cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Rezky Noor Handy
Contact Email
iis_journal@ulm.ac.id
Phone
+6281251503366
Journal Mail Official
iis_journal@ulm.ac.id
Editorial Address
focus to provide new perspectives on the innovation of social studies in the research approach, learning media, learning resources, learning models and other related Social Studies.
Location
Kota banjarmasin,
Kalimantan selatan
INDONESIA
The Innovation of Social Studies Journal
Published by Universitas Lambung Mangkurat
ISSN : 27231119     EISSN : 27162354     DOI : https://dx.doi.org/10.20527/iis
Core Subject : Education, Social,
Education Social Sciences Other
Focus to provide new perspectives on the innovation of social studies in the research approach, learning media, learning resources, learning models and other related Social Studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 170 Documents
 13   14   15   16   17 
The Influence of Dedi Mulyadi’s Populist Leadership Content on Civic Disposition Isyeu Nur Cahyani; Cecep Darmawan; Leni Anggraeni
The Innovation of Social Studies Journal Vol 7, No 2 (2026): The Innovation of Social Studies Journal, March 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v7i2.17791

Abstract

Social media has become a central arena for political communication in the digital era, particularly in constructing leadership images, disseminating political messages, and fostering perceived closeness with the public. Populist leadership content distributed through digital platforms is typically characterized by personal, emotional, and cultural narratives, which have the potential to shape how young people think, behave, and perceive social reality as citizens. In this context, the populist leadership content of Dedi Mulyadi is noteworthy, as it consistently emphasizes proximity to the community, moral storytelling, and the use of strong local cultural symbols, especially those rooted in Sundanese identity. Such strategies are considered effective in building emotional bonds with audiences, particularly students. However, this populist approach also raises concerns, as it may prioritize emotional mobilization over the cultivation of reflective and substantive civic values.This study aims to analyze the influence of Dedi Mulyadi’s populist leadership content on the formation of civic disposition among students of the Faculty of Social Sciences Education (FPIPS), Universitas Pendidikan Indonesia. Specifically, it examines students’ perceptions of mediated intimacy, analyzes the effects of digital directness and performative authenticity on civic disposition, and formulates solutions to address the dominance of emotional appeals in populist content. Employing a quantitative correlational design with a survey method, the findings reveal a significant influence of populist leadership content on students’ civic disposition, indicated by a t-value of 3.702 (p < 0.05). Furthermore, a positive correlation is identified (r = 0.362), suggesting a weak but meaningful relationship. Overall, leadership content that highlights social closeness, public problem-solving, and moral narratives contributes to shaping students’ civic attitudes, while also underscoring the need to strengthen critical.
Crisis Communication in the Digital Age: Analysis of Social Media Strategies for Reputation Recovery in Higher Education Institutions Novaria Maulina; Herry Setiawan; Vina Yulia Anhar; Fathoni Fathoni; Riky Hamdani
The Innovation of Social Studies Journal Vol 7, No 2 (2026): The Innovation of Social Studies Journal, March 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v7i2.17237

Abstract

A communication crisis and public trust that is not managed properly will become a serious threat to institutions because it affects the image and reputation of the organization, including becoming a serious threat to higher education institutions that can impact public trust and organizational sustainability. This study aims to analyze the implementation of effective communication strategies in the era of social media based on SWOT analysis in restoring the reputation of higher education institutions and identifying factors that determine the success of image restoration campaigns. The study uses a qualitative approach with a case study method at a state university in Kalimantan during the period of July-August 2025. Data was collected through crawling using the Brand24 media monitoring application with analysis of social media content, websites and online news portals (via Instagram and TikTok), monitoring of public sentiment using the Brand24 application, and analysis of engagement metrics. Data analysis used triangulation techniques to validate findings from various data sources. The implementation of measurable communication strategies through social media showed significant results with a 71% increase in positive public sentiment and a decrease in negative public sentiment to 4%. On the Instagram social media platform, it achieved an engagement rate of 140.1% with a total reach of 422,423 accounts, while TikTok achieved an engagement rate of 672.3% with 777 thousand views. Fact-based counter-issue strategies and promotion of the Tridharma program have proven effective in changing public perception and restoring public trust. Systematic and measurable social media management using a SWOT approach can be an effective tool in restoring the reputation of higher education institutions. The key to success lies in the consistent dissemination of fact-based content, active engagement with stakeholders, and regular sentiment monitoring.
School Leadership and Counseling Synergy: Cross-Continental Reflections from Recent Literature Muhammad Andri Setiawan; Aslamiah Aslamiah; Noorhapizah Noorhapizah; Novitawati Novitawati
The Innovation of Social Studies Journal Vol 7, No 2 (2026): The Innovation of Social Studies Journal, March 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v7i2.15424

Abstract

The synergy between school leadership and counseling services is increasingly viewed as central to effective and holistic student support, yet empirical evidence shows substantial variation across educational systems. This study aims to systematically compare global patterns of principal–counselor collaboration and to clarify how leadership models shape collaborative practices and student-related outcomes. Using a systematic literature review design, 67 empirical studies published between 2005 and 2025 were analyzed, comprising Asia (13), Africa (13), the Americas (13), Europe (13), and Australia (15). Data were examined through thematic analysis, enabling cross-continental comparisons of leadership orientation, organizational structure, and collaboration mechanisms. The findings identify five dominant collaboration models: strategic partnerships in the Americas, interdisciplinary teamwork in Europe, integrative–reflective collaboration in Australia, reactive hierarchical relationships in Africa, and normative–subordinative arrangements in Asia. These models reveal clear causal linkages between leadership orientation and student outcomes, particularly psychosocial well-being, preventive intervention capacity, and continuity of academic support. Leadership approaches characterized by shared decision-making, counselor integration into school governance, and data-informed collaboration consistently produce stronger and more sustainable student support systems, whereas hierarchical leadership structures constrain counseling impact and limit preventive effectiveness. This study contributes original value by offering a balanced cross-continental synthesis and an integrative analytical framework that connects leadership models, collaboration processes, and student outcomes. The findings advance comparative scholarship and provide a conceptual basis for developing evaluative tools and evidence-based policies to strengthen collaborative school leadership across diverse educational contexts.
The Phenomenon of Learning at Co-Working Space Cafes (a Case Study of UMS Students Between Needs and Lifestyle) Galeh Aprilia; Agus Susilo
The Innovation of Social Studies Journal Vol 7, No 2 (2026): The Innovation of Social Studies Journal, March 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v7i2.17864

Abstract

The development of digital technology has shifted UMS students’ learning patterns toward co-working  spaces as flexible environments supporting both academic needs and modern lifestyles. This study aims to examine the phenomenon of using co-working  spaces as alternative learning environments among students at Universitas Muhammadiyah Surakarta (UMS), focusing on two main aspects: academic needs and lifestyle. A qualitative descriptive approach with a case study method was employed. Data were collected through in-depth interviews with students who actively use co-working  spaces, as well as direct observations at several locations in Surakarta. The findings reveal that the primary motivations for students choosing co-working  spaces include comfort, reliable Wi-Fi access, and a conducive atmosphere that supports focused learning. In addition to positively influencing academic productivity, co-working  spaces have become part of the modern student lifestyle, emphasizing aesthetics, digital presence, and contemporary trends. Social factors, such as peer support and collaborative study habits, also play a significant role in shaping their preferences. These findings indicate that co-working  spaces serve not only as facilities to fulfill academic needs but also as social spaces representing identity and lifestyle in the digital age. This study contributes to understanding the shift in student learning patterns and its implications for the development of educational facilities in higher education institutions.
Collaborative Governance in Supporting the Anti-Corruption Village Program Through ETIKA (Anti-Gratification Showcase) in Kauman Village, Bojonegoro Dhea Agustina; Ahmad Taufiq; Ida Swasanti
The Innovation of Social Studies Journal Vol 7, No 2 (2026): The Innovation of Social Studies Journal, March 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v7i2.17411

Abstract

The practice of gratification at the village level remains a serious problem because it is often considered part of social customs in public services, making it challenging to eradicate. This study aims to understand how the implementation of Collaborative Governance supports the Anti-Corruption Village Program through the ETIKA (Anti-Gratification Showcase) innovation in Kauman Village, Bojonegoro Regency. This study uses a descriptive qualitative approach, drawing on the Collaborative Governance theory of Ansell and Gash (2008), which covers four main aspects: initial conditions, institutional Design, facilitative leadership, and collaboration processes. Data collection was conducted through in-depth interviews, participatory observation, and documentation, using a purposive sampling technique that included the village government, the Inspectorate, schools, the Village Consultative Body (BPD), the Media, and the community. The results of the study indicate that the implementation of Collaborative Governance through the ETIKA innovation is effective, as seen from increased transparency, accountability, and community participation in preventing gratification. However, challenges persist due to limited understanding among some communities of the dangers of gratification and its reporting mechanisms. ETIKA’s innovation has been proven to strengthen the culture of integrity and collaboration among stakeholders towards clean, integrated village governance.
Strategies To Improve Studens’ Digital Literacy The Digital Era: Digital Sociology Study on Students Of State Vocational School 6 Kupang Syarifuddin Darajad; Yuliana Riwu; Aloysius Liliweri; Arifin Arifin; Ahmad Atang; Sahbudin Sahbudin
The Innovation of Social Studies Journal Vol 8, No 1 (2026): The Innovation of Social Studies Journal, September 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v8i1.19034

Abstract

This study aims to examine strategies for improving digital literacy among students at SMK Negeri 6 Kupang through a digital sociology approach. Digital literacy is viewed as a 21st- century competency that is essential for vocational students' work readiness. The research method used a descriptive qualitative approach with observation, in-depth interviews, and documentation techniques. The research subjects were 21 informants consisting of students in grades XI-XII, teachers, and school policy makers. Data analysis followed the Miles, Huberman, and Saldana model with validity testing through source and method triangulation. The results showed: (1) students' digital literacy profiles were divided into three categories—active-critical users (23%), active-consumptive users (45%), and passive users (32%); (2) determinant factors included infrastructure, teacher competency, school policies, and the social environment; (3) school strategies implemented through curriculum integration, e-learning, IDUKA collaboration, teacher development, and digital competitions; and (4) real impacts on improving critical thinking, information verification skills, and technology-based work readiness. The findings confirm that digital literacy is a social construct shaped by the educational ecosystem as a whole. The implications of this study highlight the importance of ecosystem-based digital literacy policies in vocational education through curriculum integration, teacher capacity development, infrastructure strengthening, and collaboration with industry to support students’ critical thinking, digital identity formation, and work readiness in the digital era.
The Influence of Parenting Styles on Junior High School Students' Digital Literacy in Social Studies Learning Nasywa Tsany Warastri; Mutiani Mutiani; Syarifuddin Syarifuddin; Fatwa Nur&#039;aini; Sigit Triyono
The Innovation of Social Studies Journal Vol 8, No 1 (2026): The Innovation of Social Studies Journal, September 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v8i1.19844

Abstract

The extent to which parents actively engage in overseeing and assisting their children with online pursuits is still not meeting the desired level. The advancement of digital technology demands that students' possess strong digital literacy skills to support the learning process, particularly in Social Studies. Differences in parenting styles, including authoritarian, permissive, and democratic styles, have been shown to influence how students use technology effectively, critically, and responsibly. Nevertheless, research specifically investigating the impact of parental approaches on the digital competencies of adolescents in junior secondary education, particularly within the domain of Social Studies instruction in Banjarmasin City, is not extensive. Unlike previous studies that examined parenting styles in general child development contexts, this investigation aims to quantify the effect of parenting styles on three distinct components of digital literacy as applied to Social Studies curricula for junior high school students', a domain with a scarcity of empirical evidence. The sample for this research comprised 381 students, chosen from a total student population of 7,820 junior high school students' in Banjarmasin City through the application of purposive and accidental sampling methodologies. Information was gathered utilizing surveys that underwent validation and reliability assessments (Cronbach's Alpha: X= 0.666; Y= 0.800), complemented by observational methods and document review. For data analysis, simple linear regression and a t-test were employed, with bootstrap analysis providing further support. The findings demonstrate that parental approaches exert a constructive and statistically significant impact on the digital literacy of students' (B= 0.488; t= 9.755; p <0.001). The coefficient of determination (R² = 0.201) suggests that parental styles account for 20.1% of the variance in students' digital literacy, with the remaining 79.9% being attributable to factors not included in this particular analysis.
Click, Post, Fight! Add Yours and Connective Action on Instagram Paramita Winny Hapsari; Muhammad Fachri Shandika Iman; Reny Henriyani; Nur Iman; Mahbub Ubaedi Alwi
The Innovation of Social Studies Journal Vol 8, No 1 (2026): The Innovation of Social Studies Journal, September 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v8i1.18423

Abstract

Social media today functions not only as a platform for entertainment but also as a medium for digital activism, facilitating connective action through its various affordances. This study explores the use of Instagram's Add Yours feature as a critical tool in enabling digital connective action within socio-political campaigns, particularly in the context of the “Tolak UU TNI” movement. The study aims to understand how the interactive Add Yours feature facilitates mass mobilization and representations of resistance. A qualitative approach is employed using Roland Barthes' semiotic analysis. The theoretical frameworks of Social Shaping of Technology (SST) and platform political economy are applied to analyse the construction of meaning and power dynamics embedded in the use of the feature. Findings indicate that Add Yours has transformed from a tool of personal interaction into a medium of collective symbolic resistance. Its affordances encourage broad participation, solidarity, and message dissemination without relying on formal hierarchical structures, reflecting the active role of users in shaping technological function. However, this potential operates within a dynamic interplay among user interests, corporate agendas, and state regulations, revealing that the feature is not neutral but is co-constructed by the policies of the communication technology industry that shape the trajectory and limits of digital activism. This study contributes to a deeper understanding of social media's role in contemporary activism and the paradoxes of digital platforms.
Pancasila Student Profile Strengthening Project (P5) Reflection Based on Dayak Paramasan Local Wisdom Dyah Febria Wardhani; Deasy Arisanty; Agung Nugroho; Umi Baroroh Lili Utami
The Innovation of Social Studies Journal Vol 8, No 1 (2026): The Innovation of Social Studies Journal, September 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v8i1.19150

Abstract

This study aims to analyze reflections in the Pancasila Student Profile Strengthening Project (P5) learning, focusing on the local wisdom of the Dayak Paramasan in nature management. While project-based learning (PBL) and P5 are recognized for developing 21st-century character, existing studies often treat reflection as a mere evaluation tool rather than a cognitive bridge that internalizes traditional values into modern character outcomes. Consequently, the conceptual link between student reflection, localized cultural knowledge, and character transformation remains underdeveloped. Using a qualitative case study method, this research involved 7th and 8th-grade students of SMPN 1 Paramasan. Data collected through reflection sheets were analyzed using thematic analysis. The results demonstrate that structured reflection acts as a mechanism that transforms indigenous Dayak Paramasan environmental wisdom into tangible student competencies, meaningfully fostering cultural awareness, environmental preservation values, and critical 21st-century skills (research, communication, collaboration, and technological literacy). This study advances current knowledge by providing a clear theoretical and empirical framework showing how structured reflection operationalizes local wisdom to achieve specific P5 character outcomes
A Conceptual Framework For Students’ Ecological Intelligence in The Merdeka Curriculum Rusmaniah Rusmaniah; Mutiani Mutiani; M. Ridha Ilhami; Sovia Husni Rahmia; Muhammad Imam Hulaimi; Puteri Riska Lestari; Ahmad Fahrul Razi
The Innovation of Social Studies Journal Vol 8, No 1 (2026): The Innovation of Social Studies Journal, September 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v8i1.19927

Abstract

Various frameworks such as environmental literacy, ecological literacy, sustainability competencies, ecological intelligence, and Education for Sustainable Development have identified the knowledge, values, skills, and actions students need to address environmental issues. However, they do not operationally explain how such outcomes can be pedagogically aligned with the Merdeka Curriculum, Grade 7 Social Studies content, local socio-ecological issues, active-reflective learning, and authentic assessment. This article formulates a conceptual framework to address this gap. Using an integrative theory-building conceptual review, 18 theoretical, empirical, and policy sources published between 1975 and 2023 were purposively synthesized through conceptual comparison, thematic coding, and curriculum mapping. An author-developed Grade 7 ecological-intelligence instrument blueprint was used only as a secondary check of indicator operability and curriculum fit, not as the theoretical source of the dimensions. The resulting framework aligns six components: the Merdeka Curriculum, Grade 7 Social Studies content, local socio-ecological context, active and reflective learning, authentic assessment, and four interrelated ecological-intelligence outcomes-knowledge, sensitivity and attitudes, skills, and participation and behavior. The novelty lies not in proposing a new ecological construct, but in the integration and alignment mechanism that connects curriculum, subject content, local context, pedagogy, assessment, and multidimensional outcomes in one iterative learning pathway. The framework remains conceptual, is limited to Grade 7 Social Studies in the Indonesian context, and has not yet been empirically tested or validated as a measurement model.

Page 16 of 17 | Total Record : 170

 13   14   15   16   17 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol 8, No 1 (2026): The Innovation of Social Studies Journal, September 2026 Vol 7, No 2 (2026): The Innovation of Social Studies Journal, March 2026 Vol 7, No 1 (2025): The Innovation of Social Studies Journal, September 2025 Vol 6, No 2 (2025): The Innovation of Social Studies Journal, March 2025 Vol 6, No 1 (2024): The Innovation of Social Studies Journal, September 2024 Vol 5, No 2 (2024): The Innovation of Social Studies Journal, March 2024 Vol 5, No 1 (2023): The Innovation of Social Studies Journal, Sept 2023 Vol 4, No 2 (2023): The Innovation of Social Studies Journal, March 2023 Vol 4, No 1 (2022): The Innovation of Social Studies Journal, Sept 2022 Vol 3, No 2 (2022): The Innovation of Social Studies Journal, March 2022 Vol 3, No 1 (2021): The Innovation of Social Studies Journal, Sept 2021 Vol 2, No 2 (2021): The Innovation of Social Studies Journal, March 2021 Vol 2, No 1 (2020): The Innovation of Social Studies Journal, Sept 2020 Vol 1, No 2 (2020): The Innovation of Social Studies Journal, March 2020 Vol 1, No 1 (2019): The Innovation of Social Studies Journal, Sept 2019 More Issue