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Langgam International Journal of Social Science Education, Art and Culture
Published by Universitas Negeri Padang
ISSN : -     EISSN : 28281241     DOI : https://doi.org/10.24036/langgam.v1i01.3
Core Subject : Economy, Education, Art, Social,
Arts Economics, Econometrics & Finance Education Social Sciences Other
Langgam is an open access journal and peer-reviewed that publishes either original article or reviews. The journal is dedicated towards dissemination of knowledge related to the advancement in scientific research. The prestigious interdisciplinary editorial board reflects the diversity of subjects covered in this journal. Under the realm of education and social, the coverage includes history, sociology, antropology, economy, geography, politic, culture studies, and education to name a few.This Journal Is Published at 4 Month intervals on March, June, September and December
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 92 Documents
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Implementation Of The Pancasila Student Profile Strengthening Project In Social Studies Learning Enisa Intan Nuraini; Anita Lisdiana
LANGGAM: International Journal of Social Science Education, Art and Culture Vol 5 No 2 (2026): LANGGAM: International Journal of Social Science Education, Art and Culture (June
Publisher : Master Program of Social Science Education of Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/langgam.v5i2.361

Abstract

The implementation of the Pancasila Student Profile Strengthening Project (P5) at SMP Negeri 5 Metro shows variations in teachers’ levels of understanding and involvement, which affect the quality of the learning process. This study aims to examine the implementation of the P5 program in social studies learning and its impact on both the learning process and the development of students’ character. The research adopts a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The findings indicate that the implementation of P5 is conducted through systematic stages, namely planning, implementation, and reflection. The impact of P5 is reflected in students’ improved understanding of social studies concepts through contextual project-based activities. In addition, the project fosters the development of cooperative character through group work, encourages a sense of responsibility in completing project tasks, and enhances students’ critical thinking skills through discussion and reflective activities. Overall, P5 contributes positively to strengthening social studies learning and developing students’ character in accordance with Pancasila values.
The Implementation of James A. Banks’ Multicultural Approaches in Social Science Education at SMP Negeri 2 Kotagajah Anggun Anggrani; Atik Purwasih
LANGGAM: International Journal of Social Science Education, Art and Culture Vol 5 No 2 (2026): LANGGAM: International Journal of Social Science Education, Art and Culture (June
Publisher : Master Program of Social Science Education of Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/langgam.v5i2.362

Abstract

Social Science Education plays a strategic role in fostering multicultural values among students within Indonesia’s plural society. Values such as tolerance, respect for differences, social justice, and the ability to understand issues from multiple perspectives need to be cultivated from an early stage so that students are able to live harmoniously in diversity. This study aims to describe and analyze the implementation of the four multicultural approaches proposed by James A. Banks—Contribution Approach, Additive Approach, Transformation Approach, and Social Action Approach—in Social Science Education at SMP Negeri 2 Kotagajah, as well as to identify the supporting factors and challenges in their implementation. This study employed a descriptive qualitative method, with data collected through interviews, observations, and documentation. The research participants included Social Science teachers, the principal or vice principal, and students from diverse cultural and religious backgrounds. The findings show that Social Science teachers have implemented multicultural approaches gradually and integratively in the learning process through the inclusion of local figures and cultural symbols, the use of additional media and learning resources, multiperspective discussions, and social activities that reflect cultural diversity. Supporting factors include adequate facilities and infrastructure, school programs oriented toward diversity, and collaboration between the school, parents, and the community, while the main challenge lies in the limited capacity of some senior teachers in utilizing learning technology.

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