cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Agus Mursidi
Contact Email
fkip@unibabwi.ac.id
Phone
+6287886950001
Journal Mail Official
agusmursidi@unibabwi.ac.id
Editorial Address
Jln. Ikan Tongkol No 1 Banyuwang Kelurahan Kertosari
Location
Kab. banyuwangi,
Jawa timur
INDONESIA
SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Published by Universitas PGRI Banyuwangi
ISSN : 20866135     EISSN : 2541612X     DOI : 10.36526/sosioedukasi
Core Subject : Education, Social,
Education Social Sciences Other
urnal sosioedukasi (e-ISSN: 2541-612X, Print ISSN 2086-6135) diterbitkan oleh Fakultas Keguruan dan Ilmu Pendidikan Universitas PGRI Banyuwangi, diterbitkan dua kali setahun pada bulan mei dan november. fokus Scientific Journals of Education and Social. Jurnal sosioedukasi mencakup semua bidang dan periode dalam Pendidikan dan sosial, yang membahas semua aspek pendidikan termasuk ekonomi, sosial, budaya, dan politik. Semua pendekatan bisa di terima. Jurnal ini menerima berbagai format termasuk artikel dari forum ilmiah, esai ulasan, dan masalah khusus. Editor juga menerima ulasan buku untuk diterbitkan di bagian khusus dari publikasi. Artikel-artikel tersebut dapat ditulis untuk disampaikan dalam Bahasa Indonesia dan Bahasa Inggris.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,333 Documents
 121   122   123   124   125 
THE USE OF DIGITAL INTERACTIVE FLAT PANEL (IFP)-BASED LEARNING MEDIA BY TEACHERS IN LEARNING TO WRITE NEWS TEXTS IN GRADE VIII AT SMP N 1 TANAH PUTIH FOR THE 2026 SCHOOL YEAR Azka Febrianti; Desi Sukenti
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8744

Abstract

This study is focused on the use of digital-based learning media interactive flat panel by teachers in teaching news text writing for class VIII at SMP Negeri 1 Tanah Putih. The approach used in this research is a qualitative approach with a descriptive method. The results show that the use of digital-based learning media helps teachers deliver material more effectively and creates a more engaging learning atmosphere. However, there are still obstacles in its use, such as internet network issues and teachers' limited mastery of technology. Therefore, teachers have made various efforts to overcome these obstacles, such as preparing learning media in advance and learning to use the Interactive Flat Panel independently.
ANALYSIS OF THE IMPLEMENTATION OF PUBLIC HEALTH SERVICE POLICIES BASED ON POPULATION IDENTIFICATION NUMBERS IN BEKASI CITY: A LITERATURE REVIEW Shelfie Prihantini; Janiscus Pieter Tanesab
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8746

Abstract

This study examines the implementation of the Community Health Service based on National Identification Number (LKM-NIK) policy in Bekasi City as a complementary policy to close protection gaps in Indonesia's National Health Insurance (JKN). Although Bekasi City has reached 99.87% or 2.592.517 persons (JKN-KIS) membership coverage and finances 386,389 beneficiaries through the local budget scheme (Juni 2026), this administrative achievement has not fully guaranteed substantive health protection for all residents. This study applies a descriptive qualitative approach using a Systematic Literature Review of 25 selected articles from Scopus. The findings show that LKM-NIK implementation is influenced by policy content clarity, targeting accuracy, financing sustainability, NIK data integration, cross-actor coordination, health facility capacity, and partner hospital compliance. From Grindle's perspective, the success of LKM-NIK is shaped by the interaction between policy content and implementation context. Therefore, LKM-NIK should be strengthened through accurate data governance, sustainable financing, clear public communication, and patient-experience-based evaluation.
IMPLEMENTATION OF THE SEKOLAH RAKYAT PROGRAM IN SURABAYA CITY USING THE INTEGRATIVE CAPACITY FRAMEWORK APPROACH Najwa Tsaniya Anjainah; Singgih Manggalou
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.8750

Abstract

Poverty remains a major development challenge in Indonesia because it limits access to quality education. To break intergenerational poverty, the government launched the Sekolah Rakyat Program for children from extremely poor, poor, and vulnerable families. This study analyzes the implementation of the Sekolah Rakyat Program in Surabaya City using the Integrative Capacity Framework developed by Vince (2024). The study uses a descriptive qualitative method. Data were collected through interviews, observation, and documentation involving program managers, the Surabaya City Social Service, teachers, foster guardians, and students. Data analysis used data reduction, data display, and conclusion drawing. The findings indicate that the program has been implemented effectively across the main dimensions of the Integrative Capacity Framework. Policy coordination and institutional cohesion are demonstrated through collaboration among the central government, local government, educational institutions, and other stakeholders.Accountability and legitimacy are reflected in a clear legal framework and a structured student selection process, while resource capacity is supported by adequate educational and dormitory facilities despite the continued need for additional professional mentoring staff. Although institutional architecture provides clear role distribution, strengthening local institutional capacity remains necessary to ensure program sustainability. The study concludes that strengthening institutional and resource capacity is essential to maximize the program's contribution to expanding equitable educational access and supporting long-term poverty reduction policies.
ANALYSIS OF THE IMPLEMENTATION OF THE INQUIRY-BASED LEARNING MODEL IN IMPROVING EXPLORATION SKILLS IN PRIMARY SCHOOLS Tri Sutantina; Matsuri; Supianto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8755

Abstract

This study was motivated by the fact that learning in primary schools still tends to be teacher-centred, so that students' exploration skills have not developed optimally. Previous studies have focused more on cognitive learning outcomes, while in-depth studies on the implementation of inquiry-based learning in improving students' exploration skills are still limited. This study aims to (1) analyse the implementation of the inquiry learning model in improving the exploration skills of fifth-grade students at SDN 03 Gedong, (2) analyse the obstacles encountered in implementing the inquiry learning model, and (3) analyse the solutions provided to overcome the obstacles in implementing the inquiry learning model. This study used a qualitative approach with a case study design. The research subjects included fifth-grade teachers and fifth-grade students. Data were collected through observation, in-depth interviews, and documentation studies. Data analysis was carried out through data collection, data reduction, data presentation, and conclusion drawing. The results of the study indicate that (1) the implementation of the inquiry learning model can improve students' exploration skills, as indicated by an increase in curiosity, initiative in investigation, observation and experimentation skills, learning reflection, and independent learning, (2) Implementation constraints include time limitations, varying levels of student readiness, and teachers' experience in applying inquiry learning, (3) Solutions include structured learning planning, gradual guidance, and continuous learning reflection. These findings provide practical significance for primary school teachers in optimising student-centred learning and theoretical contributions to the development of inquiry learning studies that focus on students' exploration skills.
THE DEVELOPMENT OF COMIC-BASED PICTURE STORY MEDIA TO ENHANCE LEARNING MOTIVATION AMONG PRIMARY SCHOOL STUDENTS Harni; Tri Murwaningsih; Sukarno
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8756

Abstract

The Indonesian language learning process in primary schools remains teacher-centred with limited teaching materials, meaning that pupils’ motivation to learn has not developed to its full potential. This study aims to (1) analyse the Indonesian language learning process, (2) develop comic-based PICSTOM (Picture Story Media), and (3) test the effectiveness of this medium in enhancing the learning motivation of primary school pupils. The study employed a research and development method using the 4D model, comprising the Define, Design, Develop, and Disseminate stages. The research subjects consisted of an experimental class at SDN 01 Gedong and a control class at SDN 03 Gedong. Data were collected through observation, learning motivation questionnaires, interviews, and documentation. The results of the study indicate that the comic-based Pistoria, media was deemed highly suitable based on validation by media experts, subject matter experts, and language experts. The effectiveness test showed that student learning motivation in the experimental class was higher than in the control class. This study provides practical significance as an innovative alternative for Indonesian language learning media, as well as a theoretical contribution to the development of story-based learning media in primary schools.
ANALYSIS OF THE IMPLEMENTATION OF THE ACADEMIC SUPERVISION MODEL IN ENHANCING THE PROFESSIONALISM OF PRIMARY SCHOOL TEACHERS Barid Sholihah; Sri Marmoah; Roemintoyo
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8757

Abstract

This study was motivated by the fact that the implementation of academic supervision in primary schools still faces various obstacles, meaning that the enhancement of teachers’ professionalism has not yet been optimally achieved. The objectives of this study are (1) to analyse the application of the academic supervision model in enhancing teachers’ professionalism at SDN 01 Delingan, (2) to identify the obstacles to the implementation of academic supervision, and (3) to propose solutions for its implementation. The study employed a qualitative case study approach. The research subjects were the headteacher and primary school teachers. Data were collected through observation, in-depth interviews, and document analysis. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The research findings are: (1) academic supervision has been implemented through planning, execution, and follow-up, but remains oriented towards administrative and evaluative aspects; (2) the main constraints are time constraints, the school principal’s workload, and teachers’ perceptions of supervision; and (3) the solutions implemented include scheduling supervision and strengthening communication. The research findings provide practical significance for the development of more collaborative academic supervision, as well as a theoretical contribution to the study of academic supervision in enhancing teacher professionalism
THE EFFECTIVENESS OF THE MENTORING METHOD IN SUPPORTING SCHOOL INSPECTORS TO IMPROVE THE PEDAGOGICAL COMPETENCE OF EARLY CHILDHOOD EDUCATION TEACHERS IN JAMBU SUBDISTRICT, SEMARANG REGENCY Ekawati Indrianingsih; Tri Suminar
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.8758

Abstract

This study examined the effectiveness of a mentoring-based professional development model in improving the pedagogical competence of early childhood education (PAUD) teachers compared with conventional supervision. A quantitative approach employing a quasi-experimental pre-test–post-test nonequivalent control group design was conducted involving 60 teachers equally assigned to experimental and control groups. The experimental group participated in a structured mentoring program emphasizing collaborative reflection, classroom observation, constructive feedback, and continuous professional support, whereas the control group received conventional workshop-based supervision. Data were collected using a validated and reliable pedagogical competence instrument and analyzed using descriptive statistics, paired-sample t-tests, and normalized gain (N-gain) analysis. The results showed statistically significant improvements in both groups (p < 0.001); however, the experimental group demonstrated substantially greater improvement, with the mean score increasing from 65.18 to 88.19, compared with 64.93 to 75.52 in the control group. The experimental group also achieved a moderate N-gain score of 0.66, indicating meaningful improvement in pedagogical competence. These findings suggest that structured mentoring provides a more effective approach than conventional supervision for strengthening teachers' pedagogical competence. The results support the integration of mentoring into continuous professional development programs for PAUD teachers and provide practical evidence for supervisors, school leaders, and educational policymakers in improving the quality of teacher supervision.
THE DEVELOPMENT OF THE ‘MYSTERY BOX’ METHOD IN SCIENCE EDUCATION TO ENHANCE LEARNING MOTIVATION AMONG PRIMARY SCHOOL STUDENTS Fajar Fitri Utami; Tri Murwaningsih; Joko Daryanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8759

Abstract

IPAS teaching in primary schools tends to be teacher-centred, meaning that pupils’ motivation to learn is not yet optimal. The lack of variety in teaching materials results in limited pupil engagement in the learning process. This study aims to (1) analyse the IPAS learning process, (2) develop the ‘Mystery Box’ teaching aid, and (3) test the effectiveness of this teaching aid in enhancing pupils’ motivation to learn. The study employed the 4D model of research and development, comprising the Define, Design, Develop, and Disseminate stages. The research subjects consisted of an experimental class at SDN 01 Delingan and a control class at SDN 04 Bejen. Data collection techniques included observation, learning motivation questionnaires, interviews, and documentation. The results indicated that the Mystery Box medium is suitable based on validation by media experts, subject matter experts, and language experts. The results of the effectiveness test showed that student learning motivation in the experimental class was higher than in the control class in terms of the indicators of learning perseverance, active engagement, perseverance in the face of difficulties, interest in the material, and a positive attitude towards
SOCIAL STUDIES TEACHERS' PERCEPTIONS IN FACING THE INDEPENDENT CURRICULUM AT MTSN 2 MEDAN mutiara hilda; Eka Susanti
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8764

Abstract

The independent curriculum has the characteristics of developing students' soft skills Through the Pancasila student profile strengthening project, focusing on essential materials to build Creativity and innovation of students in achieving basic competencies, and learning that Flexible is the flexibility for teachers to do learning according to the achievement stage And the development of each student. This research aims to find out Perception of IPS subject teachers on the implementation of the Independent Learning Curriculum, the obstacles faced by ips teachers in carrying out learning, as well as the solutions faced in facing the obstacles. This research Using a descriptive qualitative approach and data collection techniques through interviews, Observation, and documentation. The results of the study show a picture of perception, Obstacles and solutions applied by teachers in implementing the curriculum Independent. Teachers understand the principles of the curriculum such as teaching in the classroom And project-based learning, but still facing challenges in its implementation. Obstacles experienced include limited resources, difficulty adjusting methods Learning with student needs and infrastructure that lacks support in Madrasah, the solution in facing the obstacles is to participate in training or workshop and collaborate with teachers/teachers who are in mtsn 2 medan. This research concludes that the Independent Curriculum provides opportunities Innovation in learning, but requires increased support in the form of training Sustainable and development of tools/facilities and learning infrastructure. This research It is expected that it can be an input for the development of education policies in Indonesia and Support teachers throughout Indonesia.
LEARNING USING E-MODULES TO IMPROVE LEARNING OUTCOMES TO UNDERSTAND TAPERED TURNING STUDENTS OF THE MACHINING ENGINEERING EXPERTISE PROGRAM CLASS XI SMKN 1 SEMARANG Dimas Ary Setiawan; Muhammad Khumaedi
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8767

Abstract

This study aims to analyze the influence of the use of e-modules on the learning outcomes of understanding tapered turning students of the Machining Engineering Expertise Program at SMKN 1 Semarang. The study uses a quantitative approach with quasi-experimental methods and nonequivalent control group design. The research sample consisted of an experimental class that used e-modules and a control class that used conventional learning. Data collection is carried out through tests, observations, and documentation. Data were analyzed using normality tests, homogeneity tests, independent sample t-tests, and N-Gain analysis. The results of the study show that the e-modules developed meet the criteria of validity and reliability and are effectively used in learning. There was a significant difference in learning outcomes between the experimental class and the control class. In addition, the increase in student learning outcomes in the experimental class was in the high category. Thus, the use of e-modules is effective in improving learning outcomes to understand tapered lathes and can be used as an alternative digital learning media in the Machining Engineering Expertise Program.

Page 123 of 134 | Total Record : 1333

 121   122   123   124   125 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 14 No 3 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 14 No 2 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 14 No 1 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 13 No 2 (2024): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 13 No 1 (2024): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 12 No 2 (2023): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 12 No 1 (2023): SOSIOEDUKASI JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 12 No 1 (2023): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 11 No 2 (2022): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 11 No 1 (2022): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 10 No 2 (2021): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 10 No 1 (2021): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 9 No 2 (2020): SOSIOEDUKASI JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 9 No 2 (2020): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 9 No 1 (2020): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 8 No 2 (2019): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 8 No 1 (2019): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 7 No 2 (2018): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 7 No 1 (2018): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 6 No 2 (2017): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Vol 6 No 1 (2017): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL More Issue