Journal of Social Knowledge Education (JSKE)
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
Articles
149 Documents
<![CDATA[The Influence of Learning Styles, Parental Income Levels, and Student Learning Motivation on Student Learning Achievement ]]>
<![CDATA[Aji Wibowo, Wahyu]]>
<![CDATA[ Journal of Social Knowledge Education (JSKE) Vol. 4 No. 2 (2023): May ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jske.v4i2.434
<![CDATA[Purpose of the study: This study aims to determine: (1) the influence of learning styles on learning achievement; (2) the effect of parents' income level on learning achievement; ((3) the effect of Learning Motivation on Learning Achievement, (4) the influence of Learning Style, Parental Income Level, and Learning Motivation together on Learning Achievement. Methodology:This study was an ex post facto study. The population used in this study were students majoring in economics education with a total of 84 students. The instrument validity test used the product moment correlation formula and the reliability test used the internal consistency formula. The data prerequisite test was carried out by normality, linearity and multicollinearity test. The data analysis technique used is multiple regression analysis. Main Findings: Based on the results of this study it is known: (1) there is a positive and significant effect of Learning Style on Learning Achievement, with a tcount of 4.354 and a significance of 0.000; (2) there is a positive and significant effect of parents' income level on learning achievement with a tcount of 4.266 and a significance of 0.000; (3) there is a positive and significant effect of Learning Motivation on Learning Achievement with a tcount of 5.665 and a significance of 0.000; (4) there is a positive and significant effect of Learning Style, Parental Income level, and Learning Motivation together on Learning Achievement with Fcount of 115.623 and a significance of 5% and a coefficient of determination (R2y(1,2,3)) of 0.807. Novelty/Originality of this study:The novelty of this research is combining three main variables: learning style, parental income level, and student learning motivation, this research expands our understanding of the complex interactions between internal and external factors that influence academic achievement.]]>
<![CDATA[Implementation of Character Education in History Learning ]]>
<![CDATA[Karmina, Diah]]>;
<![CDATA[Dalakoura, Katerina]]>;
<![CDATA[Wachira, Lydiah Njoki]]>
<![CDATA[ Journal of Social Knowledge Education (JSKE) Vol. 4 No. 3 (2023): August ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jske.v4i3.693
<![CDATA[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.]]>
<![CDATA[The Effect of Two Stay-Two Stray Cooperative Learning Methods and Think Pair Share on Student Learning Outcomes of Geography ]]>
<![CDATA[Isnain, Arif Srirahmad]]>;
<![CDATA[Arko, Benedict]]>
<![CDATA[ Journal of Social Knowledge Education (JSKE) Vol. 4 No. 3 (2023): August ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jske.v4i3.695
<![CDATA[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.]]>
<![CDATA[The Influence of Application of Portfolio-Based Learning Model on Student Learning Outcomes in History Class XI ]]>
<![CDATA[Jayanto, Nur]]>;
<![CDATA[Kaveh, Shamal]]>;
<![CDATA[Davies, Gleen A]]>
<![CDATA[ Journal of Social Knowledge Education (JSKE) Vol. 4 No. 3 (2023): August ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jske.v4i3.700
<![CDATA[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.]]>
<![CDATA[The Effect of the Flipped Classroom Model with the STEAM Approach on Students' Spatial Abilities in Learning Geography ]]>
<![CDATA[Ayun, Muhammad Isna Qurrata]]>;
<![CDATA[Cho, Chul-ki]]>;
<![CDATA[Zondi, Thabile]]>
<![CDATA[ Journal of Social Knowledge Education (JSKE) Vol. 4 No. 3 (2023): August ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jske.v4i3.701
<![CDATA[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.]]>
<![CDATA[Comparison of Cooperative Listening Team and Numbered Head Together Types of Learning Outcomes of Geography in the Material of Earth's Rotation and Revolution ]]>
<![CDATA[Rachmawati, Indri Yuniar]]>;
<![CDATA[Thang, Ha Van]]>;
<![CDATA[Zwick, Mike Marcell]]>
<![CDATA[ Journal of Social Knowledge Education (JSKE) Vol. 4 No. 3 (2023): August ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jske.v4i3.702
<![CDATA[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.]]>
<![CDATA[The Influence of the STAD and PowerPoint-Assisted Jigsaw Models on Economics Learning Achievement ]]>
<![CDATA[Suantara, I Gusti Putu Endra]]>;
<![CDATA[Amartey, Albert]]>;
<![CDATA[Kankani, Joel P]]>
<![CDATA[ Journal of Social Knowledge Education (JSKE) Vol. 4 No. 4 (2023): November ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jske.v4i4.756
<![CDATA[Purpose of the study: The aim of this research is to determine the effect of cooperative learning models such as Student Teams Achievement Divisions (STAD) and Jigsaw with the help of PowerPoint media on Economics learning achievement. Methodology:This research is quantitative research with experimental methods. The sampling technique is simple random sampling. The sample in this study was 70 students. Data collection techniques in this research are questionnaires. The data analysis technique in this research uses two-way analysis of variance with an unequal number of cells with analysis prerequisite tests, namely the normality test and homogeneity test. Main Findings: The results of the research show that there are differences in the influence of the Student Teams Achievement Divisions (STAD) and Jigsaw cooperative learning models assisted by PowerPoint media on Economics learning achievement. This is shown by obtaining a significance value (Sig.) which is smaller than the significance level α = 0.05, namely (0.00 < 0.05) or (Fobs = 10.103 >Ftable = 4.00). Novelty/Originality of this study: The novelty of this research is that it contributes to the study and development of knowledge, especially regarding cooperative learning approaches such as Student Teams Achievement Divisions (STAD) and Jigsaw.]]>
<![CDATA[The Relationship Between Students' Attitudes Towards Geography Lessons and Learning Motivation and Geography Learning Achievement ]]>
<![CDATA[Elvia, Rosi]]>;
<![CDATA[Emiola, Adetoun Gladys]]>;
<![CDATA[Quynh, Pham Thi Ngoc]]>
<![CDATA[ Journal of Social Knowledge Education (JSKE) Vol. 4 No. 4 (2023): November ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jske.v4i4.760
<![CDATA[Purpose of the study: The aim of this research is to determine the relationship between students' attitudes towards geography lessons and the relationship between learning motivation and students' geography learning achievement. Methodology:This research is a descriptive study whose population is all high schools in Surakarta. The sample for this research was 79 students of class XI IPS. Data collection is carried out through questionnaires, tests, observations and documents. The data was then analyzed using multiple linear regression with three analysis prerequisites: normality test, multicollinearity test, and heterogeneity test. Main Findings: The findings of this research are as follows. First, there is no positive correlation between students' attitudes towards Geography and their learning outcomes. This is indicated by a probability value of 0.231; which is higher than 0.05. Second, there is a positive relationship between student motivation and learning outcomes, with a probability value of 0.018. The third finding is that there is a simultaneous relationship between students' attitudes and motivation and their learning outcomes, with a probability value of 0.033. Novelty/Originality of this study: The novelty of this research is that it provides information about the relationship between students' attitudes towards geography lessons and learning motivation with students' geography learning outcomes so that it can be used as material for consideration in learning strategies by Geography subject teachers.]]>
<![CDATA[Efforts to Improve History Learning Outcomes by Using Creative and Productive Learning Models ]]>
<![CDATA[Priatmoko, Sandika]]>;
<![CDATA[Alabi, Jimoh Adeniyi]]>;
<![CDATA[Hong, Sung Ku]]>
<![CDATA[ Journal of Social Knowledge Education (JSKE) Vol. 4 No. 4 (2023): November ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jske.v4i4.761
<![CDATA[Purpose of the study: The aim of this research is to determine students' history learning outcomes by applying creative and productive learning models. Methodology: This research is classroom action research carried out in two cycles. Each cycle consists of four stages, namely planning, action, observation, reflection. The research subjects were class X high school students. The data collection tools or instruments used in this classroom action research are written test or evaluation instruments to reveal student learning outcomes and observation sheets regarding understanding of student activities and teacher performance. Data analysis is carried out statistically by calculating the average value obtained then the second stage calculate learning completeness. Main Findings: The learning outcomes obtained by students in cycle I showed an improvement compared to before they were given learning using creative and productive models. In cycle II, student learning outcomes showed a better improvement compared to cycle I. Student learning outcomes in cycle II were as follows: the percentage of completion level in cycle II was 84.61%, while students who did not complete the percentage were 15.38. %. So the overall class average is 7.82. The conclusion of this research is that by using the Creative and Productive Learning model there is an increase in learning outcomes on the subject of the origins and distribution of humans in the Indonesian Archipelago. Novelty/Originality of this study: The novelty of this research is that it is useful in the field of education, especially in history subjects as an effort to improve the completeness of student learning outcomes.]]>
<![CDATA[The Influence of Entrepreneurship Learning and Career Guidance on Economic Education Students' Entrepreneurial Interest ]]>
<![CDATA[Lufiana, Ulfa]]>;
<![CDATA[Oliobi, Ifeatu]]>;
<![CDATA[Loleka, Bernard Yungu]]>
<![CDATA[ Journal of Social Knowledge Education (JSKE) Vol. 4 No. 4 (2023): November ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jske.v4i4.763
<![CDATA[Purpose of the study: This research was conducted to determine whether or not there was an influence of entrepreneurship learning and career guidance on economic education students' interest in entrepreneurship. Methodology:This research uses quantitative research with descriptive research type. The population in this study were all Economic Education students, totaling 57 students. The data collection technique used in this research is a questionnaire to determine Entrepreneurship learning and Career Guidance in fostering interest in entrepreneurship. The data analysis technique used in this research is multiple linear regression analysis with a significance level of 0.05. Main Findings: The research results can be concluded that there is a positive and significant influence of Entrepreneurship learning and Career Guidance learning together on Economic Education students' entrepreneurial interest with a simultaneous contribution value of 43.5%. Novelty/Originality of this study: The novelty of this research is that it is an incentive for lecturers to carry out learning as interestingly as possible in order to increase understanding of entrepreneurship and foster students' interest in entrepreneurship.]]>
