ASANKA: Journal of Social Science And Education
Journal of Social Science and Education [e-ISSN 2722-9998 | p-ISSN 2723-0007] is a journal research published by Institute for Social Science And Education, State Islamic Institute of Ponorogo. This journal first published in 2020 to facilitate the publication of research and articles. ASANKA accepts original scientific writings that have never been published in the field of social science, education, including conceptual thoughts, research reports, case reports, application of theory, critical studies and literature reviews. The Journal issued biannually in March and September.
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<![CDATA[Internalisasi Nilai Karakter Disiplin dan Tanggung Jawab dalam Pembelajaran IPS Terpadu ]]>
<![CDATA[Aufa Rachmawati Fanan]]>;
<![CDATA[Siti Zazak Soraya]]>
<![CDATA[ ASANKA : Journal of Social Science and Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/asanka.v5i2.6190
<![CDATA[The research aimed to discover methods and the factors that help and hinder the development of discipline and student accountability from developing character values of discipline and student accountability in the integrated social studies learning process at SMP Ma'arif 2 Ponorogo. This study employed a qualitative research method. Observation, interviews, and documentation were employed to obtain data for this study. The analysis technique employed in this study is interactive data analysis. The result of study showed that (1) the instillation of discipline-related character values is well implemented through a) lesson plans integrated with character education of discipline and responsibility, b) exemplary teacher, c) habituation. (2) The instillation of the character of student responsibility is going well, as evidenced by: a) lesson plan that is integrated with the character of responsibility; b) teacher's example; and c) habituation. (3) Environmental variables and teachers assist the instillation of student discipline characters. Still, student and parent awareness impede establishing discipline. (4) The school and the environment are supporting factors for instilling the character of student responsibility. In contrast, (a) teachers and (b) students' laziness are factors that impede the development of the character of student responsibility.]]>
<![CDATA[Meningkatkan Motivasi dan Hasil Belajar Peserta Didik pada Mata Pelajaran Pendidikan Pancasila Menggunakan Media Spin Game ]]>
<![CDATA[Happy Anggarwati]]>;
<![CDATA[Nyimas Nuria Hasnah Anggraini]]>;
<![CDATA[Umi Chotimah]]>
<![CDATA[ ASANKA : Journal of Social Science and Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/asanka.v5i2.6957
<![CDATA[This study aims to increase the motivation and learning outcomes of students in the Pancasila Education subject by using spin game media at SMPN 33 Palembang. The method used is Classroom Action Research which is carried out in two cycles. The subjects in this study were all students of class VII.6 SMPN 33 Palembang with a total of 30 students. The results of the research that has been done show an increase in motivation and learning outcomes of students after using spin game media in Pancasila Education subjects. This is evident from the results of student motivation in the pre-cycle showing 57.5%, increasing in cycle 1 to 68% and in cycle 2 increasing to 81.5% (very good motivation category). While the learning outcomes of students during the pre-cycle were only 10 students who achieved KKM (33.3%), during cycle 1 it increased, namely 22 students reached KKM (73.3%), and in cycle 2 all students succeeded in achieving KKM ( 100%).]]>
<![CDATA[Kesenian Wayang Kulit Sebagai Sarana Publikasi Sejarah dalam Penyebaran Islam di Jawa ]]>
<![CDATA[Fitria Nungki Anjani]]>;
<![CDATA[Fahruddin]]>
<![CDATA[ ASANKA : Journal of Social Science and Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/asanka.v5i1.7874
<![CDATA[Wayang is a cultural heritage of the ancestors of the Indonesian people which is estimated to have existed since ±1500 years BC. In Java, shadow puppets are used and utilized to spread the preaching of Islamic teachings. The spread of Islam in Java is inseparable from the role of the Wali Sango in spreading Islamic teachings. Thanks to the saints Islam was able to flourish in the life of society. This study aims to, (1) know the history of shadow puppets, (2) explain the role of wayang kuit as a medium for spreading Islam in Java, (3) explain the spread of Islam in Java, (4), know the role of walisanga in spreading Islam in Java. This type of research uses qualitative descriptive methods. The conclusion that can be drawn is that wayang has been around since before the existence of Hindhu Buddhism, in its development shadow puppets were used for the spread of Islam, especially on the island of Java. In its dissemination, there is a role of walisangas, one of which is Sunan Kalijaga who spread Islamic teachings with the media of Wayang Kulit.]]>
<![CDATA[Model of Civic Education as Moral Education ]]>
<![CDATA[Ryan Prayogi]]>;
<![CDATA[Sapriya Sapriya]]>;
<![CDATA[M. Januar Ibnu Adam]]>;
<![CDATA[T Heru Nurgiansah]]>
<![CDATA[ ASANKA : Journal of Social Science and Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/asanka.v5i1.8353
<![CDATA[This research examines the importance for civic education teachers in carrying out the learning process in class not only achieving cognitive aspects but every teacher must also prioritise affective aspects in the learning process, so that using the Moral Education model in Civic Education can be a reference for teachers in carrying out Civic Education learning by using the Moral Education model as an effort to foster Moral feeling, Moral Behaviour and Moral action. The purpose of this research is how Citizenship Education as Moral Education and the Development of Moral Education models in Citizenship Education. While this research method uses a literature study research approach with steps to select themes, search for references, collect data sources, and analyse data and draw conclusions. The results showed that education as moral education has existed since civic education entered Indonesia, and that the development of moral education models in civic education, one of which uses the Human Modelling model and Value Clarification Technique, provides a practical solution for civic education as moral education that refers to the 21st century learning model.]]>
<![CDATA[Penguatan Karakter Religius Warga Masyarakat dalam Kegiatan Lailatul Ijtima di Desa Sinanggul 1 Mlonggo ]]>
<![CDATA[Maulida Fitri Aulia Dewi]]>;
<![CDATA[Vivi Dianita Dianita]]>;
<![CDATA[Dina Nailis Sa’adah]]>;
<![CDATA[Fathur Rohman]]>
<![CDATA[ ASANKA : Journal of Social Science and Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/asanka.v5i1.8523
<![CDATA["Lailatul Ijtima" means the night of the assembly which is held once a month. This activity started from the custom of the former scholars to regularly meet and gather with discussing a variety of issues ranging from issues of religion and also issues of integrity to nationality, the meeting was held at night time then this tradition continued in the form of the routine activities of the organization Nahdlatul Ulama under the name Lailatul Ijtima. The purpose of this activity is not only to understand and practice religious teachings, but also to understand the teachings of religion and to strengthen religious character to the community. As for the method used in the study of this activity is qualitative discreet with the technique of data collection through observation with direct involvement accompanied by documentation and active participation in following the activities. The results of the study of this activity can be concluded that the activities of the lailatul Ijtima 'or night of the congregation is very effective to generate and consolidate the relationship between the manager of Jam'iyah NU and the jamaah Nahdliyyin Village of Sinanggul 1 at the same time as an attempt to increase the amaliyah of ubudiyah among the citizens of the community of Sinangul 1 in general and the citizen of Nahdliyyiin.]]>
<![CDATA[Relevance of the Central Curriculum Topics in Social Education Study Program to the Demands of the Digital Era ]]>
<![CDATA[Nuryana Nuryana]]>;
<![CDATA[Yunita Yunita]]>;
<![CDATA[Euis Puspitasari]]>
<![CDATA[ ASANKA : Journal of Social Science and Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/asanka.v5i1.8709
<![CDATA[The 4.0 industrial revolution demands changes in all fields, including education. Every educational institution is required to produce graduates with good digital competencies and be able to observe digital phenomena in their surroundings, help combat cyberbullying, fight hoaxes, and create educational content. This research aims to prove the relevance between the core curriculum topics and the competency demands required in the workplace. This research uses a quantitative approach with a survey method. The survey was conducted on users and alumni of Tadris IPS (Social Studies Education) spread across the regions of Cirebon, Indramayu, Majalengka, and Kuningan. The research results show that: 1) The Tadris IPS Curriculum, which is based on the KKNI (National Higher Education Curriculum Framework) curriculum, is still relevant to be implemented, but it still has weaknesses in accommodating 21st-century skills. 2) The graduate competencies needed in the digital era are graduates who have good digital literacy and are able to collaborate with students regarding the use of digital media and master the security and ethics of using digital media. 3) The relevance of the Tadris IPS curriculum to the demands of the workplace is considered to have high relevance. This is evidenced by the survey results which show an average of 65% of courses in the Tadris IPS department are "very relevant" to the competency demands of the workplace.]]>
<![CDATA[Membekali Warga Negara di Era Post-Truth: Peran Krusial Pendidikan Kewarganegaraan di Australia ]]>
<![CDATA[Rike Erlande]]>;
<![CDATA[Kokom Komalasari]]>;
<![CDATA[Ryan Taufika]]>;
<![CDATA[Mirza Hardian]]>;
<![CDATA[Ahmad Fauzan]]>;
<![CDATA[Apriya Maharani]]>
<![CDATA[ ASANKA : Journal of Social Science and Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/asanka.v5i1.9097
<![CDATA[Era post-truth menimbulkan ancaman serius terhadap demokrasi dan diskursus publik. Artikel ini menganalisis peran krusial pendidikan kewarganegaraan dalam membekali warga negara dengan keterampilan dan perspektif untuk menghadapi tantangan era post-truth di Australia. Melalui pendekatan analitis dan deskriptif, serta tinjauan literatur, artikel ini menyelidiki tujuan, kurikulum, dan strategi pengajaran pendidikan kewarganegaraan, serta mengidentifikasi tantangan dan peluang dalam implementasinya. Hasil penelitian menunjukkan bahwa pendidikan kewarganegaraan di Australia bertujuan untuk mengembangkan warga negara yang aktif, terlibat, dan bertanggung jawab, dengan penekanan pada keterampilan berpikir kritis, literasi media, dan ketahanan terhadap informasi yang menyesatkan. Meskipun terdapat tantangan, kolaborasi antara pemangku kepentingan, pemanfaatan teknologi, dan pengembangan profesional bagi guru diidentifikasi sebagai strategi kunci untuk memperkuat pendidikan kewarganegaraan. Temuan dan rekomendasi yang disajikan dapat berkontribusi pada pengembangan kebijakan dan praktik pendidikan kewarganegaraan yang lebih efektif dalam menghadapi realitas era post-truth.]]>
<![CDATA[Strategi Komunikasi Keluarga pada Anak Toxic Relations Broken Home dalam Membentuk Karakter Sosial ]]>
<![CDATA[Alpi Syahrin Sagala]]>;
<![CDATA[Zuhriah]]>
<![CDATA[ ASANKA : Journal of Social Science and Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/asanka.v5i1.9508
<![CDATA[Families, especially parents, have an important influence in shaping children's character, especially when character development starts at an early age. Family communication refers to the exchange of information and ideas among family members. This communication serves as a means for family members to engage with each other and plays an important role in the formation and development of values that guide life. This qualitative research uses in-depth interviews with self-disclosure theory to examine family communication strategies in dealing with toxic relationships in broken home families and the impact of broken homes on toxic relationship parenting on child development. Conflict causes family disharmony, while toxic relationships and poor parenting imply poor parenting. The study found that children from broken home families have lower self-esteem, decision-making problems, guilt, and mental health problems. In this case the findings regarding family communication strategies highlighted interpersonal communication and understanding of healthy parenting practices and the role of parents in children's development. Broken home families communicate using cell phones and social media, rarely speaking to each other. Even for certain issues, parents have to meet. There are no communication difficulties with the community, there are only psychological barriers due to shyness in broken home families when socializing. Parent education, psychotherapy and parenting education are suggestions. These measures can prevent toxic relationships and help psychologically damaged children]]>
<![CDATA[Ecological Citizenship: Pelestarian Lingkungan Masyarakat Adat Berbasis Kearifan Lokal ]]>
<![CDATA[I Nengah Agus Tripayana]]>;
<![CDATA[Nurlaili Handayani]]>;
<![CDATA[Fitriah Artinah]]>;
<![CDATA[Khoirun Nikmah]]>
<![CDATA[ ASANKA : Journal of Social Science and Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/asanka.v5i1.9545
<![CDATA[Salah satu upaya pembentukan kewarganegaraan ekologis (ecological citizenship) adalah melalui pendekatan kearifan lokal (local wisdom). Amihud dan Mendelson memprediksi populasi penduduk dunia pada tahun 2025 mencapai 8,5 milyar. Akibatnya, kebutuhan pokok terus meningkat dalam rangka untuk memenuhi kebutuhan milyaran umat manusia. Hal ini mendorong adanya sektor produksi yang memicu eksploitasi alam. Penelitian ini bertujuan memotret pembentukan kewarganegaraan ekologis masyarakat adat berbasis kearifan lokal. Penelitian dilakukan selama sembilan bulan di Desa Tenganan pegringsingan, Kecamatan Karangasem, Kabupaten Karangasem, Provinsi Bali. Penelitian dilakukan menggunakan pendekatan kualitatif dan metode etnografi. Keterlibatan masyarakat adat melalui berbagai aktivitas adat dan ritual keagmaan serta kepercayaan masyarakat setempat turut serta dianalis dalam penelitian ini untuk mengetahui korelasi antara kearifan lokal terhadap kelestarian lingkungan di wilayah setempat]]>
<![CDATA[Upaya Peningkataan Hasil Belajar Peserta Didik Melalui Media Quiziz ]]>
<![CDATA[Ana Dwi Kusuma]]>;
<![CDATA[Emil El Faisal]]>;
<![CDATA[Dahlia Dahlia]]>
<![CDATA[ ASANKA : Journal of Social Science and Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/asanka.v5i1.9554
<![CDATA[Penelitian ini dilakukan bertujuan untuk mengetahui upaya peningkatan hasil belajar peserta didik melalui media quiziz di SMA Negeri 6 Palembang. Penelitian ini menggunakan metode penelitian Tindakan kelas (PTK), dengan 4 tahap yang harus dilakukan yaitu tahap perencanaan, tindakan, pengamatan dan refleksi. Kegiatan dilakukan dengan 3 siklus yaitu pra siklus, siklus 1 dan siklus 2. Subyek pada penelitian ini berjumlah 38 peserta didik. Instrumen yang digunakan untuk mengetahui hasil belajar peserta didik yaitu menggunakan tes pilihan ganda. Pada pra siklus didapatkan hasil rata-rata nilai nya 6,1 dan persentase ketuntasan hanya 37% dengan jumlah 14 peserta didik yang tuntas. Pada siklus I didapatkan hasil rata-rata 7,1 dengan persentase ketuntasan naik menjadi 66% dan jumlah peserta didik mengalami kenaikan menjadi 25 peserta didik. Pada siklus II didapatkan hasil rata-rata nilai 8,0 dan 35 peserta didik medapatkan nilai tuntas dengan persentase ketuntasan naik menjadi 92%. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa penggunaan quiziz dapat meningkatkan hasil belajar peserta didik pada mata pelajaran PPKn.]]>
