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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 147 Documents
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Pengenalan Digital Citizenship di Lingkungan Sekolah Dasar Studi Kasus di SD Aisyiyah Kota Sukabumi Jawa Barat Atmawidjaja, Heri Solehudin
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 9, No 2 (2023): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v9i2.23392

Abstract

Era digital telah banyak mempengaruhi perilaku anak-anak di sekolah dari hal yang positif hingga negatif dari kekerasan yang sifatnya fisik hingga kekerasan verbal media digital  yang memiliki dampak psikologis cukup dalam baik jangka pendek maupun jangka panjang, bahkan sering kali kekerasan verbal juga menjadi pemicu munculnya kekerasan fisik. Sekolah memiliki peran yang sangat strategis dalam mengarahkan anak-anak didiknya dalam bersosial media selain orang tua dan lingkungan keluarga, pola interaksi dengan dengan memanfaatkan sosial media  juga dapat menjadi ukuran perkembangan sosial emosional anak pada usia Sekolah Dasar (SD). Penelitian ini, bermaksud untuk meneliti tentang gambaran peran guru dan lingkungan sekolah dalam membentuk etika anak-anak dalam pemanfaatan media sosial, sehingga dapat  terbangun kebiasaan yang baik dalam bermedia sosial. Penelitian ini menggunakan jenis penelitian deskriptif kualitatif dengan pendekatan studi kasus (case study) yang terjadi di SD Aisyiyah Kota Sukabumi Jawa Barat, penelitian difokuskan pada anak-anak kelas 5 dan 6 SD Aisyiyah Kota Sukabumi. Hasil penelitian menunjukkan bahwa sekolah merupakan tempat yang paling strategis dalam membentuk warga digital yang baik, meskipun faktor keluarga cukup berpengaruh akan tetapi di sekolah anak-anak bukan hanya berinteraksi dan belajar dengan guru tetapi juga teman-teman yang lainya dengan berbagai latar belakang keluarga yang sering kali berbeda-beda dalam memahami sejumlah perangkat  digital. Hubungan pertemanan anak juga sering kali mengalami pasang surut, pada saat yang sama media digital menjadi alat dalam berbagai komunikasi yang dilakukan, itulah yang kemudian menjadikan anak belajar banyak hal-hal baru dari sejumlah aplikasi digital. Guru di sekolah dapat  menjadi pemandu jalan yang baik dan dapat memberikan arahan serta batasan dalam memanfaatkan media social
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; Zulfiati, Heri Maria
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

Elementary Social Studies (IPS) learning still faces challenges, particularly low student engagement and the absence of instructional models that effectively connect concepts to real-life experiences. This situation highlights the need for a more contextual and meaningful learning approach. The Tri-N–based contextual learning model—emphasizing niteni (observing), niroke (imitating), and nambahi (modifying)—is considered to have strong potential to enhance learning interaction; however, its application in elementary Social Studies remains underexplored, creating a research gap in the development of holistic instructional models. This study aims to examine the effectiveness of the Tri-N–based contextual learning model in improving Social Studies learning outcomes among elementary school students. A quantitative experimental method with a one-group pretest–posttest design was employed, involving 27 fourth-grade students. Learning outcomes were measured using a validated achievement test, and data were analyzed using a paired t-test to determine significant differences between pretest and posttest scores. The results show an increase in the average score from 61.81 to 85.03 after the implementation of the model, indicating a statistically significant improvement. These findings confirm that the Tri-N–based contextual learning model is effective in enhancing Social Studies learning outcomes and contributes to strengthening contextual instructional practices that integrate niteni, niroke, and nambahi.
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 Wijaya, Tomy; 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.
Developing a Non-Cognitive Diagnostic Assessment Model Based on Social-Emotional Learning through Differentiated Instruction in Social Studies Education Fajarini, Anindya; Ahmad, Abdurrahman
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

Non-cognitive assessment in Social Studies (IPS) learning at junior high school level still tends to be general in nature, separated from the learning process, and not yet capable of diagnostic mapping students’ social-emotional needs to support responsive learning for learners’ diversity. On the other hand, although the Social-Emotional Learning (SEL) approach has been widely studied, the development of non-cognitive assessment instruments that are systematically integrated with Differentiated Instruction (DI) principles in the context of IPS learning remains very limited. This gap indicates the need for an assessment instrument that not only measures social-emotional aspects but also functions as a basis for designing differentiated learning. This study aims to develop a diagnostic non-cognitive assessment instrument based on the integration of SEL and DI to support the strengthening of self-awareness, self-management, and social awareness of junior high school students in social studies learning. The method used was research and development (RD) with a modified Borg Gall model. The research instrument includes expert validation questionnaires, individual trials with teachers and students, response questionnaires, and semi-structured interview guidelines. Quantitative and qualitative data were analyzed using descriptive statistics based on percentage. The results showed that the instrument met the validity criteria, with average expert validation scores of 80% for content, 76.7% for psychology, and 93.3% for language, as well as 90% in individual trials. In addition, positive responses were obtained from teachers (89%) and students (87.6%). This instrument is valid, easy to use, contextual, and effective in facilitating the expression of students’ social-emotional needs in social studies learning.
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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