Education and Social Sciences Review
Education and Social Sciences Review ISSN 2720-8915 (Print), ISSN 2720-8923 (Electronic) is an international, peer-reviewed journal and scientific journal publish by Indonesian Institute for Counseling, Education and Theraphy. Educational Opinion and Social Sciences Review a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning and social sciences. Papers for publication in this journal are selected through precise peer-review to ensure quality, originality, appropriateness, significance and readability. The journal encompasses a variety of topics of education and learning, including but not limited to child development, curriculum, reading comprehension, philosophies of education, STEM education, instructional technology, technology education, inquiry-based learning, project-based learning, problem-based learning, simulation-based learning, pedagogic and educational approaches, learning management, language teaching researches, teaching and learning at all levels of schooling and institutions of higher learning, the education of special groups, gender and education, theories of education, educational research and methodologies, educational psychology (emotional, social, and cognitive learning processes), e-learning, Computer supported collaborative Work, emerging technologies in education, educational software & serious games, e-content management and development, general issues in education and learning, contributions to current debates in teacher education throughout the world, generally or on specific issues, and Social Sciences.
Articles
128 Documents
<![CDATA[Analisis metode pembelajaran problem based learning untuk meningkatkan keterampilan berpikir kritis peserta didik ]]>
<![CDATA[Putri, Kartika Amira]]>;
<![CDATA[Arybasuki, Pradana Esa]]>;
<![CDATA[Auliah, Siti]]>;
<![CDATA[Az’zahrah, Siti Haniifah]]>;
<![CDATA[Juniawati, Winda]]>;
<![CDATA[Pedhu, Yoseph]]>
<![CDATA[ Education and Social Sciences Review Vol 3, No 2 (2022): Education and Social Sciences Review ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/07essr388600
<![CDATA[Improving critical thinking skills has become the main focus in education in the current era, especially at the secondary school level. This research aims to analyze the application of the Problem-Based Learning (PBL) method in classical guidance services as an effort to improve the critical thinking skills of students. Through a literature study approach, journal articles, books and research related to PBL in the context of classical guidance services were compiled to evaluate the potential and challenges of this method. The analysis results show that PBL provides a solid framework for building students' critical thinking skills through in-depth and contextual problem solving experiences. This approach also allows for more active and collaborative interactions between students, supporting the development of analytical, evaluative, and synthetic thinking skills. However, challenges such as thorough material preparation, effective time management, and the teacher's role as facilitator remain a concern in implementing PBL in the context of classical guidance services. This research provides important insights for the development of learning strategies that are more oriented towards developing students' critical thinking skills.]]>
<![CDATA[The interpersonal communication process of social workers in fostering independence among the visually impaired: a case study of Panti Sosial Bina Netra (PSBN) Tuah Sakato Padang ]]>
<![CDATA[Fatriana, Disya]]>;
<![CDATA[Sarmiati, Sarmiati]]>;
<![CDATA[Chatra, Emeraldy]]>
<![CDATA[ Education and Social Sciences Review Vol. 6 No. 1 (2025): Education and Social Sciences Review ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/07essr565600
<![CDATA[Visual impairment presents complex challenges in fostering independence, influenced by physical limitations, environmental barriers, and social perceptions. This study aims to analyze the process of interpersonal communication between social workers and visually impaired residents at Panti Sosial Bina Netra Tuah Sakato Padang in supporting their independence. Using a qualitative case study approach within a constructivist paradigm, data were collected through indepth interviews, participant observation, and documentation, with source and method triangulation applied to ensure validity. The findings reveal that the communication process develops gradually through four stages: introduction to establish a sense of safety, exploratory information exchange, emotional engagement through empathy and support, and the establishment of stable trust. These stages align with Altman and Taylor’s Social Penetration Theory and DeVito’s five dimensions of effective interpersonal communication: openness, empathy, positivity, respect, and equality. Consistent and adaptive communication was found to enhance the self confidence and motivation of visually impaired individuals in developing independent living skills. The results underscore interpersonal communication as a fundamental component in the success of social rehabilitation for people with visual disabilities.]]>
<![CDATA[A human-centered blended learning model for curriculum reconstruction in the industry 5.0 era ]]>
<![CDATA[Arif, Miftakhul]]>
<![CDATA[ Education and Social Sciences Review Vol. 6 No. 2 (2025): Education and Social Sciences Review ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/07essr610800
<![CDATA[The emergence of Industry 5.0 presents new demands for curriculum models that are not only technologically adaptive but also human-centered. This article proposes a conceptual model for curriculum reconstruction based on blended learning, combining digital and face-to-face modalities to promote flexibility, personalization, and deeper engagement. Positioned as a strategic response to the pedagogical and ethical challenges of Industry 5.0, the model integrates interdisciplinary content, learner autonomy, and authentic assessment practices. Findings suggest that blended learning, when designed as a core curricular architecture rather than a delivery method, enables the formation of future-ready learners. It is concluded that integrating blended learning into curriculum frameworks is essential for creating inclusive and resilient education systems, and institutions are encouraged to adopt this model as a foundation for long-term transformation]]>
<![CDATA[Peran komunikasi interpersonal dalam membangun lingkungan belajar inklusif bagi siswa disabilitas ]]>
<![CDATA[Zakri, Rahmania]]>;
<![CDATA[Sarmiati]]>;
<![CDATA[ahmad, Asmawi]]>
<![CDATA[ Education and Social Sciences Review Vol. 6 No. 1 (2025): Education and Social Sciences Review ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/07essr612000
<![CDATA[Inclusive education is a crucial foundation for providing students with disabilities equal and appropriate educational rights. However, its successful implementation greatly depends on interpersonal communication between teachers and students. This study aims to analyze the role of teachers' interpersonal communication as a key factor in creating an effective and inclusive learning environment. Using a constructivist paradigm and a qualitative case study approach, this study explores in depth the interactions between teachers and students with disabilities in an inclusive classroom environment (with a case study context at the SMP Pembangunan Laboratorium Universitas Negeri Padang). Data were collected through observation and in-depth interviews, with Social Penetration Theory used as the main analytical framework. The results show that effective interpersonal communication and optimization of the teaching and learning process for students with disabilities begin with a personal approach by teachers that is oriented towards building trust and a sense of security. This approach facilitates self-disclosure by students in interactions and learning. Appropriate communication, characterized by the establishment of strong trust, contributes significantly to creating positive relationships and a conducive learning environment. This study concludes that mastery of interpersonal communication based on a personal approach is not merely a method, but a vital foundation for creating supportive and successful interactions in the context of inclusive education. These findings provide theoretical implications regarding the role of social penetration in the context of inclusive education.]]>
<![CDATA[Validasi psikometrik skala literasi ChatGPT: analisis CFA dan EFA dalam konteks bahasa indonesia ]]>
<![CDATA[Yudha Gutara, Mohamad]]>;
<![CDATA[Fadhilah Aziz, Sari]]>;
<![CDATA[Yunita, Erly]]>;
<![CDATA[Nurwahidah, Nurwahidah]]>;
<![CDATA[Rahmawati Segara, Sila]]>;
<![CDATA[Suwartono, Christiany]]>;
<![CDATA[Wulandari, Devi]]>
<![CDATA[ Education and Social Sciences Review Vol. 6 No. 1 (2025): Education and Social Sciences Review ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/07essr616600
<![CDATA[Artificial Intelligence (AI) has become increasingly influential in education, with ChatGPT emerging as a prominent application of generative AI. This study aimed to validate the ChatGPT Literacy Scale developed by Seyoung Lee and Gain Park (2024), using both Confirmatory Factor Analysis (CFA) and Network Analysis. A total of 370 Indonesian participants aged 14–60 years completed the instrument, which measures five conceptual dimensions of ChatGPT literacy: Technical Proficiency, Critical Evaluation, Communication Proficiency, Creative Application, and Ethical Competence. Initial analysis using Exploratory Factor Analysis (EFA) revealed a two-factor structure, namely Analytic-Technical Literacy and Pragmatic Creative Engagement, which was further supported by CFA and network modeling. Reliability and construct validity were confirmed through Omega coefficients and centrality indices. The findings offer empirical support for a simplified and functionally meaningful structure of ChatGPT literacy, f This study aims to develop and validate the ChatGPT Literacy Scale, an instrument designed to assess individuals' literacy in using ChatGPT. The scale was constructed based on five theoretical dimensions (Lee & Park, 2024) and involved 370 participants from diverse backgrounds. Item validity analysis showed that all items had item-total correlations ≥ 0.58, well above the minimum threshold of 0.30. Confirmatory Factor Analysis (CFA) on the five-dimensional theoretical model demonstrated an acceptable model fit (RMSEA = 0.065, CFI = 0.910, NNFI = 0.899). To explore alternative structures better aligned with empirical data, Exploratory Factor Analysis (EFA) was conducted, revealing a six-factor model that more accurately captured the multidimensionality of ChatGPT literacy. This six-factor structure was further confirmed through CFA, yielding superior model fit indices (RMSEA = 0.063, CFI = 0.917, NNFI = 0.908). Model comparison indicated that the six-factor solution provided the most comprehensive representation of the construct, despite a marginal difference in AIC values compared to the five-factor model. Reliability analysis of the six-factor model showed high internal consistency, with Cronbach’s alpha ranging from 0.833 to 0.934 across dimensions and an overall Omega coefficient of 0.971. These results suggest that the developed scale possesses strong construct validity and high reliability, making it a psychometrically sound tool for measuring ChatGPT literacy in both academic and practical contexts.]]>
<![CDATA[Kemampuan pemilihan karier siswa di madrasah aliyah al-inayah ]]>
<![CDATA[Tanjung, Anisah]]>;
<![CDATA[Budiamin, Amin]]>;
<![CDATA[Ramdhani, Rina Nurhudi]]>
<![CDATA[ Education and Social Sciences Review Vol. 3 No. 2 (2022): Education and Social Sciences Review ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/07essr255200
<![CDATA[Saat merencanakan kariernya, seseorang harus bisa menentukan dan memilih karier yang akan di jalaninya. Banyak faktor yang mempengaruhi dalam pemilihan karier siswa mulai dari faktor internal hingga eksternal. Penelitian ini bertujuan untuk mengetahui tingkat kemampuan pemilihan karier siswa kelas XI di MA Al-Inayah kota Bandung. Penelitian ini menggunakan pendekatan kuantitatif desain survei dengan metode kuisioner. Adapun sampel dari penelitian ini berjumlah 27 siswa dengan 10 laki-laki dan 17 perempuan. Hasil penelitian menunjukkan bahwa kemampuan pemilihan karier siswa kelas XI IPA 2 secara umum berada pada tingkatan sedang. Kesimpulannya perlu dilakukan layanan bimbingan dan konseling untuk meningkatkan kemampuan pemilihan karier siswa agar mereka dapat merancang karier mereka di masa depan.]]>
<![CDATA[Hubungan Konsep Diri dengan Self Confidence pada Korban Body Shaming ]]>
<![CDATA[Putri Werianti, Yosi]]>;
<![CDATA[Ifdil, Ifdil]]>
<![CDATA[ Education and Social Sciences Review Vol. 4 No. 2 (2023): Education and Social Sciences Review ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/07essr336400
<![CDATA[Body shaming merupakan perasaan malu akan salah satu bentuk tubuh ketika penilaian orang lain dan penilaian diri sendiri tidak sesuai dengan yang diharapkan. Siswa yang menjadi korban body shaming akan memandang dirinya negatif, merasa rendah diri, sering membandingkan dirinya dengan orang lain. Akibatnya siswanya yang menjadi korban body shaming memiliki konsep diri dan self confidence yang rendah. Penelitian ini bertujuan untuk mengetahui adanya hubungan antara konsep diri dengan self confidence pada korban body shaming. Penelitian ini merupakan jenis penelitian kuantitatif deskriptif dan korelasional dengan sampel sebanyak 124 orang siswa yang dipilih menggunakan teknik purposive sampling. Hasil penelitian ini menunjukkan bahwa (1) konsep diri pada korban body shaming berada pada kategori tinggi, (2) self confidence pada korban body shaming berada pada kategori tinggi (3) terdapat hubungan yang signifikan antara konsep diri dengan self confidence pada korban body shaming. Berdasarkan hasil penelitian ini layanan yang dapat digunakan untuk meningkatkan konsep diri dan self confidence pada korban body shaming, yaitu layanan informasi, layanan konseling individual, layanan bimbingan kelompok, dan layanan konseling kelompok. ]]>
<![CDATA[Hubungan antara FoMO dengan kecenderungan nomophobia pada mahasiswa ]]>
<![CDATA[Yarni, Kurnia Febri]]>;
<![CDATA[Ifdil, Ifdil]]>
<![CDATA[ Education and Social Sciences Review Vol. 4 No. 2 (2023): Education and Social Sciences Review ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/07essr336600
<![CDATA[ Penelitian ini dilatarbelakangi oleh fenomena mahasiswa yang semakin lama semkain ketergantungan akan smartphone, penelitian ini bertujuan untuk: (1) mendeskripsikan FoMO pada mahasiswa (2) mendeskripsikan kecenderungan nomophobia pada mahasiswa (3) mendeskripsikan hubungan antara FoMO dengan kecenderungan nomophobia pada mahasiswa serta mengidentifikasi keduanya. Penelitian ini merupakan jenis penelitian kuantitatif deskriptif dan korelasional. Populasi yang digunakan dalam penelitian ini sebanyak 500 mahasiswa yang terdiri dari mahasiswa Departemen Bimbingan dan Konseling FIP UNP tahun masuk 2019, 2020, dan 2021. dengan sampel sebanyak 222 mahasiswa yang dipilih dengan menggunakan teknik proportional random sampling. Pengumpulan data pada penelitian ini menggunakan instrumen FoMO sebanyak 18 item pernyataan yang sudah diuji validitasnya dan diuji reliabilitasnya dan instrumen kecenderungan nomophobia sebanyak 32 item pernyataan. Data diolah menggunakan teknik analisis persentase dan dianalisis menggunakan rumus Pearson Product Moment. Hasil penelitian ini menunjukan bahwa (1) FoMO mahasiswa berada pada kategori sedang dengan persentase (53,60%), (2)kecenderungan nomophobia mahasiswa berada pada kategori sedang dengan persentase (63,51%), (3) hasil analisis korelasi terdapat hubungan signifikan antara FoMO (X) dengan kecenderungan nomophobia (Y) dengan nilai r hitung sebesar 0,048 dengan taraf signifikansi sebesar <0,001 pada tingkat hubungan sangat rendah.]]>
<![CDATA[The effectiveness of BARUSIDA application on arabic learning outcomes of students at junior high school ]]>
<![CDATA[Qolami, Hawa]]>;
<![CDATA[Nugrahawan, Ahmad Rizki]]>
<![CDATA[ Education and Social Sciences Review Vol. 4 No. 2 (2023): Education and Social Sciences Review ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/07essr357600
<![CDATA[The changing times make technology develop rapidly so that it affects teaching and learning activities. Technologi developments can be used to support the ease of learning. One of them is the barusida application, this application contains material on nahwu, sharaf and mufradat. The existence of the application is expected to provide an improvement in Arabic learning outcomes. This study used a quantitative approach with experimental research techniques with a one-group pretest-posttest design model. The analysis techniques used are simple regression analysis, correlation coefficient, determination coefficient and t-test hypothesis test with a significance level of 5%. The population used in this study were 7th grade students of SMP Muhammadiyah 6 Jakarta with purposive sampling techniques. Based on the results of this study, it can be seen that every increase in the use of the BARUSIDA application, there will be an improvement in learning outcomes of 0.796; and has a high relationship with r = 0.511; also had an influence of 26.1% on the improvement of Arabic language learning; With a tcount of 3.146 and a ttable of 2.042, it means this tcount > ttable. So H1 is accepted, which means that the BARUSIDA application is effective in improving Arabic learning outcomes of 7th grade students of SMP Muhammadiyah 6 Jakarta. So it can be concluded that the BARUSIDA application is effective as a learning medium which is significantly improve the Arabic learning outcomes of 7th grade students of SMP Muhammadiyah 6 Jakarta.]]>
<![CDATA[Analisis peran guru dan orang tua dalam memotivasi siswa belajar di sekolah dasar jaya suti abadi ]]>
<![CDATA[Stefanny, Berliana]]>;
<![CDATA[Susanto, Ratnawati]]>
<![CDATA[ Education and Social Sciences Review Vol. 4 No. 2 (2023): Education and Social Sciences Review ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/07essr364500
<![CDATA[Penelitian ini bertujuan untuk mengetahui peran guru dan orang tua dalam memotivasi belajar siswa kelas VA di SD Jaya Suti Abadi. Penelitian ini menggunakan metode kualitatif deskripsi. Teknik pengumpulan data dalam penelitian ini terbagi menjadi tiga cara yaitu observasi, wawancara, dan dokumentasi. Hasil penelitian ini menujukkan bahwa peran guru dalam memotivasi belajar siswa, diantara lain: 1) guru dan orang tua sebagai fasilitator, guru dan orang tua membimbing dan mendampingi siswa yang kesulitan belajar. 2) guru berupaya berkomunikasi dengan siswa secara menyenangkan dan membuat hubungan baik dengan orang tua. 3) guru dan orang tua sebagai motivator, guru dan orang tua telah menanamkan rasa semangat dan memberikan motivasi melalui berbagai cara, antara lain dengan bermain dan bernyanyi saat pembelajaran, memberikan nasehat dan pujian, serta memberikan hukuman kepada siswa dengan peringatan jika tidak disiplin. Guru dan orang tua diharapkan memperhatikan pendidikan siswa, yaitu dengan menjadi panutan, cerminan siswa, fasilitator, dan motivator. Bentuk motivasi yang dapat diberikan guru dan orang tua siswa seperti pujian, gerak tubuh dan hukuman.]]>
