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Journal of Social Knowledge Education (JSKE)
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27220451     EISSN : 2722046X     DOI : https://doi.org/10.37251/jske
Core Subject : Economy, Humanities, Education, Social,
Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences
This Journal of social knowledge education (JSKE) publishes research articles, results, and conceptual studies in Social Studies. The Journal of social knowledge education publishes research studies employing various qualitative and/or quantitative methods and approaches in Social Studies. The journal covered all topics in Social studies; Integrated social; Social Education; Geography Education; Economic Education; Sociology Education; Historical Education; Accounting; And others (within the scope of Social Studies). Journal of Social Knowledge Education (JSKE) is published in Print and Electronic format
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 3 (2023): August" : 5 Documents clear
Implementation of Character Education in History Learning Karmina, Diah; Dalakoura, Katerina; Wachira, Lydiah Njoki
Journal of Social Knowledge Education (JSKE) Vol. 4 No. 3 (2023): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v4i3.693

Abstract

The approach used in this study is a qualitative approach with purposive sampling of data sources. While the data collection techniques used include observation and interviews. The data analysis technique used is the Miles and Huberman method which includes data collection, data reduction, data presentation and verification. The results showed that (1) the history teacher's readiness in implementing character education was good by preparing the syllabus and lesson plans, (2) the implementation of character education was not optimal because the teacher had not included character education assessment instruments, but it was done well because it was in accordance with the syllabus and lesson plans that were inserted with an explanation of the values of the nation's character, (3) the obstacles experienced by teachers, namely: time is so short, the community environment is not conducive, electronic media, learning models, and costs to support character education activities, (4) perception and appreciation / student responses to the implementation of character education have been good as evidenced by good character and supported by the strictness of the rules from the school.
The Effect of Two Stay-Two Stray Cooperative Learning Methods and Think Pair Share on Student Learning Outcomes of Geography Isnain, Arif Srirahmad; Arko, Benedict
Journal of Social Knowledge Education (JSKE) Vol. 4 No. 3 (2023): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v4i3.695

Abstract

The purpose of this study was to find out: 1) differences in student learning outcomes of Geography after using the Two Stay Two Stray, Think Pair Share and Discussion learning methods. 2) differences in Geography learning outcomes for students after using the Two Stay Two Stray and Discussion learning methods. 3) differences in student learning outcomes of Geography after using the Think Pair Share learning method with Discussion. 4) differences in student learning outcomes of Geography after using the Two Stay Two Stray and Think Pair Share learning methods in (material Distribution of Natural Disaster Prone Areas in Indonesia) class X IPS SMA Negeri 1 Sukoharjo Academic Year 2015/2016. This study uses a Quasi-Experimental research method with the design "Postest-Only Control Group Design". The population in this study were all class X social studies students at SMA Negeri 1 Sukoharjo in the 2015/2016 academic year. Samples were taken using the Cluster Random Sampling technique. The selected sample is class X IPS 2, X IPS 3 and X IPS 4. The technique of collecting data on learning outcomes uses a test technique in the form of essay questions. The data analysis technique used was One Way Anava and post Anava test (Scheffe' method) with a significance level of 5%. The results of the study show that: (1) there are differences in the learning outcomes of Geography students who use the Two Stay Two Stray, Think Pair Share, and Discussion learning methods with the acquisition of Fobs > Fα scores; (2) the learning outcomes of Geography using the Two Stay Two Stray learning method are better than the Discussion learning method; (3) the learning outcomes of Geography using the Think Pair Share learning method are better than the Discussion learning method; (4) the learning outcomes of Geography using the Two Stay Two Stray learning method are better than the Think Pair Share learning method. Based on these data, it can be seen that the learning method that has the greatest influence is the Two Stay Two Stray method, followed by the Think Pair Share method, and the Discussion method.
The Influence of Application of Portfolio-Based Learning Model on Student Learning Outcomes in History Class XI Jayanto, Nur; Kaveh, Shamal; Davies, Gleen A
Journal of Social Knowledge Education (JSKE) Vol. 4 No. 3 (2023): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v4i3.700

Abstract

Purpose of the study: This research was conducted with the aim of knowing the effect of applying a portfolio-based learning model on student learning outcomes in history class XISMAN Negeri 1 Kembang in the 2012-2013 academic year. Methodology: This type of research is experimental research. The experimental design used is the Pre test-Post test. The population in this study were all students of class XI IPS at SMA N 1 Kembang in the academic year 2012/2013, totaling 177 students. Sampling was carried out using random sampling so that researchers got XIIPS2 class as the experimental class and XIPS1 class as the control class. Main Findings: From the results of data processing, it can be concluded that the contribution of the application of portfolio-based learning models to history learning outcomes is 26.11%, so the effect of applying portfolio-based learning models to history learning outcomes can be said to be significant. Novelty/Originality of this study: This research has an update by measuring the effect of implementing a portfolio-based learning model on student learning outcomes in history subjects. With limited research samples, namely students of class XI SMA Negeri 1 Kembang in the 2012-2013 academic year.
The Effect of the Flipped Classroom Model with the STEAM Approach on Students' Spatial Abilities in Learning Geography Ayun, Muhammad Isna Qurrata; Cho, Chul-ki; Zondi, Thabile
Journal of Social Knowledge Education (JSKE) Vol. 4 No. 3 (2023): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v4i3.701

Abstract

Purpose of the study: The purpose of this study was to determine the effect of the spatial abilities of students using the Flipped Classroom model with the Science, Technology, Engineering, Art and Mathematics learning approach using the expository model in class X IPS SMA N 1 Kartasura in the 2020/2021 academic year. Methodology: The method used is quasi-experimental with the Post Test Only Control Group Design research design. The population in this study were all class X IPS students at SMA N 1 Kartasura. Data collection techniques are carried out by observation, testing and documentation. The analysis test technique uses one-way Anava with a test with a level of 5%. Main Findings: Based on the results of the analysis, it was concluded that there was a significant influence on the spatial abilities of students who used the Flipped Classroom model with the Science, Technology, Engineering, Art and Mathematics learning approach with the expository model in class X IPS SMA N 1 Kartasura in the 2020 academic year. Novelty/Originality of this study: The novelty of this study can be seen from its aim to determine the effect of the spatial abilities of students who use the Flipped Classroom model with the Science, Technology, Engineering, Art and Mathematics learning approach with the expository model in class X IPS SMA N 1 Kartasura in the 2020/2021 academic year. The limitation of this study is that it only measures the effect of the flipped classroom model using the STEAM approach.
Comparison of Cooperative Listening Team and Numbered Head Together Types of Learning Outcomes of Geography in the Material of Earth's Rotation and Revolution Rachmawati, Indri Yuniar; Thang, Ha Van; Zwick, Mike Marcell
Journal of Social Knowledge Education (JSKE) Vol. 4 No. 3 (2023): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v4i3.702

Abstract

Purpose of the study: This study aims to determine differences in geography learning outcomes using cooperative learning models of listening team types, numbered heads together (NHT) and discussions. Methodology: This study used a Quasi-Experimental research method "Postest-Only Control Design". The population of this study were all students of class X SMA Negeri 1 Colomadu, Karanganyar in the 2016/2017 academic year. Samples were taken by cluster random sampling technique. The selected sample is class X IPS 1, IPS 2 and IPS 3. The technique of collecting data on learning outcomes uses a test technique in the form of essay questions. The data analysis technique used was One Way Variant Analysis (One Way Anava) and post Anava test (Scheffe' method) with a significance level of 5%. Main Findings: The results showed: 1) There were differences in geography learning outcomes using the Listening Team, Numbered Head Together (NHT) cooperative learning model and discussions on the subject matter of Rotational Motion and Earth Revolution for class X students. 2) The Geography learning outcomes using the Listening Team cooperative learning model were better than the Geography learning outcomes using the discussion method. 3) The learning outcomes of Geography using the Numbered Head Together (NHT) cooperative learning model are better than the learning outcomes of Geography using the discussion learning method. Novelty/Originality of this study: Based on the results of previous research, it is known that the cooperative model with the Listening Team and Numbered Head Together (NHT) types can increase student activity and achievement. This is renewable through this research practically learning using cooperative learning models of the Listening Team and Numbered Head Together (NHT) types can improve students' learning outcomes of Geography in the material Rotational Motion and Earth Revolution.

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