cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nur Hamid
Contact Email
elnur.hamid@walisongo.ac.id
Phone
+6285733036860
Journal Mail Official
ijsl@idpublishing.org
Editorial Address
Jalan Sidorejo, No 31A Kel. Ngestiharjo, Kec. Kasihan Kab. Bantul, Daerah Istimewa Yogyakarta 55182, Indonesia
Location
Kab. bantul,
Daerah istimewa yogyakarta
INDONESIA
International Journal of Social Learning (IJSL)
Published by Indonesian Journal Publisher
ISSN : 27748359     EISSN : 27744426     DOI : https://doi.org/10.47134/ijsl.v1i1
Core Subject : Education, Art, Social,
Arts Education Environmental Science Social Sciences Other
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).
Arjuna Subject : Umum - Umum
Articles 215 Documents
 18   19   20   21   22 
Implementing Sunda Local Wisdom-Based Education to Enhance Collaborative Learning in Ciptagelar Traditional Village, Sukabumi, Indonesia Abdullah, Mirna Nur Alia; Fadhilah, Annisa
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.515

Abstract

This research examines the integration of Sundanese local wisdom as a culturally grounded framework for collaborative learning in the Indigenous Village of Ciptagelar, Sukabumi. Using a qualitative approach and a systematic literature review to explore core cultural values, including sabilulungan (cooperation), ecological reverence, and customary practices. The findings show that incorporating these values can improve student engagement, socio-emotional development, and ecological awareness. The implementation is constrained by limited teacher training, a lack of contextual learning resources, and insufficient policy support. The study proposes a hybrid collaborative learning model that systematically involves indigenous community members as co-educators and employs contextualized learning modules grounded in Ciptagelar epistemologies. This model offers a structured way to bridge formal education with local knowledge systems and provides practical implications for educators and policymakers seeking sustainable, identity-affirming education rooted in local wisdom.
Infrastructure Management and Early Childhood Education Teachers’ Deep Learning Readiness in Indonesia Mumung, Asep; Kosasih, Fitriyani
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.516

Abstract

Deep learning is an essential approach in Early Childhood Education (ECE). However, its implementation in practice has not been fully optimal, as many educators see it as just a curriculum rather than a pedagogical approach. This study explores how prepared teachers are to apply the three core pillars of deep learning: mindful, meaningful, and joyful learning. Using a descriptive qualitative method, the research employs triangulation through observation, interviews, and document analysis at RA Azzahra Majalengka. The results show that these pillars are in use, but their application is only partial and not yet at an excellent standard. Teachers create opportunities for exploration, but reflection is limited; activities meant to be meaningful are not well integrated across subjects; and enjoyable learning tends to be overly structured. These findings highlight the need for equal, comprehensive deep learning training for all ECE teachers to enhance their ability to create meaningful, holistic learning experiences.
Comparison of the Implementation of the MBKM Curriculum in the Social Sciences Education Study Program at PTKIN in Indonesia Irrubai, Mohammad Liwa; Dewi, Resti Kartika; Fatriani, Emilia
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.536

Abstract

This study examines the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) policy within Social Sciences study programs at State Islamic Religious Higher Education Institutions (PTKIN) in Indonesia. The research is motivated by the national importance of MBKM as a strategy to enhance the quality of higher education. At the same time, its application within PTKIN, particularly in the social sciences and religious studies, remains understudied and faces various practical challenges. This study aims to understand how MBKM is implemented, the factors that shape its execution, and its influence on teaching practices and graduate competencies. Using a qualitative approach, data were collected through in-depth interviews, observations, and document analysis in selected PTKINs. The findings reveal significant variation in MBKM implementation, influenced by institutional readiness, resource availability, and the involvement of lecturers and students. Despite obstacles such as curriculum adjustment and resistance to change, the study identifies positive outcomes, including enhanced learning creativity, improved practical skills, and greater curriculum relevance to industry and community needs.
From the Border to Education: Developing a Local Resource Potential Booklet as a Learning Media Andrinata, Andrinata; Rahmawati, Arfita; Pamungkas, Bella Theo Tomi; Manek, Agustinus Hale; Sejati, Martina Ayu; Haryani, Popy
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.544

Abstract

Malaka Regency, which borders Timor-Leste, faces challenges in utilizing its natural resources, thus requiring learning media to explore local potential. This study aims to develop a learning booklet based on local renewable energy sources and test its effectiveness. This study employed a research and design model developed by Borg and Gall. For analysis, N-Gain was used to evaluate pre-test and post-test results, involving 98 eighth-grade students and 27 social studies teachers in the dissemination stage. The results showed a significant increase in student understanding with an N-Gain of 0.6647 (66.47%), which is considered effective. A paired t-test revealed a highly significant difference between pre-test and post-test scores (p < 0.001), with an effect size (Cohen's d = 2.568) indicating a substantial impact. 78.15% of teachers considered the booklet suitable for classroom use. These findings indicate that the developed booklet is effective and pedagogically appropriate.
MIDI-Based Music Dynamics Learning: A Strategy to Improve Expression and Musical Sensitivity of Third Grade Elementary School Students Pedagogia Khaq, Muflikhul; Ambarwati, Lina; Putri, Raudya Setya Wismoko; Saputri, Mita
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.545

Abstract

Music education in elementary schools plays an essential role in nurturing students’ musical sensitivity and vocal expressiveness. However, initial observations of third-grade students at Pedagogia Elementary School showed that singing activities were conducted without accompaniment or expressive guidance, resulting in flat, monotonous performances. This study investigates the effect of a Musical Instrument Digital Interface/MIDI-assisted music-dynamics learning strategy on vocal expression and musical awareness. Using a descriptive quantitative approach with a one-group pretest–posttest design, the study involved 25 third-grade students who learned dynamic markings such as forte, piano, crescendo, and decrescendo supported by MIDI tracks. Data were collected through observation sheets, vocal performance rubrics, and field notes. The findings reveal significant improvements in articulation clarity, in the accuracy of applying dynamic symbols, and in the liveliness of facial expressions. Overall, the results demonstrate that integrating MIDI technology can effectively strengthen expressive singing skills and enrich musical learning experiences in elementary education for young learners.
Digital Dilemma: Challenges and Solutions in the Use of AI for Academic Writing among English Language Education Students Mangendre, Yuliana; Nggolaon, Desriani; Nurlaela, Nurlaela
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.546

Abstract

This study examines the challenges and ethical dilemmas faced by English Language Education students at Muhammadiyah University of Luwuk in using Artificial Intelligence (AI) for academic writing. It identifies patterns of AI usage in the writing process. Data were collected through questionnaires and interviews. The findings show that although AI improves writing quality, increases time efficiency, and helps generate ideas, its use raises concerns. The main challenges include overreliance on AI, reduced critical thinking, potential plagiarism, difficulty creating effective prompts, overly general or irrelevant outputs, and unverifiable references. Interview results reveal linguistic and stylistic features of AI-generated texts. Students acknowledge the risks of misuse and propose solutions, including ethics training, university guidelines, mentoring, and access to reliable tools. This study recommends developing clear institutional policies, improving AI literacy, and implementing strict oversight to ensure AI is used ethically and effectively as a support tool rather than a substitute for students’ abilities.
Implementing the GROW Coaching Model in Developing Competencies of Educators: A Meta-Analysis Sadewo, Yosua Damas; Purnasari, Pebria Dheni; Saputro, Totok Victor Didik; Silvester, Silvester; Yimer, Nurselam Hassen
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.552

Abstract

The GROW coaching model has gained attention in educational contexts, yet empirical evidence regarding its effectiveness remains varied. Differences in research designs, performance indicators, and implementation have produced fragmented findings, making it difficult to obtain a consistent understanding of the model’s impact. This study aims to analyze this gap through meta-analysis. A total of 22 empirical studies were analyzed using a random-effects model, supplemented with heterogeneity tests, forest plot analysis, effect size calculations, and publication bias identification. The meta-analysis yielded a pooled effect size of 0.43, indicating a moderate level of effectiveness with no evidence of publication bias. These findings demonstrate that the GROW model consistently contributes to the development of multiple domains of educator competence, including managerial skills, supervisory abilities, and teaching and learning practices. Overall, the results affirm that the GROW model reliably supports educator competency development, although its effectiveness remains shaped by contextual factors.
Digital Transformation of Islamic Philanthropy: An Analysis of Indonesian Higher Education Student Preferences Between Traditional Street Crowdfunding and Mobile Application - Based Sadaqah Platforms Jakaria, Muh Harawan Dimas; Femilia, Praptika Septi
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.553

Abstract

The digitalization of Islamic philanthropy has increasingly shaped contemporary sadaqah practices, particularly through the rise of mobile app-based platforms. These innovations offer alternative charitable pathways that coexist with traditional street crowdfunding, creating diverse options for donors in the digital era. This study examines the preferences of Indonesian higher education students regarding traditional street crowdfunding and mobile application-based sadaqah platforms, and identifies key factors influencing their choices. Using a cross-sectional quantitative design, data were collected from 235 students across four higher education institutions in Indonesia using a structured questionnaire that assessed demographics, technology adoption, religious practice intensity, trust factors, and platform preferences. Descriptive statistics, chi-square tests, and binary logistic regression were used to analyze the data. The results indicate that 61.7% of respondents prefer mobile application-based platforms, while 38.3% favor traditional street crowdfunding. Higher religious practice intensity and older age were significantly associated with a preference for traditional crowdfunding. Overall, the findings highlight a generational shift toward digital platforms, driven by convenience, transparency, and familiarity with technology. These insights suggest that organizations engaged in Islamic philanthropy should integrate digital innovations while maintaining traditional religious values to develop more inclusive, adaptive philanthropic strategies.
Integration of E-LKPD Liveworksheet-Assisted Problem-Based Learning Model into Critical Thinking Skills of Science Subjects Sakdiyah, Siti Halimatus; Sari, Yuli Ifana; Prasad, Ravinesh Rohit
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.555

Abstract

This study analyzes the influence of the Problem-Based Learning (PBL) model assisted by e-LKPD Liveworksheet on the critical thinking skills of fifth-grade students in Natural and Social Sciences (IPAS) subjects at the elementary school level. Strengthening critical thinking is essential in supporting 21st-century learning, which requires students to analyze information, evaluate ideas, and solve problems independently. This research employed a quasi-experimental Pretest–Posttest Nonequivalent Control Group Design with 58 students, divided into an experimental and a control group. Critical thinking skills were measured using a validated and reliable ten-item multiple-choice test. Data were analyzed for normality and homogeneity, and an independent t-test and N-Gain calculations were performed using SPSS version 22. The findings indicate that the PBL model supported by e-LKPD Liveworksheet significantly improved students’ critical thinking skills, evidenced by a significance value of 0.000 (< 0.05) and an average N-Gain score of 0.6179 in the medium-high category. These results demonstrate that integrating PBL with digital worksheets encourages active, contextual, and technology-enhanced learning. The study concludes that e-LKPD–assisted PBL is an effective and innovative strategy for enhancing elementary students’ critical thinking skills.
Integration of Local Culture in the Learning Process at Madrasah: A Sociological Analysis Ibrahim, Ibrahim; A. Kamaruddin, Syamsu; Majid, Abdul; Idham, Idham; Bishri, Abdullah Azzam; Leesen, Adul
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.556

Abstract

This study is motivated by the need to preserve local cultural values within modern educational settings, particularly the Bugis–Makassar values of siri’ (self-worth), pesse (empathy), sipakatau (humanizing one another), and sipakainge’ (mutual reminder). These values are considered essential for strengthening students’ character and fostering harmonious social interaction in schools. This research aims to analyze how Bugis–Makassar cultural values are integrated into the learning process at Madrasah Aliyah Swasta Darud Da'wah Wal-Irsyad (MAS-DDI) Baru-Baru Tanga Pangkep. A qualitative approach was employed with participants including the principal, Islamic Education teachers, Guidance and Counseling teachers, Islamic Cultural History teachers, and students from grades XI and XII. Data were collected through semi-structured interviews, observations, and documentation, and validated using data triangulation. The findings reveal that cultural values are integrated into both formal and non-formal learning through contextual, collaborative, and reflective strategies. These practices contribute to character development, enhanced learning motivation, and the strengthening of students’ cultural identity.

Page 21 of 22 | Total Record : 215

 18   19   20   21   22 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): April Vol. 6 No. 1 (2025): December Vol. 5 No. 3 (2025): August Vol. 5 No. 2 (2025): April Vol. 5 No. 1 (2024): December Vol. 4 No. 3 (2024): August Vol. 4 No. 2 (2024): April Vol. 4 No. 1 (2023): December Vol. 3 No. 3 (2023): August Vol. 3 No. 2 (2023): April Vol. 3 No. 1 (2022): December Vol. 2 No. 3 (2022): August Vol. 2 No. 2 (2022): April Vol. 2 No. 1 (2021): December Vol. 1 No. 3 (2021): August Vol. 1 No. 2 (2021): April Vol. 1 No. 1 (2020): December More Issue