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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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Integrasi Artificial Intelligence dalam Pembelajaran berbasis ESD: Studi Pada Keterlibatan Aktif Mahasiswa di UIN Madura Alfia Fina Shabira; Nurul Hadi; Fathorrozy; Abd. Halik
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.24473

Abstract

Perkembangan teknologi digital, terutama dalam bidang Kecerdasan Buatan (AI), telah mengubah secara drastis lanskap pendidikan, khususnya dalam menciptakan metode pembelajaran yang lebih sesuai, interaktif, dan relevan dengan tuntutan abad 21. Di sisi lain, pendekatan Pendidikan untuk Pembangunan Berkelanjutan (ESD) semakin vital dalam membentuk mahasiswa yang tidak hanya cerdas secara intelektual, tetapi juga memiliki kesadaran kritis, rasa tanggung jawab sosial, dan kepedulian terhadap lingkungan. Namun, dalam praktiknya, proses pembelajaran di perguruan tinggi masih cenderung didominasi oleh metode tradisional yang mengakibatkan kurangnya partisipasi aktif dari mahasiswa. Tujuan dari penelitian ini adalah untuk mengeksplorasi bagaimana penggabungan Kecerdasan Buatan dalam pembelajaran yang berbasis ESD dapat membantu meningkatkan partisipasi aktif mahasiswa, terutama di lingkungan UIN Madura. Metode yang diterapkan adalah studi literatur dengan meneliti berbagai referensi ilmiah yang relevan, seperti artikel jurnal, buku, dan prosiding. Data dianalisis menggunakan metode analisis isi untuk menemukan pola, konsep, dan hubungan antar variabel yang berkaitan dengan penggunaan AI dalam pembelajaran dan prinsip ESD. Temuan dari penelitian ini menunjukkan bahwa penerapan AI dalam pembelajaran mampu menghasilkan pengalaman belajar yang lebih personal, interaktif, dan berbasis data, yang mendorong mahasiswa untuk lebih aktif dalam proses belajar. Pengintegrasian AI dengan pendekatan ESD juga menciptakan kesempatan bagi mahasiswa untuk mengembangkan kemampuan berpikir kritis, reflektif, serta keterampilan dalam menyelesaikan masalah yang berkaitan dengan isu keberlanjutan. Selain itu, penggunaan teknologi seperti platform pembelajaran daring, sistem bimbingan yang cerdas, dan analisis pembelajaran terbukti dapat meningkatkan partisipasi, eksplorasi, dan keterlibatan mahasiswa secara lebih mendalam. Dengan demikian, penggabungan Kecerdasan Buatan dalam pembelajaran yang berbasis ESD bisa menjadi alternatif inovatif untuk menghadapi tantangan pendidikan di abad ke-21. Penelitian ini diharapkan dapat memberikan sumbangan konseptual dalam pengembangan model pembelajaran yang lebih adaptif dan berkelanjutan, serta menjadi acuan bagi lembaga pendidikan dalam memaksimalkan penggunaan teknologi demi meningkatkan kualitas dan partisipasi mahasiswa dalam proses pembelajaran.
Eco-Habituation Learning (EHL): Internalizing ESD Values through Habit Formation to Foster Environmentally Friendly Behavior Among Students Maniah Maniah; Abd. Wafir Ramadhani; Mochamad Arifin Alatas
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.24474

Abstract

This study aims to analyze the application of Eco-Habituation Learning (EHL) in internalizing ESD values to foster environmentally friendly behavior among students. In addition, this study can also provide practical insights into the development of environment-based learning models that are in line with the times and the needs of today’s students. This study employed a descriptive qualitative approach, utilizing data collection techniques such as observation, interviews, and documentation, which were analyzed thematically. The results indicate that the implementation of EHL through consistent practice, coupled with the supervisory support of teachers and school principals, significantly fosters students’ environmentally conscious attitudes. Such habit formation encourages students to internalize environmental values through direct experience; EHL has proven effective as a learning approach in supporting the implementation of ESD in schools. Therefore, it is recommended that schools integrate habit-forming strategies systematically and continuously to strengthen students’ environmentally conscious character.
Nilai - Nilai Budaya Madura Yang Berpotensi Mendukung Education For Sustainable Development (ESD) Dalam Meperkuat Ketahanan Sosial Masyarakat Fathorrozy; Akbar Mahdi; Nadiatus Sa’adah; Nurul Qomariyah
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.24475

Abstract

The concept of Education for Sustainable Development (ESD) emphasizes the importance of integration between social, cultural, and educational aspects in an effort to build a sustainable society. In this study, local cultural values can serve as an important resource that contributes to strengthening social resilience. This research aims to identify and analyze Madura cultural values that have the potential to support the development of ESD in strengthening the social resilience of the community. Through a qualitative approach based on literature studies and cultural analysis, the results of the study show that there are a number of cultural values that have a significant contribution to continuing education practices. (1) the philosophy of Bhuppa', Bhabbhu', Ghuru, Rato which emphasizes the importance of respect for parents, teachers, and leaders as the main foundation in the formation of educational values. (2) the pattern of the Taneyan Lanjhang settlement that strengthens family solidarity and intergenerational learning; (3) a culture of brotherhood in Tretan Dhibi that builds social cohesion; (4) the practice of collective work in Song Osong Lombhung which reflects the economic solidarity of the community; (5) Kobhung's social function as a community learning space and the transmission of religious values. The above cultural values play a role in building social trust, strengthening community networks, and encouraging collective participation in people's lives. With that, the integration of Madura cultural values in the framework of ESD has the potential to strengthen the social resilience of the community and maintain the sustainability of social life at the local level.
Quran Memorization in Madura: A Solution for Strengthening National Resilience in an Era of Social Change Akh Syaiful Rijal; Bina Prima Panggayuh
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.24478

Abstract

This study examines Qur’anic memorization education at PP. Bustanul Huffadz Assaidiyah Sampang, Madura, as a solution for strengthening national resilience in an era of social change through the genealogical approach of Michel Foucault. This study aims to examine Quran memorization as not only a process of memorizing the Quran, but also a medium for shaping disciplined, religious, and productive students. This research employs a qualitative method through library research and observation of Madurese pesantren traditions. The findings reveal three forms of power operating within tahfidz education. First, the pastoral power of the kiai instills religious values, nationalism, love for the homeland, and environmental awareness. Second, pesantren discipline through memorization deposits and communal control forms students who are orderly, responsible, and socially resilient. Third, pesantren biopower regulates students’ daily lives and learning patterns, producing healthy and productive generations. The study also finds that Qur’anic memorization education contributes to the achievement of Sustainable Development Goals (SDGs), particularly in education, social development, and environmental awareness. Therefore, the tahfidz tradition in Madura can be understood as a soft infrastructure that strengthens ideological, social, economic, and cultural resilience in supporting Indonesia Emas 2045 amid contemporary social transformation.
Promoting Sustained Learning through Critical Thinking Pedagogies: A Comparative Study of Singapore and Indonesia Mutik Nur Fadhilah; Mohamad Nurahman
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.24485

Abstract

This study aims to comparatively analyze critical thinking pedagogies in Singapore and Indonesia by examining how primary school teachers within the frameworks of Teach Less, Learn More (TLLM) and the Kurikulum Merdeka design and implement instruction that deliberately directs students to think critically. The research employs a qualitative approach with a cross- national descriptive-comparative design, involving two teachers from Singapore and five teachers from Indonesia as participants. Data were collected through semi-structured interviews, classroom observations, and analysis of policy and curriculum documents, and were then analyzed using thematic analysis focusing on strategies of content reduction, the design of authentic tasks and projects, the use of higher-order questioning and argumentative discussion, as well as the facilitation of students’ metacognitive reflection. The findings indicate that both TLLM and the Kurikulum Merdeka possess strong potential to foster critical thinking skills; however, teachers in Singapore are more consistent in operationalizing these principles in classroom practice through deep, dialogic, and reflective learning, whereas teachers in Indonesia are still in a transitional phase from traditional teaching patterns toward pedagogies that are genuinely oriented toward critical thinking
Efektivitas Program Eco-Pentren Dan Aplikasi SampahKita Dalam Pelestarian Lingkungan Di Mambaul Ulum Bata-Bata Sri Ira Suharwati; Fadolul Ghafur Moh. Ihsan Zain; Moh. Ihsan Zain
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.24492

Abstract

The level of public awareness regarding environmental sustainability, particularly in waste management at Mambaul Ulum Bata-Bata, remains relatively low. The gap between theoretical understanding and practical application in the field is an issue that must be addressed. To address this issue, the Eco-Pentren program can be implemented, along with the use of the SampahKita app in partnership with the Hamdalah waste management service. This study employs a quantitative approach using data collection techniques such as pre-test and post-test assessments, as well as documentation. The study sample consists of 43 students/pupils from Mambaul Ulum Bata-Bata selected at random. Data were analyzed using frequency distributions with the aid of basic SPSS. The research results indicate that the implementation of the Eco-Pentren program and the SampahKita app proved effective at a rate of 72.1%. It was deemed effective due to changes in student behavior, including active participation in the “Clean Morning” and “Blessed Friday (School Cleanup)” programs as well as their practice of the 5R principles, maggot farming, active participation in scientific writing activities on environmental themes, and the formation of a special task force (LHB Task Force) whose members consist of administrators and religious instructors who address environmental issues in a structured manner.
Implications of the Cambridge Curriculum for the Development of Analytical Thinking Skills among Seventh-Grade International Class Programme Students in Social Studies Learning Alfina Rosyidah; Siti Zazak Soraya
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.24556

Abstract

21st-century education demands highly analytical thinking skills from students, particularly in Social Sciences (IPS) learning, to enable them to logically understand the dynamics of various social problems. However, pre-research data indicates that the analytical thinking skills of seventh-grade International Class Programme (ICP) students at MTsN 2 Ponorogo are still not optimal in learning. This qualitative case study aims to describe the implementation of the Cambridge Curriculum and analyze its real-world implications for the development of these students' analytical thinking skills. Field data collection was conducted through observation techniques, in-depth interviews, and structured documentation. Interactive data analysis included data condensation, data presentation, and comprehensive conclusion drawing. The results showed that the curriculum implementation was carried out through framework planning, student-centered learning with English as the medium of instruction, and formative and summative evaluations. The implications of implementing this curriculum were proven to improve students' cognitive abilities in identifying important information, distinguishing facts from opinions, strengthening logical argumentation structures, and connecting concepts with real phenomena. In conclusion, the curriculum is highly effective.
Reconstruction of Sustainable Development through Education for Sustainable Development (ESD) to Strengthen National Resilience A. Fatikhul Amin Abdullah; Agung Dwi Bahtiar El Rizaq; Muhammad Hadiatur Rahman; Sahrul Romadhon; Shinta Oktafiana; Faraniena Yunaeni Risdiana; Ahmad Imam Khairi; Itaanis Tianah; Siti Azizah
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.24797

Abstract

Education for Sustainable Development (ESD) has become a strategic approach in supporting the achievement of the Sustainable Development Goals (SDGs) through the integration of environmental, social, cultural, policy, and technological transformation aspects within education. This study aims to analyze the trends of ESD research in Indonesia, Singapore and Japan based on several major themes, namely Culture and Social, Environmental and Energy, Policy and Regulation, and Technology and AI for Supporting ESD. The study employed a literature review approach by analyzing scientific articles from various national and international universities. The findings reveal that the implementation of ESD has evolved toward a multidisciplinary approach emphasizing the integration of local culture, ecological literacy, character education, educational policy, and digital transformation. Previous studies demonstrate that experience-based learning, inquiry learning, ethnopedagogy, and the utilization of Artificial Intelligence (AI) can enhance students’ critical thinking, creativity, digital literacy, social awareness, and environmental responsibility. Furthermore, the successful implementation of ESD is strongly influenced by the synergy among educational policies, local cultural values, technological innovation, and active community participation. Therefore, ESD should not merely be understood as environmental education, but rather as a process of social transformation that supports holistic and contextual sustainable development.
The Global Significance of Integrated Studies Based on SDGs in Japan Katsuhisa Shirai
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.24824

Abstract

Education for Sustainable Development (ESD) plays a crucial role in equipping learners with the competencies needed to address global sustainability challenges and achieve the Sustainable Development Goals (SDGs). Japan has demonstrated strong performance in both SDG implementation and the Programme for International Student Assessment (PISA), raising interest in the educational factors underlying these achievements. This study examines the contribution of Integrated Learning Time, an inquiry-based and interdisciplinary learning framework in the Japanese curriculum, to the development of sustainability competencies and academic performance. Using a qualitative document analysis approach, data were collected from MEXT policy documents, OECD reports, PISA 2022 results, the Sustainable Development Report 2025, and relevant scholarly literature. The findings indicate that Integrated Learning Time promotes critical thinking, problem-solving, collaboration, and global citizenship through authentic, real-world learning experiences. These competencies align closely with the principles of ESD and contribute to both educational quality and sustainable development outcomes. The study concludes that Integrated Learning Time offers a valuable model for integrating sustainability education with academic excellence and may provide insights for educational reform in other countries
Peran Gender dalam Pengaruh Gaya Hidup dan Literasi Finansial terhadap Perilaku Konsumtif Mahasiswa Muchammad Akbar Kurniawan; Wiwit Nahdiyah Safitri; Angeli Carissa Sari; Alfin Mustikawan
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Vol. 7 No. 1 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v7i1.16937

Abstract

This research discusses consumptive behaviour among teenagers, especially university students, which is influenced by lifestyle, financial literacy, and gender factors. Consumptive behaviour arises as a result of social pressure, a culture of consumerism, and the urge to follow trends. Financial literacy is an important key in reducing this behaviour, by providing an understanding of effective financial management. The study used a quantitative approach with Structural Equation Modelling (SEM) and Multi-Group Analysis (MGA) methods, involving 86 social studies education students in Malang who were selected through random sampling techniques. The results of the analysis show that financial literacy has a significant influence in reducing consumptive behaviour, with variations in influence based on gender. This study highlights the importance of financial literacy and inclusive financial education to support better financial management among university students.

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