cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rani Santika
Contact Email
rsantika851@gmail.com
Phone
+6285793538817
Journal Mail Official
journaliss01@gmail.com
Editorial Address
Jl. Pangeran Cakrabuana Blok E6, Sendang, Kec. Sumber, Cirebon, Jawa Barat 45611
Location
Unknown,
Unknown
INDONESIA
Interdisciplinary Social Studies
Published by CV. International Journal Labs
ISSN : 28080467     EISSN : 28085051     DOI : 10.55324
Core Subject : Health, Education, Social,
Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences
nterdisciplinary Social Studies (ISS) is an interdisciplinary publication of social studies and writing which publishes papers to international audiences of social researchers. ISS aims to provide a forum for scholarly understanding of social studies and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and making methods and contents of evaluation and research in social, available to socialist and research workers. The journal encompasses a variety of topics, including education, management, cultural studies, law, social health, psychology, and geography, to economics belonging to the social context. Papers accepted: 1) Report evaluation and original research; 2) Literature review; and 3) An extensive book reviews section on social materials and equipment.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 573 Documents
 54   55   56   57   58 
Strengthening Student Character through the Application of Sipakatau, Sipakalebbi, Sipakainge in IPAS Learning at UPT SD Inpres Perumnas II Makassar Muh. Yunus; Muhammad Sri Yusal; Muliati Muliati
Interdisciplinary Social Studies Vol. 6 No. 1 (2026): Interdisciplinary Social Studies (Issue In Progress)
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/iss.v6i1.1213

Abstract

This study aims to (1) describe the techniques used to integrate local cultural values into lesson planning; (2) analyze the implementation of learning activities based on local wisdom values; and (3) evaluate the effectiveness of integrating local cultural values into Natural and Social Sciences (Ilmu Pengetahuan Alam dan Sosial [IPAS]) instruction among fifth-grade students at UPT SPF SD Inpres Perumnas II Makassar. This study employed a descriptive qualitative research design. The research participants included the school principal, classroom teachers responsible for IPAS instruction, and fifth-grade students. Data were collected through interviews, observations, and document analysis. Data trustworthiness was established through source and methodological triangulation, while data analysis involved data condensation, data display, and conclusion drawing. The findings indicate that the local wisdom values of Sipakatau, Sipakalebbi, and Sipakainge were systematically integrated into IPAS instruction through structured planning and classroom practices. Regarding instructional planning, these values were incorporated into the school's vision and mission, the Education Unit Curriculum (Kurikulum Satuan Pendidikan [KSP]), teaching modules, instructional supervision documents, professional learning communities, and character development programs. Regarding implementation, these values were reinforced through group discussions, collaborative activities, respect for differing opinions, polite communication, apologizing, classroom agreements, greetings, handshakes, and the practice of reminding one another about appropriate behavior. Regarding effectiveness, the integration of local wisdom values was found to contribute positively to students' character development and social interactions while fostering a supportive and conducive learning environment.
The Influence of Students’ Perceptions on Arabic Language Learning at SMK Muhammadiyah 01 Purbalingga Nuruliyatun Nuruliyatun; Hawin Fitriyani; M. Abdun Jamil
Interdisciplinary Social Studies Vol. 6 No. 1 (2026): Interdisciplinary Social Studies (Issue In Progress)
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/iss.v6i1.1214

Abstract

Arabic language learning in vocational schools requires attention to students’ perceptions because learners differ in their understanding, interest, concentration, and comfort in the classroom. This study aimed to examine the relationship between students’ perceptions and Arabic language learning at SMK Muhammadiyah 01 Purbalingga. A quantitative descriptive approach was employed during the 2025–2026 academic year. The population comprised 485 students, of whom 100 respondents were selected using simple random sampling. Data were collected using Likert-scale questionnaires containing 10 items for each variable. Data analysis included descriptive statistics, validity and reliability tests, simple linear regression, a t-test, and the coefficient of determination. All questionnaire items met the reported validity criteria. Cronbach’s alpha coefficients were 0.921 for students’ perceptions and 0.939 for Arabic language learning. Students’ perceptions were positively and significantly associated with Arabic language learning, with t = 26.702 and a reported p = 0.001. The regression model explained 87.9% of the variance in Arabic language learning scores. These findings suggest that favorable student perceptions were associated with better reported learning experiences and abilities, although questionnaire-based data cannot establish causality or independently measure Arabic language proficiency. The study concludes that teachers should consider students’ perceptions when developing interactive, communicative, and contextual Arabic language instruction that is responsive to vocational students’ needs and varying levels of prior knowledge.
The Construction of the Reality of Indonesian Diplomacy in the Iran-Israel-United States Conflict in 2026 on National Online Media: Robert N. Entman's Framing Analysis of Detik.com, Kompas.com, and CNNIndonesia.com Sarah Amalina Salim; Adi Prakosa
Interdisciplinary Social Studies Vol. 6 No. 1 (2026): Interdisciplinary Social Studies (Issue In Progress)
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/iss.v6i1.1216

Abstract

Online media construct distinct interpretations of diplomatic initiatives through selective reporting, making Indonesia’s response to the 2026 Iran–Israel–United States conflict an important case for examining foreign policy narratives. This study aimed to compare how Detik.com, Kompas.com, and CNNIndonesia.com framed Indonesia’s diplomatic position, mediation proposals, and recommendations for conflict resolution. A descriptive qualitative design within a constructivist paradigm was employed using Robert N. Entman’s framing model, which encompasses problem definition, causal interpretation, moral evaluation, and treatment recommendation. Nine articles, comprising three from each outlet, were purposively selected from coverage published between February 28 and April 30, 2026. Data were collected through documentation and a literature review, while source triangulation and repeated textual analysis were employed to enhance the credibility of the findings. The findings revealed that Detik.com emphasized cautious realism, technical requirements for mediation, and structural capacity. Kompas.com shifted from affirming official diplomatic narratives to critically scrutinizing national interests and the legitimacy of mediation. CNNIndonesia.com highlighted external validation, contradictions surrounding Indonesia’s participation in the Board of Peace, and strategic ambiguity. Across the three outlets, mediation was framed in terms of feasibility, acceptance, and unequal international power relations. These differences suggest that source selection and editorial emphasis contribute to the construction of competing diplomatic realities. The study concludes that national online media actively negotiate the legitimacy of diplomatic initiatives, underscoring the need for clearer government communication and greater critical media literacy.

Page 58 of 58 | Total Record : 573

 54   55   56   57   58 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 1 (2026): Interdisciplinary Social Studies (Issue In Progress) Vol. 5 No. 4 (2026): Interdisciplinary Social Studies Vol. 5 No. 3 (2026): Interdisciplinary Social Studies Vol. 5 No. 2 (2026): Interdisciplinary Social Studies Vol. 4 No. 4 (2025): Regular Issue: July-September 2025 Vol. 5 No. 1 (2025): Interdisciplinary Social Studies Vol. 4 No. 4 (2025): Interdisciplinary Social Studies Vol. 4 No. 3 (2025): Interdisciplinary Social Studies Vol. 4 No. 2 (2025): Interdisciplinary Social Studies Vol. 4 No. 1 (2024): Regular Issue: October-December 2024 Vol. 3 No. 4 (2024): Interdisciplinary Social Studies Vol. 3 No. 3 (2024): Interdisciplinary Social Studies Vol. 3 No. 2 (2024): Interdisciplinary Social Studies Vol. 3 No. 1 (2023): October-December 2023 (Regular Issue) Vol. 2 No. 12 (2023): Special Issue Vol. 2 No. 11 (2023): Special Issue Vol. 2 No. 10 (2023): Special Issue Vol. 2 No. 9 (2023): Special Issue Vol. 2 No. 8 (2023): Special Issue Vol. 2 No. 7 (2023): Special Issue Vol. 2 No. 6 (2023): Special Issue Vol. 2 No. 5 (2023): Special Issue Vol. 2 No. 4 (2023): Regular Issue Vol. 1 No. 12 (2022): Special Issue Vol. 1 No. 11 (2022): Interdisciplinary Social Studies Vol. 1 No. 11 (2022): Special Issue Vol. 1 No. 10 (2022): Special Issue Vol. 1 No. 10 (2022): Interdisciplinary Social Studies Vol. 2 No. 3 (2022): Regular Issue Vol. 2 No. 2 (2022): Interdisciplinary Social Studies Vol. 2 No. 2 (2022): Regular Issue Vol. 2 No. 1 (2022): Regular Issue Vol. 1 No. 9 (2022): Special Issue Vol. 1 No. 8 (2022): Special Issue Vol. 1 No. 7 (2022): Special Issue Vol. 1 No. 6 (2022): Special Issue Vol. 1 No. 5 (2022): Special Issue Vol. 1 No. 4 (2022): Reguler Issue Vol. 1 No. 3 (2021): Reguler Issue Vol. 1 No. 2 (2021): Reguler Issue Vol. 1 No. 1 (2021): Interdisciplinary Social Studies Vol. 1 No. 1 (2021): Reguler Issue More Issue