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Sahrul Romadhon
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entita@iainmadura.ac.id
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Institut Agama Islam Negeri (IAIN) Madura Jl. Raya Panglegur km. 04 Pamekasan East Java. Phone. (0324)333187 fax 322551
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INDONESIA
ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial
Published by Institut Agama Islam Negeri Madura
ISSN : 27157555     EISSN : 27161226     DOI : https://doi.org/10.19105/ejpis
Core Subject : Economy, Humanities, Education, Social,
Humanities Economics, Econometrics & Finance Education Social Sciences
Journal of ENTITA focuses on any articles dealing with social science and social studies either in forms of conceptual ideas or research results from various perspectives.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 173 Documents
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Revitalizing Balinese Dance for Generation Z: Critical Ethnography to Overcome the Socio-Cultural Identity Crisis I Wayan Gede Lamopia; Riza Wulandari; Ni Wayan Setiasih
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Vol. 7 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v7i2.22006

Abstract

Globalization and the development of digital technology have changed the patterns of interaction and cultural expression among the younger generation, especially Generation Z (Gen Z). In Bali, this phenomenon has given rise to a major challenge in the form of a socio-cultural identity crisis, characterized by Gen Z's alienation from their local culture and a loss of value orientation, which can lead to a weakening of social cohesion and national identity. This study aims to identify the forms of socio-cultural identity crisis faced by Gen Z and formulate the reinvention of Balinese dance as a contextual mitigation strategy. The study uses qualitative methods with an ethnographic approach through observation, in-depth interviews, and document studies. The results of the study map three main sub-topics of identity crisis, including (1) a shift in values, in the form of a dominant pragmatic and consumptive orientation towards art; (2) a crisis of collective representation, when Balinese dance is no longer perceived as a medium of self-expression for Gen Z; and (3) the influence of digital lifestyle, which shifts the practice of learning and appreciating art to an instant virtual space. The object of this research is Widya Prakrti Dance. The research is expected to support arts education, strengthen cultural literacy, and expand the space for appreciating Balinese dance through digital media, creative learning platforms, and curricular and co-curricular activities for the younger generation who are oriented towards collaboration across contemporary local communities.
Enhancing Students’ Social Intelligence through Tudang Sipulung Learning Model Zahrawati B, Fawziah; Jumaisa; Arent, Ease; Aras, Andi
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Vol. 7 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v7i2.22361

Abstract

Social intelligence is essential for students to engage effectively in collaborative and culturally responsive learning. This study aims to examine the effectiveness of the Tudang Sipulung learning model enhancing the social intelligence of students in the Social Studies Education Program at IAIN Parepare. Using a quasi-experimental method with a one-group pretest–posttest design, the study involved a single group of students as participants. Data were collected through a social intelligence test covering three main dimensions: social information processing, social awareness, and social skills. The data was analyzed using a paired sample t-test. The findings revealed a significant increase in students’ social intelligence after the implementation of the Tudang Sipulung learning model (p < 0.05), with the most notable improvements observed in collaborative and empathetic abilities that reflect Bugis cultural values such as siri’, pacce, and sipakatau. Practically, the results indicate that the Tudang Sipulung learning model serves as an effective pedagogical strategy to foster social intelligence and strengthen collaborative interactions grounded in local wisdom. Theoretically, this study reinforces Vygotsky’s social constructivist theory, emphasizing the role of social interaction in knowledge construction, while expanding the theoretical framework of local wisdom-based learning as a contextual approach in higher education.
Multicultural Disaster Mitigation Education in Elementary Schools: An Inclusive Approach to Disaster Risk Management Lestari, Wiwik; Fatmawati , Laila
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Vol. 7 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v7i2.22381

Abstract

Disaster mitigation education at the elementary school level plays a critical role in developing students’ awareness, preparedness, and collective responsibility toward disaster risks. In multicultural urban contexts such as Medan City, however, its implementation remains challenged by learning approaches that emphasize technical knowledge while overlooking socio-cultural diversity. This study explores the implementation of multicultural-based disaster mitigation education in elementary schools in Medan City and examines pedagogical practices and challenges encountered in diverse learning environments. Using a qualitative case study design, data were collected through in-depth interviews with 20 teachers, 50 students, and 10 parents, supported by classroom observations in five multicultural elementary schools. The findings reveal that integrating multicultural values into disaster mitigation education enhances students’ disaster risk awareness while fostering mutual respect, collaboration, and cross-cultural social solidarity. Contextual and inclusive pedagogical strategies enable students to understand disaster mitigation as a shared collective responsibility. Nevertheless, challenges persist, particularly regarding teacher preparedness, curriculum integration, and limited school–community collaboration. This study highlights the importance of culturally responsive curricula, sustained teacher capacity development, and strengthened partnerships among schools, families, and communities to improve the effectiveness of disaster mitigation education in multicultural settings.

Page 18 of 18 | Total Record : 173

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