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Education: Jurnal Sosial Humaniora dan Pendidikan
Published by Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern
ISSN : 28282620     EISSN : 28282612     DOI : 10.51903
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media Other
Pendidikan usia dini. Pendidikan Dasar. Pelajaran kedua. Pendidikan yang lebih tinggi. Pendidikan Karakter. Pendidikan non formal. Pendidikan Informal. Pendidikan Inklusi, dan Pendidikan Luar Biasa Lainnya (Bencana, Kemasyarakatan, Anti Korupsi, Bela Negara, dll). Sosial Humaniora Hukum
Arjuna Subject : Umum - Umum
Articles 121 Documents
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Education as a Catalyst for Social Justice: Exploring Ethical Dimensions in Curriculum Development and Implementation Suprapti Suprapti
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 1 (2026): MARET : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/6vvp1259

Abstract

Schooling is regularly positioned as a key instrument for advancing social justice; but, continual inequalities imply that curricula may additionally reproduce present power systems. This have a look at examines how ethical dimensions are embedded in curriculum development and implementation and their implications for social justice in training. A qualitative case examine technique grounded in crucial pedagogy became hired, concerning curriculum developers, instructors, and students decided on thru purposive sampling. data have been gathered via semi-based interviews, participatory observations, and document evaluation, and analyzed using critical thematic analysis with the aid of NVivo. The findings discover three critical issues: hegemonic hidden curriculum, trainer unpreparedness in addressing moral troubles, and the anxiety among standardization and social justice. The outcomes screen an opening between ethical intentions and lecture room practices, fashioned through bureaucratic pressures and evaluation regimes that constrain pedagogical flexibility. college students additionally showcase essential resistance in the direction of content material perceived as disconnected from their social realities. This have a look at contributes by means of linking curriculum design, pedagogical exercise, and scholar enjoy inside an moral framework, emphasizing the importance of ethical literacy in instructor It concludes that curriculum can only function as a catalyst for social justice whilst advanced via inclusive, dialogical, and significantly informed tactics. 
Implementasi Pendidikan Karakter dan Nilai Sosial dalam Pembelajaran Sosiologi Tauhid Hidayat; Ainun Hidayati; Irene Ayudiasih; Hafsah Hafsah; Jepri Utomo; Mila Noviana
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 2 (2026): JULI : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/49g8z141

Abstract

Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) untuk mengkaji implementasi pendidikan karakter dan nilai sosial dalam pembelajaran sosiologi. Proses penelusuran literatur dilakukan secara sistematis dengan mengacu pada pedoman Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) melalui basis data Google Scholar, DOAJ, dan Scopus dengan rentang publikasi tahun 2020–2025. Pada tahap identifikasi diperoleh 215 artikel yang relevan, kemudian dilakukan proses seleksi berdasarkan kriteria inklusi dan eksklusi hingga diperoleh 22 artikel yang memenuhi kriteria untuk dianalisis lebih lanjut. Hasil sintesis menunjukkan bahwa implementasi pendidikan karakter dan nilai sosial dalam pembelajaran sosiologi dilaksanakan melalui integrasi berbagai komponen pembelajaran yang saling mendukung. Penggunaan metode pembelajaran aktif, seperti Problem-Based Learning (PBL), Project-Based Learning (PjBL), storytelling, diskusi kelompok, dan studi kasus, terbukti mampu mendorong partisipasi serta refleksi peserta didik dalam proses pembelajaran. Selain itu, penerapan pendekatan berbasis nilai, seperti Contextual Teaching and Learning (CTL), Value Clarification (VC), dan Living Values Education (LVE), berkontribusi terhadap proses internalisasi nilai melalui keterkaitan materi pembelajaran dengan realitas sosial. Penguatan karakter juga didukung oleh integrasi budaya lokal yang sesuai dengan konteks masyarakat. Sementara itu, pemanfaatan teknologi digital dan kecerdasan buatan menunjukkan potensi dalam mendukung personalisasi dan interaktivitas pembelajaran, meskipun efektivitasnya dalam penguatan karakter masih memerlukan dukungan bukti empiris yang lebih memadai. 
Demotivation and Self-Efficacy: Exploring Causes, Effects, and Solutions Through Bandura’s Theory Lionel Jacob Haseya Sihaloho; Edward Aaron
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 2 (2026): JULI : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/rehrfh88

Abstract

Demotivation is a recurring problem in education, work, and personal development because it weakens effort, persistence, and confidence in goal pursuit. This article examines demotivation through Albert Bandura’s self-efficacy theory in order to clarify its causes, effects, and possible solutions. Using a qualitative conceptual design based on literature review and Socratic analysis, the study synthesizes established scholarship on self-efficacy, motivation, anxiety, social persuasion, and academic performance. The analysis shows that demotivation often emerges when valued tasks are reinterpreted as threatening, particularly under conditions of stress, fear of judgment, fatigue, and low confidence. In such situations, self-efficacy becomes a crucial mediating belief that shapes whether individuals persist, withdraw, or recover. The discussion identifies four major pathways for restoring motivation: mastery experiences, constructive vicarious experience, supportive social persuasion, and regulation of emotional and physiological states. At the same time, the article argues that Bandura’s framework, while highly influential and practically useful, has limitations when demotivation is shaped by structural constraints, repeated social failure, or forms of inner meaning not fully captured by efficacy beliefs alone. The article contributes a focused conceptual synthesis that positions demotivation as a confidence-related disruption in goal-directed action and offers practical implications for students, educators, and professionals seeking to rebuild motivation in demanding contexts. 
Analysis of the Role of Families in Supporting the Academic and Social Success of Children with Disabilities in Inclusive Schools Andreas Heri Kurniawan
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 1 (2026): MARET : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/8r4pm751

Abstract

This study is conducted to examine the role of family support in improving the academic and social success of children with disabilities in inclusive elementary schools. Although inclusive education guarantees equal learning opportunities for all children, its implementation often faces challenges due to limited family involvement and weak collaboration between home and school. The purpose of this research is to evaluate the effect of family support on academic and social achievements of children with disabilities in an inclusive educational environment. A mixed research design with a convergent parallel model was used for the study whereby structured questionnaires and semi-structured interviews were distributed to 60 parents and 8 respondents respectively using correlation, simple linear regression, and thematic content analysis techniques. It was discovered that there exists a statistically positive significant correlation between family support and academic/social success of students with disability r = 0.682, p = 0.000 with a percentage contribution of 46.5%, R² = 0.465. Family emotional support, provision of academic guidance, and regular parent–teacher contact emerged as the most effective variables contributing to academic and social success. From this study, it is clear that successful inclusive education does not depend on school preparedness alone but also family participation and hence recommendation for more effective family-school models.
The Impact of Social Media Activism on Equity-Focused Educational Reform Movements Arna Almaidah Saputri; Lailatul Fitriyah; Candra Yuniantika; Esa Lisani Rohima
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 1 (2026): MARET : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/vn18wg75

Abstract

Social media has become largely a place for educational activism and debate, particularly in promoting equity-driven reforms. Twitter and TikTok are used intensively by online communities to highlight educational inequities and influence public perception. This study aims to uncover how social media activism, through specific framing tactics, leads to policy debate and institutional response in the face of equitable education reform. A single qualitative case study was conducted through the analysis of 120 TikTok clips, 87 Twitter threads, and 12 semi-structured interviews with digital education activists. NVivo was utilized for thematic analysis to ascertain framing strategies that are most prevalent and issue clusters. The findings suggest that TikTok primarily uses motivational framing to establish emotional engagement, while Twitter uses diagnostic and prognostic framing to define structural problems and propose policy remedies. Three-level framing (diagnostic, prognostic, motivational) was found to be the most effective way of mobilizing public engagement and provoking institutional response.Five issues rooted in necessities available on platforms are inequity of access, curricular bias, minority underrepresentation, symbolic violence in schools, and the invisibility of the budget. The study adds to the theory of framing by placing the deployment of its conceptualisation in digital education activism and has practical implications for educators, policymakers, and civil society actors to build educational equity through participatory digital platforms.
Budaya dan Kebijakan Organisasi dalam Manajemen Stres Kerja: Sebuah Kajian Pustaka Muhammad Fathur Rozaq; Mutiara Safitri; Fardi Rahmat Dinata
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 2 (2026): JULI : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/42s18r46

Abstract

Organizational stress is one of the problems frequently encountered in the work environment and can affect employee productivity and performance. Excessive workload, work conflicts, uncomfortable work environments, and organizational pressures are factors that trigger work stress. Therefore, organizations need to implement effective stress management to create a healthy and productive work atmosphere. Methods: This article uses a literature study method by reviewing several theories and references related to organization-based stress management. The discussion focuses on the understanding of stress management, factors causing stress in organizations, and strategies used to overcome work stress. Results: The study shows that organizational stress management can help reduce the negative impacts of stress through workload management, effective communication, leadership support, and the creation of a conducive work environment. Proper stress management also contributes to improving employee motivation, comfort, and productivity. Conclusion: Organizational-based stress management is important to implement in order to create a healthy, comfortable, and productive work environment. Effective stress management strategies can minimize the negative effects of work stress and support the achievement of organizational goals.
Manajemen Stres sebagai Strategi Preventif Konflik dalam Organisasi Pendidikan Dewi Ismayani; Taufiq Qurrohman Dewantoro; Juliana Puri Nurul Fitria; Lutfiatul Dewi Ayu Saputri; Hudan Ngisa Anshori
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 2 (2026): JULI : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/ggrgrt11

Abstract

This article discusses stress management as a preventive strategy for avoiding conflict in educational organizations. The dynamic and complex nature of the educational environment causes educators to face various sources of stress, such as changes in educational policy, heavy workloads, administrative demands, limited resources, and interpersonal conflicts that can affect performance, psychological well-being, and the quality of learning. This study aims to examine the relationship between work-related stress and organizational conflict and to explain the role of stress management as a preventive measure to minimize potential conflicts. The study employs a qualitative approach using library research methods by reviewing various literature systematically obtained from Google Scholar, Garuda, Google Books, and other relevant scientific sources. Data were analyzed using content analysis techniques through a process of concept identification, theme grouping, comparison with previous research findings, and literature synthesis. The results of the study indicate that work-related stress that is not properly managed can reduce emotional stability, disrupt communication, and increase the risk of conflict within educational organizations. Conversely, the implementation of stress management through primary, secondary, and tertiary prevention can reduce sources of stress, enhance individuals’ ability to cope with work-related pressure, and support the psychological recovery of educators.  The implementation of these strategies contributes to creating a conducive work environment, strengthening interpersonal relationships, improving the productivity and performance quality of educators, and minimizing potential conflicts. Thus, stress management serves as an effective preventive strategy in fostering a harmonious, adaptive, and sustainable educational organization.  
Pendidikan sebagai Proses Humanisasi: Analisis Pemikiran Paulo Freire Mafazati Addina Riski; Muhammad Amirul Haq; Pipit Ertika Daristin
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 2 (2026): JULI : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/maedx172

Abstract

This article explores Paulo Freire's notion of education as a means of humanization through a critical review of literature. Freire critiques the banking model of education, which reduces students to mere passive recipients of knowledge, thereby stripping them of their humanity. In contrast, Freire proposes a dialogical pedagogy that positions students as active participants in the process of knowledge acquisition and self-liberation. This research delves into the primary texts of Freire's philosophy, notably Pedagogy of the Oppressed, Education: The Practice of Freedom, and Pedagogy of Hope, while relating them to modern educational contexts. The results indicate that achieving humanization in education necessitates at least three essential components: dialogue, critical consciousness (conscientização), and praxis. Freire's ideas continue to be pertinent in tackling current educational challenges, such as dehumanization through standardization, disparities in access, and the prevalence of oppressive power dynamics within educational frameworks. The conclusion of this study asserts that Freirean education offers a fresh perspective on understanding education not simply as the transfer of knowledge, but as a liberating human endeavor aimed at achieving full humanity.
Pengaruh Penerapan Metode Praktik Berkonteks terhadap Akurasi Penulisan Tusing Braille Siswa Disabilitas Netra Kelas VIII SMP/LB YKAB Solo Gilang Arietyastanto Dwicaksono; Partiwi Ngayunigtyas Adi; Angger Timansah
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 2 (2026): JULI : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/vmya9m43

Abstract

Braille literacy is a fundamental competency that supports academic participation and independence among students with visual impairments. However, many students experience difficulties in accurately applying  Tulisan Singkat  (Tusing) Braille due to the complexity of symbols and the abstract nature of contraction rules. This study aimed to examine the effect of the contextual practice method on the accuracy of Tusing Braille writing among visually impaired students. The research employed a quantitative approach using a quasi-experimental method with a  One-Group Pretest–Posttest Design. Participants consisted of four Grade VIII students with visual impairments at SMPLB YKAB Solo selected through total sampling. Data were collected using a performance-based writing test involving a dictated narrative text containing 134 target Tusing symbols. Data were analyzed using descriptive statistics and the  Wilcoxon Signed-Rank Test. The findings revealed a substantial improvement in students’ writing accuracy following the intervention. The mean score increased from 44.40% in the pretest to 74.07% in the posttest, representing an average gain of 29.67%. Statistical analysis indicated a significant difference between pretest and posttest scores (p = 0.046 < 0.05). The results suggest that the contextual practice method effectively enhances students’ understanding and application of Tusing symbols by integrating learning activities into meaningful language contexts. Furthermore, the method supports the development of cognitive processing, auditory memory, and fine motor coordination required for Braille writing. In conclusion, the contextual practice method is an effective instructional strategy for improving the accuracy of Tusing Braille writing among students with visual impairments and may serve as an alternative approach for strengthening Braille literacy instruction in special education settings.
Kekerasan dalam Rumah Tangga terhadap Perempuan (Analisis Isi Berita Kompas.com Tahun 2022-2024) Callysta Marcella Harianja; Joko Santoso; Shinta Julianti
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 2 (2026): JULI : Jurnal Sosial Humaniora dan Pendidikan (EDUCATION)
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/8m3yy065

Abstract

Domestic violence (KDRT) against women remains a serious social crisis in Indonesia, with cases recorded by Komnas Perempuan rising from 5,526 in 2022 to 19,045 in 2024 (CATAHU, 2024). This study aims to analyze the characteristics and patterns of KDRT against women as reported in Kompas.com news coverage from 2022 to 2024. This research uses quantitative content analysis methods with saturated sampling technique, analyzing 109 news cases involving KDRT against women. Data were analyzed using descriptive statistical analysis and presented in frequency distribution tables. The results show that: (1) perpetrators were predominantly male (97.2%), in the productive adult age group (97.2%), and working as laborers (38.5%); (2) victims were mostly housewives (IRT) (60.6%) in the adult age group (92.7%); (3) violence most frequently occurred in private domestic spaces (95.4%), with economic factors as the main motive (25.7%), and the most common method was hitting without weapons (53.2%); and (4) the perpetrator-victim relationship was predominantly husband-wife (93.6%). Through the lens of gender nurture theory, these findings indicate that KDRT is not a natural or individual phenomenon, but rather the product of social and cultural construction rooted in patriarchal norms, unequal gender socialization, and power imbalances in household relations.

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