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International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Published by CV. RADJA PUBLIKA
ISSN : -     EISSN : 2808487X     DOI : https://doi.org/10.54443/ijerlas
Core Subject : Religion, Humanities, Science, Education, Social,
Religion Humanities Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other
This journal accepts articles on results of the research in fields of Education, Cross Culture, Law, Environmental Empowerment which are the latest issues from the results of activities or practical implementations that are problem solving, comprehensive, meaningful, latest and sustainable findings with clear goals and visionary in various activities that have innovation and creativity. So that they do not just replicate the same activities in different places but must have to measurable results and impacts for society and support the achievement of the goals set in modern human development.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 939 Documents
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THE ROLE OF THE FAMILY IN SUPPORTING THE EDUCATION OF CHILDREN WITH SPECIAL NEEDS IN THE HOME AND SCHOOL ENVIRONMENT Siti Latifah
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 3 (2025): May
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i3.3833

Abstract

This study aims to describe the role of the family in supporting the education of children with special needs (ABK) in the home and school environment. Using a qualitative approach with a case study method, data was obtained through in-depth interviews, observations, and documentation of several families with children with special needs in inclusive schools. The results of the study show that families provide support in the form of learning assistance, emotional strengthening, routine creation, and management of a conducive learning environment at home. In addition, parental involvement in school activities such as teacher consultations, parent meetings, and the preparation of individualized education programs also strengthen the success of children's learning processes. However, the study also identified a number of barriers faced by families, including limited time, knowledge, costs, and social pressures from the environment. These findings confirm that the role of the family is very important and multidimensional in the education of children and children. Therefore, synergy between families, schools, and communities is needed to create an inclusive and sustainable education system. This study provides recommendations for educational institutions and policy makers to strengthen the role of families in assisting children with special needs.
COMMUNICATION DYNAMICS IN SOCIAL SKILLS DEVELOPMENT IN CHILDREN WITH AUTISM IN SCHOOL ENVIRONMENTS Siti Jubaedah
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 3 (2025): May
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i3.3834

Abstract

This study aims to describe the dynamics of communication in the development of social skills in children with autism in an inclusive school environment. The research uses a qualitative approach with a case study type. The study subjects consisted of three children with autism, three companion teachers/classroom teachers, and six peers. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman model which included data reduction, data presentation, and conclusion drawn, and validated through triangulation of sources and methods. The results showed that the communication patterns of children with autism were dominated by non-verbal and simple verbal communication with limited initiative. The main barriers to social skills development include difficulty understanding spoken language, a tendency to withdraw from crowded social situations, and a lack of peer understanding of inclusive interactions. However, communication strategies based on visual media, teacher mentoring, peer involvement, and positive reinforcement have proven effective in increasing the frequency of children's social interactions. In conclusion, structured communication dynamics and inclusive school environment support are able to significantly promote the development of social skills of children with autism. These findings confirm the importance of collaboration between teachers, peers, and parents to realize a sustainable socialization process in schools.
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND LEARNING STRATEGIES ON STUDENTS' ACADEMIC ACHIEVEMENT Sri Wahyudi
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 3 (2025): May
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i3.3836

Abstract

This study aims to determine the relationship between emotional intelligence and learning strategies on students' academic achievement. Using a quantitative correlational approach, data was collected from 123 grade XI students at one of the State High Schools in Depok City through questionnaires and documentation of report card scores. The results showed that there was a positive and significant relationship between emotional intelligence and academic achievement (r = 0.482; p < 0.05), as well as between learning strategies and academic achievement (r = 0.533; p < 0.05). Multiple linear regression analysis showed that emotional intelligence and learning strategies simultaneously contributed 37.3% to the variation in students' academic achievement (R² = 0.373; p < 0.05). Learning strategies have a relatively greater influence than emotional intelligence. These findings indicate that students' academic success is not only influenced by intellectual ability, but is also highly determined by the management of emotions and the learning strategies applied. Therefore, effective education needs to integrate the development of emotional aspects and students' learning skills in a balanced manner to achieve optimal academic outcomes. This research provides an important basis for the development of more comprehensive guidance programs and learning strategies in schools.
IMPROVING STUDENTS' READING COMPREHENSION THROUGH TEAMS-GAMES-TOURNAMENTS (TGT) IN GRADE VIII STUDENTS OF SMP NEGERI 2 MAOSPATI Nurdani Yulian Ahmad
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3837

Abstract

This research aims to improve the reading comprehension of grade VIII students of SMP Negeri 2 Maospati through the application of the Teams-Games-Tournaments (TGT) learning model. The research uses the Classroom Action Research (PTK) method which is carried out in two cycles. The subjects of the study were 29 students of grade VIII. Data was collected through reading comprehension tests, observation of student activities, and documentation, then analyzed descriptively, quantitatively, and qualitatively. The results of the study showed that there was an increase in reading comprehension in each cycle. The initial average score was 63 with 28% completeness, increased to 72 with 56% completeness in the first cycle, and reached 81 with 88% completeness in the second cycle. This increase was influenced by the implementation of TGT measures involving group work, academic games, and tournaments, thereby creating active, fun, and competitive learning in a healthy manner. It can be concluded that the TGT model is effective in improving reading comprehension while encouraging student activity and motivation. Therefore, TGT can be used as an alternative to Indonesian learning strategies, especially to improve reading comprehension skills at the junior high school level.
APPLICATION OF ADAPTIVE LEARNING MODEL TO FINE MOTOR DEVELOPMENT IN EARLY ELEMENTARY SCHOOL CHILDREN Hendri
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3838

Abstract

This study aims to describe the application of adaptive learning models to the fine motor development of early elementary school students. This study uses a qualitative approach with a descriptive method. The subjects of the study were teachers and students of grade I at one of the State Elementary Schools. Data collection techniques are carried out through observation, interviews, and documentation. The results of the study showed that teachers applied adaptive learning by adjusting learning activities to the motor abilities of each student. The learning activities used include tracing, scissors, scissors, gluing, and folding, which directly train eye-hand coordination and finger muscle strength. The application of adaptive learning has been proven to be effective in improving students' fine motor skills, which can be seen from the improvement of their work results and coordination of movements. Despite several obstacles, such as limited tools and differences in students' abilities, teachers are able to overcome them with creative strategies. Adaptive learning is becoming a relevant approach to apply in early grade education because it encourages the overall physical and cognitive development of students.
APPLICATION OF THE PROJECT-BASED LEARNING MODEL IN ELEMENTARY SOCIAL STUDIES LEARNING PLANNING TO DEVELOP 21ST CENTURY SKILLS Erlina Yuliastuti
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3840

Abstract

This study aims to describe the application of the Project-Based Learning (PjBL) model in Social Science (IPS) learning planning in elementary schools and its contribution in developing 21st century skills. The research approach used is qualitative descriptive, with data collection techniques through observation, interviews, and documentation. The subjects of the study are classroom teachers and grade V students in one of the public elementary schools who have implemented a project-based curriculum. The results of the study show that PjBL-based social studies learning planning is carried out by compiling integrative and contextual learning objectives, and actively involving students in projects related to real problems in the surrounding environment. The implementation of PjBL encourages the development of students' critical thinking, collaboration, communication, and creativity skills. Although several obstacles were found such as differences in students' abilities and limited facilities, teachers were able to overcome them through adaptive strategies. In conclusion, the PjBL model is effective in increasing student learning engagement and is relevant to shaping the character and skills needed in the 21st century.
THE EFFECT OF TECHNOLOGY-BASED LEARNING ON IMPROVING EDUCATIONAL COMMUNICATION SKILLS OF ELEMENTARY SCHOOL TEACHER EDUCATION STUDENTS Yoga Pratama
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3841

Abstract

This study aims to determine the influence of technology-based learning on improving the educational communication skills of students of the Elementary School Teacher Education Study Program (PGSD). Using a descriptive quantitative approach with a simple linear regression survey and analysis method, this study involves students who actively participate in technology-based lectures. The instrument used was in the form of a closed questionnaire that measured two main variables: the intensity of technology use in learning and students' communication skills. The results show that students with a high level of technology utilization tend to have better communication skills. Data analysis showed a significant influence between technology-based learning on communication skills, with a significance value of 0.003 and a coefficient of determination (R²) of 0.452. These findings support Vygotsky's theory of constructivism and Garrison's theory of social presence, that technology-mediated social interactions play an important role in the development of communication competence. Technology-based learning has been proven to be able to create a learning environment that supports the development of students' communication skills effectively and is relevant to the demands of 21st century education.
INTEGRATION OF CHARACTER VALUES IN INTRODUCTORY LEARNING IN THE PHYSICAL EDUCATION, HEALTH AND RECREATION STUDY PROGRAM Arina Wanawati
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3842

Abstract

This study aims to describe the form, strategy, and response of students to the integration of character values in the learning of the Introduction to Education course in the Penjaskesrek Study Program. Using a descriptive qualitative approach, data was collected through observation, in-depth interviews, and documentation studies. The results of the study show that character values such as discipline, responsibility, cooperation, honesty, sportsmanship, and social care are integrated in learning both explicitly through RPS and implicitly through lecturer examples and participatory methods. The strategies used include reflective discussions, case studies, simulations, and affective assessments such as reflective journals and attitude observations. Students responded positively to the integration of character values, although some expected a more applicable form of implementation outside the classroom. These findings affirm the importance of character strengthening as an integral part of the learning process, especially in forming competent and moral physical educator candidates. This research contributes to the development of holistic learning and is oriented towards the formation of student personalities in higher education.
THE INFLUENCE OF PANCASILA EDUCATION LEARNING ON INCREASING SOCIAL AWARENESS AND NATIONALISM OF STUDENTS Nur Hidayat
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3843

Abstract

This study aims to determine the influence of Pancasila Education learning on increasing students' social awareness and nationalism. Using a quantitative approach with a survey method, this study involved 100 high school students who had participated in Pancasila Education learning. The instrument used was a closed questionnaire that was validated and tested for reliability. The results of the study show that Pancasila Education learning has a positive and significant influence on both variables, namely social awareness and nationalism. Students who participated in learning with an interactive and contextual approach showed a higher level of empathy, social concern, and a sense of love for the homeland. Regression analysis shows that Pancasila Education learning contributes 42.3% to social awareness and 48.1% to student nationalism. These findings confirm that Pancasila Education not only functions as an instrument of normative knowledge, but also as a medium for the formation of social character and national identity. Therefore, a more applicable and reflective learning approach needs to be developed so that Pancasila values can be internalized more optimally in students' lives.
GAME-BASED LEARNING TO DEVELOP EARLY CHILDHOOD SOCIAL-EMOTIONAL COMPETENCE: CREATIVE STRATEGIES OF EARLY CHILDHOOD TEACHERS IN THE ERA OF INDEPENDENT LEARNING Juniati Jusniar
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3844

Abstract

This study aims to examine the implementation of game-based learning (GBL) as a creative strategy for early childhood teachers in developing early childhood social-emotional competencies in the era of Independent Learning. A descriptive qualitative approach was used to explore the learning practices carried out by teachers in several PAUD institutions, with data collection techniques in the form of observation, in-depth interviews, and documentation. The results of the study showed that GBL was applied through various educational games such as role plays, emotional cards, and group cooperation, which were designed to train empathy, emotion management, and children's relational skills. Teachers play an active role as facilitators who accompany the play process, as well as conduct reflective evaluations of children's development. Games that are carried out in a structured manner have been proven to have a positive impact on children's ability to interact socially and manage feelings. The teacher's creative strategy is also reflected in the use of simple game tools and traditional game modifications. This research confirms that GBL is a relevant and effective approach in the context of Freedom of Learning, as well as supporting the development of early childhood character in a comprehensive and sustainable manner.

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