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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).
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "vol 12, no 2 (2026): jpips" : 6 Documents clear
An Experimental Study of Diagnostic Assessment Using Florence Littauer’s Personality Theory in Teaching Geography through the TaRL Approach Alfiani Dwi Astuti; Erin Parastika; Rahmawati Nurkarima; Eko Hariyadi; Gaby Nanda Kharisma
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 2 (2026): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i2.40710

Abstract

This experimental study investigates the impact of a digital diagnostic evaluation, grounded in Florence Littauer's personality theory, on enhancing learning outcomes within the Teaching at the Right Level (TaRL) framework. TaRL differentiates students' personality types sanguine, choleric, melancholy, and phlegmatic from their learning levels and seeks to address both aspects. This research aims to align instruction with both learning traits and academic preparedness. The research employs the Shapiro-Wilk normality test, paired-sample t-test, and N-gain analysis to evaluate outcomes. The study was conducted at MAN 1 Kolaka with Class X1 Al-Bukhori Muslim, employing diagnostic evaluations featuring narrative sentences for each personality type, in addition to pre- and post-tests. The Shapiro-Wilk test produced a significance of 0.06 for the pre-test and 0.09 for the post-test, indicating a normal data distribution. The paired-samples t-test (sig=0.001 0.05) indicated significant alterations in learning outcomes, while the N-Gain score (0.75 0.70) demonstrated substantial effectiveness. The results indicate that this diagnostic method can assist TaRL; however, additional validation is required.
Learning Beyond Textbooks: How Mothers’ Education and Job Status Shape Gender Stereotypes Talmeez Fatma Naqvi; Naushad Husain
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 2 (2026): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i2.36342

Abstract

The present study investigates the levels of gender stereotyping among prospective teachers and examines the influence of maternal education and job status, along with the students’ gender and locality, on their gender-role attitudes. A descriptive survey design was employed on a sample of 147 graduate and postgraduate students from teacher education institutions of Bhopal, India. Data were collected using a standardized Gender Stereotypes Scale. Findings revealed that a slightly less than three-fourth of respondents held average gender stereotypes, and nearly one-fourth displayed low stereotypes. Findings revealed that higher maternal education was inversely associated with gender stereotyping, with the lowest stereotypes found among students whose mothers were postgraduates. Working mothers were also linked to lower gender stereotype scores compared to homemakers. Regression analysis confirmed that maternal education, locality, and student gender significantly predicted gender stereotype scores, collectively explaining one-third of the variance. The results highlight the pivotal role of maternal factors, especially education, in shaping egalitarian attitudes in future educators. Implications for teacher education and gender sensitization programs are discussed.
The Effect of Using Digital Geography Textbooks Based on the Merdeka Curriculum on Students’ Learning Motivation and Critical Thinking Skills Ardiati Ardiati; Rahmi Novalita; Cut Khairani
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 2 (2026): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i2.40938

Abstract

This study aimed to analyze the effect of using a digital geography textbook on students’ learning motivation and critical thinking skills in Grade X at SMA Negeri 1 Tangse. The research employed a quantitative approach with a pre-experimental one-group pretest-posttest design. The sample consisted of 32 students selected through purposive sampling. Data were collected through questionnaires and documentation and analyzed using a paired-sample t-test at a significance level of 0.05. The results showed a significant difference between students' pretest and posttest scores in learning motivation after the implementation of the digital geography textbook (t = 28.651; p = 0.000 0.05). The mean learning motivation score increased from 56.41 to 68.95. In addition, there was a significant difference between the pretest and posttest scores of students' critical thinking skills (t = 49.193; p = 0.000 0.05), with the mean score increasing from 61.41 to 70.22. These findings indicate that the use of a digital geography textbook positively affects students' motivation to learn and critical thinking skills. A systematically designed, digitally based geography textbook can enhance students' engagement in the learning process and foster the development of critical thinking skills in Geography.
Developing Flipbook-Based Electronic Instructional Materials to Improve Student Learning Outcomes in Social Studies Himmatul Izzah; Luthfiya Fathi Pusposari; Jadzil Baihaqi
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 2 (2026): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i2.42477

Abstract

This study aims to develop flipbook-based electronic instructional materials for Social Sciences on the subject of Equitable Development and to determine the feasibility and effectiveness in improving student learning outcomes. The study used the Research and Development method with the ADDIE. The research subjects were 31 students of Class VIII B MTs Negeri 7 Malang. The research instruments included validation sheets of material and media experts, as well as learning outcome tests in the form of multiple choice questions with a one group pre-test and post-test design. Data were analyzed using normality tests and Paired Sample t-Test. The results indicate that the analysis phase identified need for interactive teaching materials for both teachers and students; the design steps produced a flipbook-based teaching material design aligned with learning outcomes and objectives; the development show the teaching materials were validated by subject matter and media experts, receiving ratings of "highly suitable". implementation step shows the flipbook was tested in the classroom, and the paired-sample t-test results demonstrate the product was effective improving student learning outcomes; the evaluation shows teachers and students responded very positively to the developed teaching materials. The implication is product can serve as an effective solution for improving student learning outcomes.
Construction of Cultural Identity of Lombok Society Through Ethno-Social Learning Models in School Noor Fatmawati; Elya Umi Hanik; Islahuddin Islahuddin
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 2 (2026): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i2.41397

Abstract

Social change has a major influence on the erosion of local cultural identity, so this study attempts to construct the cultural identity of the Lombok community through learning, which aims to explore the social and cultural values of the Lombok community that are integrated into learning at school. This field research uses a qualitative method with an ethnographic approach to understand a person's behaviour and experience based on their cultural environment. Data collection was carried out using interview with informants including: school principals, class teachers, and students using purposive sampling techniques. Next observations based on the experiences and behaviour of informants, and documentation. The integration of cultural, social, and religious values in the Elementary School at Lombok shows a harmonious synergy between local traditions and Islamic teachings. This approach not only strengthens students' understanding of the noble values of the Sasak community, but also helps them internalize religious teachings in their daily lives. Therefore, the sustainability of this model requires policy support, teacher training, and strengthening the synergy between the school and the local community.
Implementation of Deep Learning through the 5E Cycle Learning Model on Population Problems Material Muhammad Sainul Fadlan; Sumarmi Sumarmi; Heni Masruroh; Sugeng Utaya; Tuti Mutia
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 2 (2026): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i2.33406

Abstract

The low achievement in Geography on the topic of population issues among students in Class XI-2 at SMA Islam Nusantara prompted the implementation of the Deep Learning approach through the 5E Cycle model. This study aims to describe the implementation of the Deep Learning approach through the 5E Cycle model in improving student achievement. The method used was Classroom Action Research (CAR) consisting of two cycles, which included the planning, implementation, observation, and reflection stages. Data collection was conducted using observation sheets and pre-test and post-test questions. The results showed a consistent increase in the average learning achievement score, from 74 in the pre-cycle to 81 in Cycle I, and reaching 87 in Cycle II. Additionally, the implementation of the Deep Learning approach increased by 0.86, while the implementation of the 5E Cycle model increased by 1.48. Significant differences were observed in Cycle II, where students demonstrated deeper analytical skills and higher levels of independent learning, though they were still in the adaptation phase. Future researchers are advised to implement this collaborative method across a broader scope of geography material to test its long-term effectiveness.

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