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Research and Innovation in Social Science Education Journal (RISSEJ)
Published by Universitas Muhammadiyah Purwokerto
ISSN : -     EISSN : 3026457X     DOI : http://dx.doi.org/10.30595/RISSEJ
Core Subject : Education, Social,
Education Social Sciences Other
Research and Innovation in Social Science Education Journal (RISSEJ) publisher articles of original research and conceptual studies with themes related to education and learning in the field of social science at schools and to study social problems. The journal includes, but is not limited to the following fields: Elementary and Secondary Education; Higher Education; Social Studies Education; Higher Order Thinking Skills; Teaching and Learning; Teacher Education; Educational Method and Models pf Primary and Secondary Education; Sociology Education; Economics Education; History Education; International Education Studies; Cross-cultural Studies; Multiculturalism Education; Local wisdom; Character Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 73 Documents
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Digital Habitus and the Reconfiguration of Religious Authority: Evidence from Muhammadiyah Youth in Indonesia Hatib Rachmawan; Muhammad Ridha; Muhammad Fasih Hulisan; Zhu Weihang
Research and Innovation in Social Science Education Journal (RISSEJ) Vol. 4 No. 1 (2026): June
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/rissej.v4i1.504

Abstract

This study examines the reconfiguration of religious authority in the digital era by analyzing the role of digital habitus among Muhammadiyah youth in Indonesia. Using a quantitative survey design involving 78 respondents, the study explores how digital religious literacy shapes the construction of religious authority within digital environments. The findings indicate that respondents demonstrate a high level of digital engagement, with 82.1% actively accessing religious content online, 79.5% able to evaluate the credibility of religious information, and 80.7% consistently verifying content before sharing it. Furthermore, 69.3% of respondents actively participate in the dissemination of religious content, highlighting their role in the circulation of religious knowledge. Despite this high level of epistemic capacity, respondents exhibit only moderate discursive confidence, revealing a gap between knowledge and perceived authority. Moreover, the strong concentration of preferences toward a limited number of religious figures suggests that religious authority remains structured rather than fully decentralized. Drawing upon the theory of mediatization and Bourdieu's concept of habitus, this study argues that religious authority in the digital era undergoes a process of hybridization, combining the distributed accessibility of digital networks with the reproduction of new hierarchical structures based on visibility and symbolic legitimacy. These findings challenge the assumption that digitalization automatically leads to the democratization of religious authority, demonstrating instead that authority has become increasingly complex, negotiated, and multilayered. Accordingly, this study proposes a hybrid model of religious authority that integrates structural transformation, individual practices, and network-based knowledge circulation in contemporary Muslim societies.
From Knowing to Enacting Citizenship: Digital Project-Based Learning and National Character in an Indonesian Civic Education Course Rini Puji Susanti; Wartono Wartono; Sabrina Sabrina; Asmawati Asmawati
Research and Innovation in Social Science Education Journal (RISSEJ) Vol. 4 No. 2 (2026): December
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/rissej.v4i2.515

Abstract

Civic Education in higher education needs learning experiences that connect citizenship concepts with students’ social and digital lives. This study examined how digital project-based Civic Education supports the strengthening of students’ national character, identified enabling and constraining factors, and explored students’ responses and interactions during learning. A qualitative case study was implemented in a natural classroom setting with fourth-semester Psychology students taking Civic Education at Universitas Muhammadiyah Purwokerto. Data were generated through classroom observation, analysis of student assignments and digital products, interviews, and written reflections. The findings indicate a shift from content-oriented instruction toward learning that is active, contextual, collaborative, creative, and reflective. Students investigated national issues, evaluated information, negotiated ideas, produced digital works, presented civic messages, and reflected on their experiences. National character was expressed through responsibility, cooperation, tolerance, respect for diversity, social concern, national spirit, and responsible digital behavior. Lecturer guidance, student engagement, collaboration, digital access, and relevant project themes supported implementation, while limited time, group coordination, internet connectivity, uneven technical skills, and information verification posed challenges. The study contributes a model of digital projects as a civic learning space linking citizenship knowledge, digital literacy, social experience, and character formation.
Disaggregating Financial Literacy: Financial Knowledge, Local-Wisdom-Based Social Studies Learning, and Dropout Risk among Junior Secondary Students in an Indonesian Estuarine Community Shintia Hersiyani; Abidinova Laziza
Research and Innovation in Social Science Education Journal (RISSEJ) Vol. 4 No. 2 (2026): December
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/rissej.v4i2.519

Abstract

Dropout risk in Indonesia is concentrated in coastal and estuarine districts, where household dependence on capture fisheries creates sustained economic pressure on adolescents’ schooling and where financial literacy remains below the national mean. This study examined whether financial literacy—as a global construct and across its knowledge, behavior, attitude, and skills dimensions—and local wisdom-based social studies learning predict dropout risk among lower secondary students in such a setting. All 119 students enrolled in the three state lower secondary schools in Kampung Laut District, Cilacap Regency, Central Java, completed a self- report battery during the odd semester of the 2025/2026 academic year. Three multiple regression models were estimated using assumption testing, heteroscedasticity- consistent (HC 3) standard errors, bootstrap confidence intervals, and item- level sensitivity analysis. Global financial literacy and local- wisdom- based social studies learning, entered together, did not predict dropout risk, F(2, 116) = 1. 47, p =. .235, R ² =. .025. When financial literacy was disaggregated into four dimensions, the model significantly predicted dropout risk, F(4, 114) = 3. 29, p =. .014, R ² =. .103, and remained significant after adding local- wisdom- based learning, F(5, 113) = 3. 09, p =. .012, R ² =. .120. However, the incremental contribution of local- wisdom- based learning was not significant, ΔR ² =. .017, p =. .143. Only financial knowledge was significant, B =- 0. 81, 95% CI [- 1. 31, −0. 31], β = −. .39, p =. .002, and remained robust under HC 3 and bootstrap estimation. Notably, its zero- order correlation with dropout risk was non- significant, r = −. .18, p =. .057, indicating classical suppression; thus, the association reflects unique rather than shared variance. Local wisdom-based instruction showed a positive but non-significant coefficient throughout. These findings support disaggregating financial literacy in dropout research while suggesting that contextualized instruction, as currently enacted, may not address the economic determinants of school leaving.

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