International Journal of Social Learning (IJSL)
IJSL: International Journal of Social Learning (e-ISSN 2774-4426|p-ISSN 2774-8359) is a double blind international peer reviewed and open access journal to disseminating all information contributing to the understanding and development of social learning. The aim is to publish conceptual and research articles that explore the learning innovation of social and the everyday experience of social learning for students and society. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. The articles published may take the form of original research, theoretical analyses, and critical review. All articles should be in English. The scope of journal : internet based learning, modern learning, the use of technology for learning, learning of social education, curriculum development for social learning, media innovation for social learning, strategy of social learning, empowerment and community development, social campaign for society, non-formal education, entrepreneurship learning for society, disaster education for society, peace education for society. IJSL: International Journal of Social Learning is published by Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI).
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<![CDATA[Zoning System Policy Model in Accepting New Students in Indonesia ]]>
<![CDATA[Kosasih, Fitriyani]]>;
<![CDATA[Rochmani, Rochmani]]>;
<![CDATA[Folia, Roli Cahya]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 2 (2023): April ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i2.21
<![CDATA[This study aims to see and describe the implementation of the Van Meter and Van Horn policy models. The results of this study are: 1) Implementation and communication activities between policy implementing organizations have been implemented, but the results have not been optimal, 2) The characters of Public Senior High School 2 Ciamis as implementers have understood the policy context well, are consistent with the goals and objectives and Policy objectives, implement prospective students firmly and strictly on policy rules, and supervise Zoning System policies following student recruitment technical guidelines and SOP, but the results are optimal, 3) The disposition as policy implementers has not seen what to do, can do these policies and have the commitment to implement student recruitment policies for optimal system zoning systems, 4) Social, economic and political conditions have influenced policy policies, 5) The zoning of system policy implementation has a positive impact on service policies and the quality of education services. This research concludes that Public Senior High School 2 Ciamis has implemented a zoning system policy, but it has yet to be optimal.]]>
<![CDATA[Adaptive Psychosocial Competencies: Toward a Development of a Framework for Life Skills-Based Philippine Nursing Education Curricula ]]>
<![CDATA[Sali, Abdul Haiy A.]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 2 (2023): April ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i2.42
<![CDATA[In the Philippines, the nursing curriculum has a solid liberal arts and sciences education with a transdisciplinary approach. In their formative years, the most common source of stress for student nurses was related to academics. However, countries around the world formalize initiatives on life skills education to promote adaptive psychosocial skills and abilities to achieve holistic development. The study aimed to explore and examine the Bachelor of Science in Nursing program and its implications for life skills education in the curricula. This study employed a qualitative research design, mainly through needs analysis, literature review, and theoretical synthesis. The investigation revealed that the academic rigor and practice of the nursing program influenced students’ ability to cope with stress. The full nursing curriculum is considered eclectic; however, life skills competency integration needs to be more obscure. The nursing curriculum must have a striking balance of cognitive, psychomotor, and affective domains. Furthermore, life skills education in nursing must uphold caring as the core value proposed in the Humanistic Life Skills Framework for Nursing. Life skills education should be strengthened, which is imperative in the current nursing program.]]>
<![CDATA[The Urgency of Language as a Tool for Scientific Thinking in Schools: An Approach to Communication Law ]]>
<![CDATA[Fauzia, Ana]]>;
<![CDATA[Octavia, Deva Gama Rizky]]>;
<![CDATA[Hamdani, Fathul]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 2 (2023): April ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i2.93
<![CDATA[Language as a means of scientific thinking places itself reasonably centrally. Even according to Francis Bacon, human language can gain knowledge and power. In short, language helps both scientists and society to think scientifically. This research uses a communication law approach to analyze the urgency of language as a tool of scientific thinking in schools. The research method used is descriptive research. The research results present a concept of language that acts as a medium for thought processes and that schools are the best environments for cultivating language as a tool for scientific thinking. Because language and thinking are inextricably linked. As a result, in this scenario, language growth in the function of thinking is also meant to enhance science education. As a result, the presence of language as something unique to humans is more than just a sign; it is also a medium for growing the human intellect, particularly in communicating the truth of things. Teachers play a crucial role in the growth and refinement of language as a tool for scientific thinking in schools because they must comprehend the five principles of successful communication: respect, empathy, audibility, clarity, and humility.]]>
<![CDATA[Earthquake Disaster Education to Students of Senior High School Using Role Playing Learning Model ]]>
<![CDATA[Asiah, Siti]]>;
<![CDATA[Asofi, Tuti Supriyanti]]>;
<![CDATA[Setyowati, Dewi Liesnoor]]>;
<![CDATA[Suharini, Erni]]>;
<![CDATA[Hashim, Mohmadisa]]>;
<![CDATA[Nayan, Nasir]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 2 (2023): April ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i2.108
<![CDATA[The aims of this study are 1) to analyze earthquake disaster education in State Senior High School 1 Karangreja, using a role-playing learning model.; 2) to analyze the knowledge and students’ attitude in dealing with earthquakes. The population of this study was all students of State Senior High School 1 Karangreja. State Senior High School 1 Karangreja is located on the slopes of Mount Slamet, making it prone to volcanic earthquakes. Disaster education for students is very needed. This will allow the students to have provisions when a disaster occurs. The number of samples is 56 respondents. The data collection techniques used are questionnaires, interviews, and documentation. The data analysis technique in this research is descriptive quantitative. The result of this study is that the condition of teachers in providing education about earthquake disasters is still at the stage of offering knowledge; there needs to be simulation practice involved. The level of preparedness knowledge of students with moderate levels of knowledge is 66% of respondents. Students with low levels of preparedness knowledge are as much as 16%. Students with an excellent preparedness attitude are as much as 52%. Researchers advise the school and the teachers to improve education on disasters, particularly earthquakes, based on the disaster vulnerability at the school.]]>
<![CDATA[Evaluation Model of Islamic Education Learning in Schools in The Digital Age ]]>
<![CDATA[Nursyamsiyah, Siti]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 2 (2023): April ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i2.128
<![CDATA[The COVID-19 pandemic is a challenge for educational institutions in learning and evaluation. However, Luqman Al-Hakim Elementary School implements an online oral and practice evaluation model through a video call to continue producing student outputs with Islamic characters. Students remain motivated and committed to learning to get the best grades. This research is more inclined toward a qualitative approach because it is a natural setting. The subjects of this study consisted of 2 Islamic Religious Education teachers and ten students. Data were obtained in 3 ways: observation, interviews, and documentation. Data analysis using source and method triangulation. The research findings show that the online evaluation model uses videos in practical exams and video calls in Tahfid exams and uses WhatsApp to monitor student progress. Aspects of grade promotion are assessed from the target of memorizing the Qur'an and hadith. One indicator of an increase in grade 2 is that students have remembered Surah An-Naas to Surat Abasa and five hadiths about good morals.]]>
<![CDATA[EMITVEL (Earthquake Mitigation Visual Novel): Media For Learning Earthquake Mitigation in Elementary Schools ]]>
<![CDATA[Abdillah, Fais Ahnaf]]>;
<![CDATA[Juhadi, Juhadi]]>;
<![CDATA[Darmawanti, Ira]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 2 (2023): April ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i2.175
<![CDATA[The study aimed to determine the process of developing EMITVEL application media as a medium for earthquake disaster mitigation in elementary schools and the effectiveness of EMITVEL media as a learning medium for earthquake disaster mitigation. This study uses questionnaires and documentation data collection techniques to adapt the research and development (R/D) phase 1 approach with EMITVEL media development variables. This study concludes by analyzing quantitative descriptions; the EMITVEL application, from the assessment of media experts, is reasonably practical as a learning medium for earthquake disaster mitigation, with details of software engineering aspects at 65%, learning design aspects at 61%, and visual communication aspects 64%. Meanwhile, the practitioner's assessment has effective criteria as a learning medium for earthquake disaster mitigation, with details of 69% software engineering, 66% learning design, and 69% visual communication. This means that the EMITVEL media is suitable as a learning medium for earthquake disaster mitigation in elementary schools.]]>
<![CDATA[Teachers’ Professional Development in Zambia: Perceptions and Practices ]]>
<![CDATA[Muyunda, Gift]]>;
<![CDATA[Yue, Lei]]>;
<![CDATA[Oranga, Josephine]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 2 (2023): April ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i2.177
<![CDATA[This study aimed to explore teachers’ perceptions and practices in professional development (PD) activities and the impact of PD on their professional growth. A descriptive mixed-method design was utilized, and the study sample of seven hundred (700) respondents from four primary schools was selected randomly. The results indicate that the program is charming and perfectly designed for the professional development of Zambian teachers; however, there are many flaws in the various steps of the program's implementation, which seem to fail PD activities in teacher training, as the transfer of exercise was found to be very ineffective. The results show that teachers perceived PD as being significant because it improves the teacher's pedagogical knowledge, teaching skills, and updating content knowledge. The results show that the predominant PD practices in schools were workshops, in-service training, and continuing learning. This study argues that PD enhances teachers' pedagogical knowledge, content knowledge, and career growth.]]>
<![CDATA[Secondary Teacher Candidates’ Perceptions and Experiences Before, During, and After Conducting A Science Show ]]>
<![CDATA[Johari, Marlizayati]]>;
<![CDATA[Said, Hardimah]]>;
<![CDATA[Roslan, Roslinawati]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 2 (2023): April ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i2.180
<![CDATA[The science show is a form of informal science learning (ISL) that can potentially develop students' interest in science. However, there needs to be a gap in bridging the ISL elements, such as science shows, into formal teacher education programs as one innovative pedagogical approach. Thus, this study investigates how secondary science teacher candidates' perceptions of science displays shifted after carrying out their science shows and explores their shared experiences as part of their teacher training program. Data were collected from 16 secondary science teacher candidates of cohort 2020 based on their written reflections on their experiences before, during, and after conducting science shows. The study found that some science teacher candidates' perceptions of science shows had shifted, and the others had remained the same. The science teacher candidates' everyday experiences during the science show implementation were their effort to conduct a successful demonstration and develop video-making skills.]]>
<![CDATA[Application of Three-Dimensional Media of The Shape of The Earth's Surface for The Learning of Visually Impaired ]]>
<![CDATA[Prasetya, Sukma Perdana]]>;
<![CDATA[Imron, Ali]]>;
<![CDATA[Riyadi, Riyadi]]>;
<![CDATA[Chanthoeurn, Dock]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 2 (2023): April ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i2.197
<![CDATA[Blind students cannot use their senses properly; they can learn by relying on their senses of touch and hearing. For this reason, it is necessary to have teaching media that depend on the importance of communication or hearing to recognize material on the shape of the Earth's surface. This research aims to increase the learning interest of blind students in the fabric of the Earth's surface in social science subjects. This research method is pre-experimental, with blind students being treated with 3D media and observing their responses. The application of 3D media in the form of the Earth's surface in learning for blind children involved eight students. It was implemented in three junior high schools in East Java, Indonesia. These schools include Special Schools in Bojonegoro, Surabaya, and Sidoarjo. The results of the application of 3D media show that using 3D learning media in the form of the Earth's surface in the teaching and learning process can generate new desires and interests, generate motivation, and stimulate learning activities, even bringing psychological influences on blind students. 3D learning media can also help improve students' understanding, present data excitingly and reliably, facilitate data retention, and obtain information about the shape of the Earth's surface.]]>
