cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
A. Gafar Hidayat
Contact Email
ejournalcouncil@gmail.com
Phone
+6282341436871
Journal Mail Official
ejournalcouncil@gmail.com
Editorial Address
Alamat Redaksi: Jalan Lintas Tente - Godo, Desa Samili, Kecamatan Woha, Kabupaten Bima - NTB Hp. 082341574224
Location
Kab. bima,
Nusa tenggara barat
INDONESIA
Council: Education Journal of Social Studies
Published by Yayasan Insan Mulia Bima
ISSN : -     EISSN : 30257816     DOI : https://doi.org/10.59923/council
Core Subject : Education, Social,
Education Law, Crime, Criminology & Criminal Justice Other
This journal focuses on the phenomenon of renewal in research outcomes of social sciences and humanities education, which consists of the following topics. 1. Social Studies Learning Innovation 2. Design and Assessment of Social Studies Learning 3. Values and Character Education in Social Studies 4. Mitigation and Environmental Learning 5. Research Findings on Social Phenomena 6. Results of Thoughts and Research in Other Fields of Social Sciences and Humanities Educationn.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 37 Documents
 1   2   3   4 
Analysis of Integration Tri Hita Karana Values in the Philosophy of Maja Labo Dahu and Ngaha Aina Ngoho as a Model for Strengthening Cultural Literacy in Bima Young Generation Ita Fitriati; I Made Tegeh; I Wayan Santyasa
Council: Education Journal of Social Studies Vol. 4 No. 1 (2026): Council: Education Journal of Social Studies
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/council.v4i1.668

Abstract

This study analyzes the integration of Tri Hita Karana (THK) values with the core philosophies of the Bima community Maja Labo Dahu and Ngaha Aina Ngoho a model for strengthening cultural literacy among the younger generation of Bima. The THK principles of harmony with God (Parahyangan), fellow humans (Pawongan), and nature (Palemahan) are philosophically aligned with Bima’s moral and ethical values. Using a descriptive-exploratory qualitative approach, data were collected through in-depth interviews, observations, and documentation, and analyzed thematically through data reduction, categorization, and hermeneutic interpretation. The findings show that Maja Labo Dahu aligns with Parahyangan and Pawongan through moral awareness and social ethics, while Ngaha Aina Ngoho relates to Pawongan and Palemahan by emphasizing independence, responsibility, and cultural sustainability. This integration forms a culturally relevant model for strengthening youth cultural literacy amid social change, modernization, and global challenges
The Role of Geography Teachers in Pekanbaru High Schools in Adapting Methods to Student Characteristics and Local Context Ocha Fathica Rizty; Siti Hotijah; Tiara Ayu Safitri Dewi; Ade Irma
Council: Education Journal of Social Studies Vol. 4 No. 1 (2026): Council: Education Journal of Social Studies
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/council.v4i1.673

Abstract

The diversity of students’ characteristics and the uniqueness of the local context of Pekanbaru City require high school Geography teachers to adapt their teaching methods in order to create meaningful learning experiences. This study aims to analyze the role of Geography teachers in adapting instructional methods to students’ characteristics and the local context in senior high schools in Pekanbaru. The research employed a qualitative approach with a descriptive method. Data were collected through in-depth interviews, classroom observations, and document analysis involving Geography teachers in several senior high schools. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicate that Geography teachers play an active role in adjusting teaching methods to students’ characteristics by applying various strategies, such as contextual discussions, local case studies, the use of the surrounding environment as a learning resource, and the utilization of relevant instructional media. Furthermore, the local context of Pekanbaru, including its geographical, environmental, and socio-cultural conditions, is integrated into the learning process to enhance students’ understanding and engagement. These methodological adaptations are shown to improve students’ participation, conceptual understanding, and the relevance of Geography learning
Local Wisdom as the Foundation of Multicultural Education in Indonesia Muchammad Mugiono
Council: Education Journal of Social Studies Vol. 4 No. 2 (2026): Council: Education Journal of Social Studies
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/council.v4i2.823

Abstract

Multicultural education in Indonesia often remains trapped in theoretical abstractions that are disconnected from the sociocultural realities of students. This study aims to examine local wisdom as a foundation for contextual multicultural education, identify multicultural values within various Indonesian traditions, and formulate strategies for their integration into learning processes. This research employs a systematic literature review with a qualitative-descriptive approach, analyzing data sourced from SINTA-accredited journals (2015–2025), textbooks, and conference proceedings. The findings indicate that Indonesian traditions such as Pela Gandong (Maluku), Mapalus (Minahasa), Ngayah (Bali), Ruwatan (Java), Grebeg-Sekaten (Yogyakarta-Solo), Cap Go Meh, and Lomban (Cirebon) inherently embody values of tolerance, equality, and cross-identity fraternity. Strategies for integrating such local wisdom can be implemented through formal curricula, extracurricular activities, project-based learning (PjBL), Culturally Responsive Teaching (CRT) approaches, and teacher modeling. Nevertheless, significant challenges persist in its implementation, specifically the scarcity of cultural documentation, insufficient teacher training, and the dominance of a centralized curriculum. This paper contributes to shifting the paradigm of multicultural education toward pedagogical practices rooted in local culture, while offering a practical framework for educators in the field.
Digital Literacy in Navigating Historical Narratives in the Era of Disruption: Implications for Twenty First Century Local History Learning Tati Haryati; Amrin Amrin
Council: Education Journal of Social Studies Vol. 4 No. 2 (2026): Council: Education Journal of Social Studies
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/council.v4i2.861

Abstract

This study aims to analyze the role of digital literacy in Local History learning in the era of disruption by focusing on four key aspects: (1) students' utilization of digital historical sources, (2) their ability to evaluate the credibility of local historical narratives, (3) the development of historical thinking skills, and (4) the implications of digital literacy for twenty-first-century history education. This study employed a qualitative approach using a case study design conducted in the Local History course of the History Education Study Program. Data were collected through classroom observations, in-depth interviews, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing and verification. The findings reveal that digital literacy encourages students to utilize a wide range of digital historical sources more critically and responsibly, enhances their ability to verify and evaluate the credibility of local historical narratives, and promotes the development of historical thinking through the use of historical evidence, contextual analysis, and evidence-based argumentation. Furthermore, the integration of digital literacy transforms Local History learning into a more participatory, collaborative, and inquiry-based learning process, thereby fostering essential twenty-first-century competencies, including critical thinking, communication, collaboration, creativity, and information literacy. This study concludes that digital literacy serves as a strategic competency in developing history learning that is adaptive to the era of disruption while strengthening the quality of twenty-first-century history education.
Countering Disinformation: The Role of Civic Education in the Post-Truth Era Irfandi Irfandi
Council: Education Journal of Social Studies Vol. 4 No. 2 (2026): Council: Education Journal of Social Studies
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/council.v4i2.879

Abstract

The rapid advancement of digital technology has transformed information threats from mere disinformation into an epistemic crisis, characterized by the declining ability of society to evaluate and verify the credibility of information. This study aims to analyze this transformation, examine the reorientation of Civic Education as an instrument of epistemic defense, and formulate implementation strategies through the integration of critical literacy into the curriculum. This study employed a qualitative descriptive literature review approach by analyzing scholarly articles, books, reports from international organizations, and relevant policy documents. Data were analyzed through reduction, synthesis, and interpretation of the reviewed literature. The findings reveal that the epistemic crisis is driven by the proliferation of disinformation, the rapid development of artificial intelligence, social media algorithms, and the echo chamber phenomenon, all of which erode public trust in credible sources of knowledge. These conditions necessitate a reorientation of Civic Education from a normative citizenship paradigm toward strengthening epistemic defense through critical thinking, information evaluation, and evidence-based reasoning. This reorientation can be implemented by systematically integrating critical literacy into learning outcomes, instructional materials, inquiry- and project-based learning strategies, and authentic assessment. The study concludes that integrating critical literacy into Civic Education is a fundamental strategy for fostering citizens with epistemic resilience who are capable of critically evaluating information and participating responsibly in democratic life in the digital era.
The Implementation of a Gamification Approach to Enhance Learning Motivation Among Generation Z Students in History Courses Megiridha Lopes; Muhammad Aqil
Council: Education Journal of Social Studies Vol. 4 No. 2 (2026): Council: Education Journal of Social Studies
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/council.v4i2.910

Abstract

The rapid development of digital technology has transformed the learning characteristics of Generation Z students, who tend to prefer interactive, collaborative, and experiential learning environments. However, history instruction in higher education is still largely dominated by conventional teaching approaches, resulting in low student learning motivation. This study aims to describe the implementation of a gamification approach in a history course and to analyze its role in enhancing the learning motivation of Generation Z students. The study employed a descriptive qualitative approach conducted in the History Education Study Program. Data were collected through classroom observations, in-depth interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing and verification. The findings indicate that the implementation of gamification through the use of points, leaderboards, challenges, and rewards successfully increased students' enthusiasm, active participation, learning readiness, and engagement throughout the learning process. Interview results further revealed that gamification created a more engaging learning environment, enhanced students' learning motivation, and encouraged them to participate more actively in discussions, collaborate with peers, and prepare course materials before class. Furthermore, the gamification approach transformed the instructional process from teacher-centered learning to student-centered learning, enabling students to play a more active role in constructing knowledge. This study confirms that gamification is an effective instructional strategy for enhancing learning motivation while fostering more interactive, meaningful, and engaging history learning experiences that align with the characteristics of Generation Z students.
Integration of Environmental Social Issues in Sociology Learning to Build Social Awareness in High School Students La Lulu Odebora; Roni Irawan
Council: Education Journal of Social Studies Vol. 4 No. 2 (2026): Council: Education Journal of Social Studies
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/council.v4i2.911

Abstract

This study aims to describe the integration of social and environmental issues in Sociology learning and analyze its role in shaping social awareness of grade X students of SMA Negeri 4 Ternate City. The study used a qualitative approach with a case study design. The research informants consisted of Sociology subject teachers and grade X students who were selected purposively. Data were collected through observation, interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña which includes data condensation, data presentation, and conclusion drawing. Data validity was obtained through source triangulation and technical triangulation. The results showed that the integration of social and environmental issues was carried out by linking learning materials with social phenomena close to students' lives, such as waste management, bullying, mutual cooperation, and environmental awareness through discussion activities, case analysis, presentations, and reflection. This approach makes learning more contextual, increases student participation, and facilitates understanding of Sociology concepts. In addition, the integration of social and environmental issues contributes to the formation of students' social awareness as demonstrated through the development of empathy, social responsibility, cooperation, environmental awareness, and participation in various social activities at school

Page 4 of 4 | Total Record : 37

 1   2   3   4 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2026): Council: Education Journal of Social Studies Vol. 4 No. 1 (2026): Council: Education Journal of Social Studies Vol. 3 No. 2 (2025): Council: Education Journal of Social Studies Vol. 3 No. 1 (2025): Council: Education Journal of Social Studies Vol. 2 No. 2 (2024): Council: Education Journal of Social Studies Vol. 2 No. 1 (2024): Council: Education Journal of Social Studies Vol. 1 No. 2 (2023): Council: Education Journal of Social Studies