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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 Universitas 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 257 Documents
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The Effect of Environment and Self-Regulated Learning on Learning Interest at Social Geography Courses: A Quantitative Approach Risky Alamsyah; Saiful Amin
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24439

Abstract

Learning interest is essential for student engagement and learning quality in higher education, particularly in Social Geography, where students must connect theoretical concepts with socio-spatial realities. This study aimed to analyze the partial and simultaneous effects of the learning environment and self-regulated learning on students’ learning interest. A quantitative explanatory design was used involving 113 students from the 2024 cohort of the Social Science Education Study Program at Universitas Islam Negeri Maulana Malik Ibrahim Malang, selected from 158 students through simple random sampling using Slovin’s formula. Data were collected using a closed-ended questionnaire and analyzed through multiple linear regression with SPSS version 23. The results showed that the learning environment and self-regulated learning had positive and significant effects on learning interest, both partially and simultaneously. Both variables explained 75.0% of the variance, with self-regulated learning as the stronger predictor. These findings support SDG 4 by emphasizing supportive learning environments and lifelong learning capacity
Integrasi Energi Terbarukan dalam Pembelajaran Fisika Berbasis Inquiry untuk Penguatan Higher Order Thinking Skills: Kajian Teoritis Nur Aini Lathifah Widad; Hadma Yuliani; Jhelang Annovasho
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24440

Abstract

An This study was motivated by the importance of strengthening students’ Higher Order Thinking Skills (HOTS) in physics education relevant to global challenges, particularly the issue of renewable energy. The purpose of this study is to analyze and synthesize research findings related to the integration of inquiry-based physics learning in enhancing students’ HOTS, as well as to identify existing research gaps. The method used was a literature review, analyzing 27 relevant articles using a systematic literature review approach. The results indicate that inquiry-based learning, particularly guided inquiry, is effective in enhancing students’ HOTS, specifically in the areas of critical thinking, conceptual understanding, and active engagement in learning. However, most studies are still limited to partial measurement of HOTS and have not explicitly integrated the context of renewable energy into learning. Therefore, the development of an inquiry-based physics learning model integrated with the context of renewable energy is needed to strengthen students’ HOTS comprehensively and contextually.
Integrating Artificial Intelligence and Ethnopedagogy in ESD: A Conceptual Model for Social Studies Learning and National Resilience Ahmad Imam Khairi; Sugiantoro Sugiantoro; Itaanis Tianah; A. Fatikhul Amin Abdullah; Muhammad Hadiatur Rahman; Salman Al Farisi
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24443

Abstract

Education for Sustainable Development (ESD) has become increasingly important in addressing complex global challenges affecting national resilience, including environmental crises, technological disruption, and social transformation. However, its implementation in social studies learning remains limited, particularly in integrating advanced technology with local wisdom values. This study aims to conceptually examine the strengthening of ESD through the integration of artificial intelligence within an ethnopedagogical approach in social studies education. The research employs a literature review method with an analytical-critical approach, drawing on relevant and reputable scientific sources published over the past decade. The findings indicate that artificial intelligence enhances learning through improved accessibility, personalization, and data-driven instruction, while ethnopedagogy reinforces contextual relevance by embedding local cultural values. The integration of these dimensions within the ESD framework offers a comprehensive learning model that is adaptive, contextual, and oriented toward developing students’ critical awareness of sustainability issues. This study highlights the importance of constructing an integrative conceptual framework that combines technology and local wisdom as a strategic approach to strengthening sustainable national resilience.
The Effect of Geopedia Web-Based Learning on Students’ Spatial Thinking Skills in Geography Learning Saiful Amin; Abdul Bashith; Muchammad Akbar Kurniawan; Sari Dewi; Muhammad Akmal Muzakki Dwi Syah Putra; Mahadir Muhammad Fikri Rohmatulloh
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24445

Abstract

The limited spatial thinking skills in students can be attributed to traditional geography instruction and the insufficient integration of technology-based learning tools. This research seeks to examine the impact of using Geopedia web media within web-based learning on students’ spatial thinking abilities, specifically regarding lithospheric materials, at MA Ahmad Yani Jabung, Malang Regency. This research employs a quantitative method with a quasi-experimental framework, utilizing a one-group pretest-posttest design on a sample of 23 eleventh-grade students. The research tool consists of a multiple-choice test that has undergone validity, reliability, discrimination, and difficulty testing, and was subsequently analyzed using the Paired Sample T-Test. According to the results, there was an increase in the mean spatial thinking ability of students, demonstrating a notable difference before and after the intervention. According to the discussion, Geopedia web media proves to be more effective in improving students' spatial thinking skills. This is because it delivers a learning experience that is more engaging, visually rich, and context-based, enabling students to understand spatial concepts in a more profound and applicable manner than conventional methods.
Pemanfaatan Media Pembelajaran Berbasis AI untuk Mendukung Education for Sustainable Development (ESD) di Madura: Pendekatan Kontekstual Berbasis Kearifan Lokal Moh Khalid Hasan; Hesti Kusumawati; Abdul Wafi; Aldi Firnanda; Sahril Hamdani
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24446

Abstract

This study was motivated by the limited use of technology in learning that supports Education for Sustainable Development (ESD) in Madura, making AI-based innovations necessary to improve the quality of learning. The objective of this study is to analyze the use of AI-based learning media (ChatGPT, Edpuzzle, and Canva) in supporting ESD in Madura, as well as to examine their impact, challenges, and strategies regarding the improvement of students’ engagement, independence, creativity, and higher-order thinking skills. This study employs a qualitative approach with a descriptive-exploratory design. Data were collected through observation, interviews, and documentation, involving teachers and students as research subjects. Data analysis was conducted using an interactive model encompassing data reduction, data presentation, and drawing conclusions, with validity tested through triangulation of sources and methods. Research findings indicate that the use of ChatGPT can enhance independent learning through adaptive and flexible question-and-answer interactions. The use of Edpuzzle has been shown to increase student engagement and understanding through interactive videos accompanied by evaluative questions. Meanwhile, Canva fosters students’ creativity in producing visual works based on sustainability issues that are contextual to the Madura environment. Furthermore, AI-based learning also contributes to developing students’ critical and reflective thinking skills. However, its implementation still faces challenges such as infrastructure limitations, teacher readiness, as well as ethical and data privacy issues; therefore, optimization strategies are needed through the enhancement of educators’ competencies and sustained policy support.
The Enhancing Sustainability Reasoning through AI-Supported Scaffolded Academic Reading in EFL Contexts Ettyani; Ichwan Bagus Airlangga
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24447

Abstract

This study investigates the effect of AI-supported scaffolded academic reading on students’ sustainability reasoning in an EFL context. Using a quasi-experimental design over eight weeks, the research involved twelfth-grade EFL students at a senior high school in Indonesia. The experimental group received AI-assisted scaffolded reading instruction, while the control group participated in conventional reading activities. Data were collected through the Sustainability Reasoning Test (SRT), reflective writing tasks, questionnaires, and classroom observations, then analyzed using t-tests and thematic analysis. The findings show that the experimental group experienced significant improvement in sustainability reasoning, whereas the control group showed minimal progress. Students receiving AI-supported scaffolding demonstrated stronger abilities to identify main claims, evaluate evidence, and construct logical arguments. They also reported greater engagement and confidence in analyzing sustainability-related texts. The study highlights the potential of integrating artificial intelligence with pedagogical scaffolding to enhance academic literacy, deeper comprehension, and sustainability-oriented learning among EFL learners.
Memetakan Lanskap Keilmuan Pendidikan Lingkungan: Tinjauan Bibliometrik Global dalam Perspektif Education for Sustainable Development (ESD) Tahun 2015–2025 Abd Mannan; Emna Laisa; Nurul Shafarina
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24449

Abstract

This study examines global developments in the academic fields of Islamic Education and Environmental Education as two intersecting disciplines during the period 2015–2025. The study aims to address the limitations of existing scholarly mapping that integrates ecological awareness with Islamic pedagogical frameworks, in light of the growing urgency of environmental ethics in global education. A bibliometric analysis was conducted on 2,119 Scopus-indexed journal articles, filtered by theme, language and document type, and visualised using VOSviewer. The results indicate a significant increase in academic interest in ecology-based Islamic education, particularly during the 2020–2024 period. The United States, Australia, and Spain are the main contributors, whilst Indonesia is beginning to play a strategic role in international collaboration. Emerging themes include eco-theology, green curricula, teacher training, and place-based learning. However, the representation of Islamic values in environmental education literature remains relatively low. Technological limitations and academic inequalities in developing countries also influence global participation. The originality of this research lies in its interdisciplinary approach, which systematically integrates two academic fields. Recommendations include strengthening cross-regional collaboration, integrating Islamic values such as tawhid and amanah into environmental education, and developing ecological literacy based on local spirituality to support sustainable education.
Design of a Problem-Based Learning-Based Physics Laboratory on Energy: Analysis of High School Students’ Self-Efficacy and Science Process Skills with AI Integration Isnaini Dyas Tari; Nadia Azizah; Hadma Yuliani
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24451

Abstract

This study aims to analyze students’ self-efficacy and science process skills as a basis for developing a Problem-Based Learning (PBL)-based physics laboratory design integrated with Artificial Intelligence (AI). A mixed-methods approach was used with a sample of 46 high school students. Data were collected via a questionnaire and analyzed using quantitative descriptive methods based on percentage categories. The results of the study indicate that students’ self-efficacy was in the range of ±70% (high category: 51%–75%), science process skills at ±69% (high category: 51%–75%), and perceptions regarding the use of AI at ±68% (high category: 51%–75%). Some indicators even reached the very high category (76%–100%), such as the use of AI in understanding physics concepts (80.43%). However, some indicators were still in the low category (26%–50%), such as independence in designing experiments (46.74%) and doubts and concerns regarding AI use (45.65%–49.46%). Additionally, there was a tendency for students to accept information from AI without critical verification. These findings highlight the need to develop PBL-AI-based physics laboratory designs that not only integrate technology but also emphasize strengthening students’ independence, critical thinking skills, and the validation of scientific information.
A Systematic Literature Review of Teacher Well-Being in ESD: Integrating Tat Twam Asi as a Humanistic Organizational Value Brendan Gionino Soesanto; Ida Bagus Adhi Sukma; Ni Made Sukma Anggreni; Adelia Rahmawati Sjaheru; Sri Utari; Yoan Septisari Toelle; Puspito Hadi
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24455

Abstract

This study employs a systematic literature review to analyze teacher well-being within the framework of Education for Sustainable Development and examine the integration of the local wisdom value of Tat Twam Asi as a humanistic organizational principle. The review synthesizes findings from reputable scientific journals to identify conceptual developments, influencing factors, and research gaps. The results indicate that teacher well-being in ESD remains largely conceptual and fragmented, with limited integration into sustainable education frameworks, as existing literature predominantly emphasizes student outcomes and pedagogical effectiveness. Teacher well-being is shaped by individual factors, such as self-efficacy and emotional regulation; organizational factors, including workload and institutional support; and pedagogical demands that often lead to role overload. Furthermore, the integration of Tat Twam Asi values serves as a social and moral resource that strengthens empathy, solidarity, and psychological safety thereby supporting the eudaimonic well-being of teachers and contributing to sustainable educational practices.
Phubbing Behaviour: An Analysis of Triggers and the Impact on Social Interaction in the Digital Age Hanum Aisya Ranie
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24456

Abstract

This study examines phubbing as a social phenomenon through the framework of politeness theory, focusing on how it triggers Face Threatening Acts (FTA) and the factors shaping individuals’ responses. Previous research has primarily explored the psychological and relational impacts of phubbing, limited attention has been given at how individuals negotiate face in naturally occurring interactions. To fill this gap, this study uses a qualitative method with semistructured interviews with 25 people aged 15-30 who have been phubbed. The data were analyzed using thematic analysis to identify types of FTA and contributing factors. This study aims to explore the types of face threats caused by phubbing and the factors influencing individuals’ responses to such behavior. The findings show that phubbing can threats positive and negative face. Positive face threats involve feelings of being ignored and unappreciated, leading to indirect responses, while negative face threats involve irritation and disrupted autonomy, prompting more direct reactions. Additionally, the study identifies several key factors influencing responses, including relational closeness, interlocutor personality, prior consent, and conversational context. This study highlights phubbing as a face threat that provokes diverse response patterns influenced by interpersonal and situational variables. These results enhance comprehension of how individuals perceive and react to phubbing in routine communication.

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