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Nastiti Mufidah
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ASANKA: Journal of Social Science And Education
Published by Institut Agama Islam Negeri Ponorogo
ISSN : 27230007     EISSN : 27229998     DOI : 10.21154/asanka
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for , issue "vol. 7 no. 2 (2026)" : 1 Documents clear
Exploring the Relationship Between Spiritual Intelligence, Environmental Awareness, and Social Skills Through a Live-In Program: A Qualitative Case Study Eae Arent; Emelda Thesalonika
ASANKA : Journal of Social Science and Education Vol. 7 No. 2 (2026)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/asanka.v7i2.14577

Abstract

This study aims to explore the role of the live-in program in developing students' spiritual intelligence, environmental awareness, and social skills at SMAK St. Albertus Malang. The live-in program is an out-of-classroom learning activity that allows students to reside with the local community, experience social life firsthand, and interact with the surrounding environment. Data collection involved in-depth interviews, participant observation, and documentation to evaluate the program's impact holistically; participants included 30 Grade XI students who shared their four-day experiences in Malang Regency, 5 supervising teachers who provided perspectives on behavioral changes, and 10 local community members who commented on participant interactions and engagement. Data analysis was conducted using NVivo software to categorize, code, and interpret themes emerging from the collected data. The results identified three main themes: spiritual development, environmental awareness, and social skills. Spiritual development was reflected in the students' awareness of life values, capacity for self-reflection, and empathy. Environmental awareness was evident in the students' experiences and observed engagement with both the natural and social environments. Social skills were demonstrated through abilities in communication, cooperation, adaptation, and participation in community activities. These findings indicate that the live-in program contributes to holistic student development through experiential learning and meaningful interactions with the community and environment. The study's findings can serve as a basis for educational institutions to consider similar community-based learning programs as part of their efforts to foster student character development.

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