thinking: sourcing, context. However, the implementation of these elements varied across classroom practices. Consistently across classroom practices. Teachers always instructed students to determine the origins of sources and their intended purposes. However, students often struggled with this task due to their limited reading levels, insufficient time, and limited access to physical primary sources. Archival documents, historical photographs, obsolete newspapers, and local artefacts predominantly served as mediated instructional resources influenced by teacher scaffolding, rather than as direct enablers of historical literacy. The research empirically demonstrates that the advancement of historical literacy through primary sources is a negotiated and context-sensitive process influenced by teacher mediation, student readiness, and institutional factors. By demonstrating how the Independent Curriculum alters and constrains historical thinking frameworks, the study theoretically advances the discourse on source-based pedagogy.
DEVELOPMENT OF NON-COGNITIVE DIAGNOSTIC ASSESSMENT BASED ON SOCIAL-EMOTIONAL LEARNING WITH A DIFFERENTIATED INSTRUCTION APPROACH IN SOCIAL STUDIES LEARNING Ahmad, Abdurrahman; Fajarini, Anindya
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.38861

Abstract

Abstract: This research aims to develop a non-cognitive diagnostic assessment instrument based on Social Emotional Learning and Differentiated Instruction to increase students' self-awareness, self-management and social awareness in social studies learning at the SMP/MTs level. This research uses a research and development model modified from the Borg Gall model. The research instruments used were: (1) validation questionnaire for experts, (2) individual test questionnaire for teachers and students, (3) teacher and student response questionnaire, (4) and interview guidelines for teachers and students. The type of data obtained is quantitative and qualitative data. Quantitative data analysis uses descriptive percentage techniques, namely the number of respondents' answers in one item divided by the number of ideal answers in one item. The research results show that the instrument developed meets the validity criteria with an average validation score of 80% for evaluation experts, 76.7% for psychology experts, and 93.3% for language experts. The individual test results obtained a percentage of 90%, which means the instrument is valid or suitable for use. The results of the product use applicability test obtained from teacher and student responses obtained percentages of 89% and 87.6%. This instrument in its applicability shows a high level of validity with quantitative analysis results. This instrument is easy to use and relevant to the conditions of SMP/MTs students. and help them express the emotional and social needs of learners..
Implementasi Penilaian Autentik Berbasis Proyek Pada Mata Pelajaran IPS Untuk Mengembangkan Kreativitas Siswa Hijriati, Faizah; Ruhimat, Mamat; Logayah, Dina Siti
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.34683

Abstract

This study aims to examine how the implementation of authentic project-based assessment supports the development of students’ creativity in Social Studies learning at the junior high school level. The research method uses a mixed method approach with a descriptive-exploratory design, this study involved 28 seventh grade students at SMP Negeri 29 Bandung as research subjects. Data were collected through observation, interviews, and project assessments using an authentic rubric based on Torrance’s four creativity indicators: fluency, flexibility, originality, and elaboration. The quantitative findings revealed that the students’ average creativity score was 11.8 out of a maximum of 16 (Good category), with originality showing the highest mean (M = 3.14) and flexibility the lowest (M = 2.79). Theoretically, these results reinforce Torrance’s model of creativity and Amabile’s componential theory within the context of social studies. Methodologically, this study introduces an authentic assessment rubric with high reliability (κ = 0.82). The novelty of this research lies in the application of authentic assessment through a three-dimensional physical project involving recycled materials, which integrates students' cognitive, social, and psychomotor aspects. In practice, the findings highlight the importance of designing contextual, sustainability-oriented projects to foster 21st-century competencies

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