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Journal of Social and Scientific Education
Published by South Sulawesi Education Development
ISSN : 30470684     EISSN : 30470684     DOI : https://doi.org/10.58230/josse.v1i1.30
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
JOSSE: Journal of Social and Scientific Education is a scientific publication media managed and published by South Sulawesi Education Development (SSED) (Deed of Establishment of the Institution No. 32 dated July 17, 2009, by Notary Ina Kartika Sari S.H. - Decree of the Minister of Law and Human Rights of the Republic of Indonesia Number C-58.HT.03.01 Year 2003). JOSSE: Journal of Social and Scientific Education is a scientific publication media that plays an important role in presenting research results and theoretical studies in the field of education. This journal is not only a valuable reference source, but also a useful publication tool for various parties, such as teachers, lecturers, students, school supervisors, policymakers, and education observers. By accepting articles in English and Indonesian, JOSSE seeks to bridge collaboration and knowledge exchange at the national and international levels, with the following scope of study: Learning Material Development Measurement, Assessment, and Evaluation of Education Teacher Professional Development Learning Activities Education Policy Educational Facilities and Infrastructure
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 62 Documents
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Social Media Usage and the Academic Engagement of Junior High School Students in Northwestern Ghana Puobanye, Christiana; Siita, Niamatu; Seidu, Emelia
Journal of Social and Scientific Education Vol. 3 No. 1 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i1.463

Abstract

Despite the growing prevalence of social media among adolescents, limited research has examined its direct impact on academic engagement among Junior High School (JHS) students in underserved contexts. While prior studies have explored social media’s effects on academic performance, procrastination, and peer interaction, few have investigated how students’ digital behaviours influence engagement in learning activities, highlighting an important empirical gap. This study argues that social media exerts a dual influence, simultaneously enabling learning through collaboration and access to educational resources, while also fostering distraction and superficial learning. Guided by the research question, "How do social media use patterns and contextual factors shape the academic engagement of JHS students in the Wa Municipality?" the study adopted a qualitative approach. Data were collected through focus group discussions and semi-structured interviews with purposively sampled students, teachers, and parents. Thematic content analysis generated axial codes, subthemes, and main themes, including levels of social media use, academic benefits and disruptions, and regulatory gaps. Findings reveal that social media both supports learning and undermines attention and self-regulation. The study underscores the need for structured digital literacy programs, proactive adult mediation, and school-based policies to balance social media use. These insights contribute to understanding the nuanced role of social media in adolescent educational engagement and inform strategies for responsible digital integration in schools.
Preserving Calung Through Arts Education: Situated Learning and Digital Engagement Among Sundanese Youth Uus Kusnadi; Toni Setiawan; Arif Hidayat; Ranu Sudarmansyah; Nurul Hidayah; Diki Somantri
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.662

Abstract

This study examines the role of arts education in preserving the traditional art of Calung among Sundanese youth in Garut, Indonesia, focusing on the integration of situated learning and digital engagement. Utilizing a post-activity quantitative descriptive approach with a one-shot case study design, research was conducted with 25 youth participants from the Cahaya Gumelar Art Group in Jongor Village. Data were collected through a Likert-scale questionnaire to measure cognitive, affective, and conative responses, supplemented by structured interviews with community leaders and cultural elders. The findings demonstrate that the program was associated with high levels of participants' cultural engagement. Post-intervention, youth displayed high levels of cultural pride (96%) and a strong commitment (92%) to continuous participation in weekly practice. The combination of hands-on situated learning with digital media production was reported to be highly effective in rekindling cultural ownership and addressing local regeneration barriers. This study provides a practical framework for combining traditional apprenticeship with modern digital platforms to sustain intangible cultural heritage, directly contributing to the achievement of Sustainable Development Goal (SDG) 11.4 regarding the protection of cultural heritage.
Penerapan Reinforcement Positif untuk Meningkatkan Konsentrasi Anak dengan Gangguan Spektrum Autisme Nurhayati Sihite; Elsa Efrina; Setia Budi; Endang Sri Handayani
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.665

Abstract

Reinforcement positif merupakan salah satu strategi modifikasi perilaku yang dapat digunakan untuk mendukung peningkatan konsentrasi peserta didik dengan Gangguan Spektrum Autisme (GSA) dalam pembelajaran di kelas. Penelitian ini bertujuan untuk meningkatkan durasi konsentrasi dua peserta didik GSA, yaitu FZA dan QA, di kelas VI SLB Negeri Doloksanggul melalui penerapan reinforcement positif. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang terdiri atas tahap perencanaan, tindakan, observasi, dan refleksi dalam dua siklus. Data dikumpulkan melalui observasi langsung terhadap durasi konsentrasi peserta didik selama mengikuti kegiatan pembelajaran. Reinforcement positif diberikan secara langsung setelah peserta didik menunjukkan perilaku yang diharapkan, seperti memperhatikan guru, duduk mengikuti kegiatan pembelajaran, dan mengerjakan tugas. Data dianalisis menggunakan teknik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan durasi konsentrasi pada kedua peserta didik. Pada kondisi awal, FZA mampu mempertahankan konsentrasi selama 8 menit dan QA selama 10 menit. Pada Siklus I, durasi konsentrasi meningkat menjadi 13 menit pada FZA dan 15 menit pada QA, sedangkan pada Siklus II meningkat menjadi 33 menit pada FZA dan 35 menit pada QA. Peningkatan tersebut menunjukkan bahwa penerapan paket tindakan yang mencakup reinforcement positif dan strategi pendukung berupa pengondisian lingkungan belajar serta bimbingan individual dapat membantu meningkatkan durasi konsentrasi peserta didik GSA selama pembelajaran. Dengan demikian, reinforcement positif dapat digunakan sebagai salah satu strategi yang mendukung peningkatan konsentrasi peserta didik dengan GSA dalam pembelajaran di kelas.
Exploring Generative AI Assisted Thesis Writing Behaviors Among EFL Students in Pesantren-Based Higher Education Zuraida Zuraida; Intan Susana
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.675

Abstract

This study aims to investigate undergraduate EFL students’ writing behaviors and ethical considerations in using Generative Artificial Intelligence (GenAI) during undergraduate thesis writing. The study focuses on how students use GenAI as an assistive tool in planning, drafting, and revising their theses, as well as how they maintain academic integrity in processing AI-generated outputs. This research employed a qualitative multiple case study design involving three undergraduate students at STIT Misbahudin Ahmad Blitar, a pesantren-based Islamic higher education institution in East Java, Indonesia. Data were collected through semi-structured interviews, observation, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, conclusion drawing, and verification. The findings show that students used GenAI to explore topics, refine research titles, identify research gaps, formulate research questions, transform ideas into academic text, improve sentence clarity, correct grammar, and revise paragraph organization. However, they did not use GenAI passively. Students verified information, checked citations, paraphrased AI-generated text, compared suggestions with supervisor feedback, and adjusted outputs based on their research context. Ethical awareness also shaped their AI use, as students viewed GenAI as a supportive tool rather than a replacement for their own academic work. The study implies that GenAI can support thesis writing when guided by critical awareness, academic responsibility, and Islamic values. Therefore, institutions and supervisors should provide clear guidelines for ethical and responsible GenAI-assisted academic writing.
Artificial Intelligence in Indonesian Guidance and Counseling Services: A Systematic Review of Teachers' Readiness Melsi Syawitri
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.676

Abstract

The development of Artificial Intelligence (AI) has brought about significant changes in the world of education, including in school guidance and counseling practices. AI offers various opportunities, such as analyzing student needs, personalizing services, detecting psychological issues early, and providing digital-based counseling services. However, the successful integration of AI into counseling services depends heavily on the readiness of guidance and counseling teachers as the primary providers of these services. This study aims to comprehensively examine the readiness of guidance and counseling teachers to integrate AI into guidance and counseling services, based on the findings of previous research. The method employed is a Systematic Literature Review (SLR) using the PRISMA 2020 guidelines. This study covers publications from 2020 to 2026 obtained from Scopus and Google Scholar and supplemented by additional searching. After deduplication and screening, 15 reports were assessed for full text eligibility, and 8 studies met the inclusion criteria and were included in the qualitative synthesis. The findings indicate that teacher readiness for AI integration can be understood across five dimensions: (1) technological readiness, (2) AI competence, (3) pedagogical-counseling readiness, (4) ethical readiness, and (5) organizational readiness. The findings also indicate that AI integration in guidance and counseling requires continuous development of teachers’ technological competencies, counseling-related competencies, ethical awareness, and organizational support. Across the included studies, these dimensions were reflected in teachers’ digital and AI literacy, ability to use AI-supported tools and applications, capacity to integrate AI into guidance and counseling activities, awareness of ethical and data-protection considerations, and the availability of institutional support and training. The findings suggest that AI integration in guidance and counseling requires continuous development of teachers’ technological and AI competencies, counseling-related competencies, ethical awareness, and organizational support. This study recommends the development of AI training programs for guidance and counseling teachers, as well as ethical guidelines for the use of AI in school guidance and counseling services.
Penerapan Permainan Ular Tangga untuk Meningkatkan Kemampuan Berhitung Siswa Kelas 1 Sekolah Dasar Jihadiah Jihadiah; Erwin Nurdiansyah; Nur Afni; Mulyadi Mulyadi
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.677

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan berhitung siswa kelas I SDN 030 Sabbangloang melalui penerapan permainan ular tangga. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dengan tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 20 siswa kelas I. Data dikumpulkan melalui tes kemampuan berhitung dan observasi aktivitas siswa, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa nilai rata-rata siswa meningkat dari 43 pada pra-siklus menjadi 70 pada siklus I dan 87 pada siklus II. Persentase ketuntasan belajar meningkat dari 20% pada pra-siklus menjadi 50% pada siklus I dan 85% pada siklus II. Pada siklus II, sebanyak 17 dari 20 siswa memperoleh nilai minimal 70 sehingga indikator keberhasilan sebesar 75% telah tercapai. Dengan demikian, penerapan permainan ular tangga dapat meningkatkan kemampuan berhitung siswa kelas I SDN 030 Sabbangloang.
Kurikulum Pendidikan Agama Islam di Era Globalisasi: Problematika, Adaptasi, dan Transformasi Muhsin Tampubolon
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.681

Abstract

Perkembangan globalisasi dan teknologi digital menuntut kurikulum Pendidikan Agama Islam (PAI) mampu mengintegrasikan nilai-nilai Islam dengan kompetensi abad ke-21. Penelitian ini bertujuan menganalisis problematika pengembangan kurikulum PAI serta merumuskan arah pengembangannya melalui pendekatan kualitatif dengan metode Systematic Literature Review (SLR). Hasil penelitian menunjukkan bahwa kurikulum PAI masih didominasi pembelajaran kognitif dan hafalan, belum optimal mengintegrasikan literasi digital, penguatan karakter, moderasi beragama, serta pemanfaatan teknologi dalam pembelajaran. Selain itu, kompetensi digital pendidik dan kontekstualisasi materi masih menjadi tantangan utama. Oleh karena itu, pengembangan kurikulum PAI perlu diarahkan pada integrasi literasi digital, penguatan karakter dan moderasi beragama, peningkatan kompetensi guru, serta penerapan pembelajaran inovatif berbasis teknologi agar kurikulum tetap adaptif, kontekstual, dan relevan tanpa mengabaikan nilai-nilai fundamental Islam.
Meningkatkan Kemampuan Mengenal Lambang Bilangan pada Murid Disabilitas Intelektual Ringan dengan Menggunakan Media Marbel Fun Number Nanang Ardiansyah; Gaby Arnez; Damri Damri; Syari Yuliana
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.685

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan mengenal lambang bilangan cacah 1–10 pada murid disabilitas intelektual ringan kelas IV SDLB Negeri Aek Kanopan. Murid mengalami kesulitan mengenali lambang bilangan, menghitung benda konkret secara tepat, serta mempertahankan fokus ketika menghitung objek yang disusun secara acak. Penelitian ini bertujuan meningkatkan kemampuan mengenal lambang bilangan cacah 1–10 melalui penggunaan media Marbel Fun Number. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Subjek penelitian terdiri atas dua murid disabilitas intelektual ringan berinisial P dan R. Teknik pengumpulan data menggunakan tes dan observasi, sedangkan analisis data dilakukan secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan kemampuan mengenal lambang bilangan pada kedua subjek. Pada asesmen awal, murid P memperoleh nilai 25% dan murid R memperoleh nilai 40%. Setelah tindakan pada Siklus I, nilai P meningkat menjadi 50% dan R menjadi 55%. Peningkatan yang lebih optimal terlihat pada Siklus II, yaitu P memperoleh nilai 85% dan R mencapai 95%. Selain peningkatan hasil belajar, murid juga menunjukkan perhatian, motivasi, dan partisipasi yang lebih baik selama pembelajaran. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penggunaan media Marbel Fun Number menunjukkan peningkatan kemampuan mengenal lambang bilangan cacah 1–10 pada dua murid disabilitas intelektual ringan yang menjadi subjek penelitian. Hasil tersebut menunjukkan bahwa media Marbel Fun Number dapat menjadi salah satu alternatif media pembelajaran untuk membantu meningkatkan kemampuan mengenal lambang bilangan cacah 1–10 pada murid disabilitas intelektual ringan, khususnya pada subjek yang diteliti.
Cultural Values, Health Literacy, and the Transformation of Traditional Medicine Practices in Modernized Societies: A Systematic Literature Review Muhammad Zainal Fikri; Indra Prapto Nugroho
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.692

Abstract

Traditional medicine (TM) remains an important component of healthcare systems worldwide because it is deeply embedded in cultural values, indigenous knowledge, and community-based health practices. However, modernization, scientific advancement, and changing health information environments have transformed the ways in which traditional medicine is understood, practiced, and integrated into contemporary healthcare systems. This study aims to examine the role of cultural values and health literacy in shaping the transformation of traditional medicine practices in modernized societies. A systematic literature review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Literature searches were performed across four international databases, namely Scopus, Web of Science, PubMed, and ScienceDirect. A total of 15 international scientific articles were selected through a systematic identification, screening, eligibility assessment, and inclusion process. The selected studies were examined using a descriptive-analytical approach to identify patterns related to cultural values, health literacy, knowledge transmission, transformation processes, and challenges associated with traditional medicine development. The findings indicate that cultural values play a central role in sustaining traditional medicine through beliefs, spirituality, social identity, and intergenerational transmission of indigenous knowledge. The review also demonstrates that health literacy influences how communities access, interpret, and evaluate traditional medicine practices, particularly regarding safety, scientific validation, and the integration of traditional and biomedical healthcare approaches. Furthermore, traditional medicine has undergone various transformation processes, including cultural persistence, adaptation to modern contexts, integration into formal healthcare systems, digitalization, biotechnology-based innovation, and evidence-based modernization. Nevertheless, challenges remain concerning regulatory frameworks, standardization, scientific validation, and the balance between cultural preservation and biomedical requirements. This study recommends strengthening culturally responsive health education, interdisciplinary research collaboration, and evidence-based policy development to support the sustainable transformation and integration of traditional medicine within modern healthcare systems.
The Impact of the Drill and Practice Learning Model on the Cognitive Development of Students in the Concrete Operational Stage Burhanudin Mustofa
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.695

Abstract

Addition is a fundamental arithmetic concept that is abstract for students still in the concrete operational stage of cognitive development. To address this, an appropriate instructional model was selected to facilitate student understanding; specifically, the teacher chose a "drill and practice" model to allow students to explore their grasp of addition. However, challenges arose during the process, given that the students were in a transitional phase between the preoperational and concrete operational stages. This study examines the phenomena observed in the cognitive development of students in the concrete operational stage resulting from the implementation of the drill and practice model. Data collection involved interview and classroom observation. The study yielded both positive and negative findings regarding the students' cognitive development. Implementing the "Drill and Practice" model helps teachers address student learning challenges during the early concrete operational stage through intensive practice and repetition; however, its implementation still faces obstacles, specifically a poor understanding of addition concepts, a tendency among students to rely on rote memorization, and a lack of student-to-student interaction, which lead to confusion and a classroom atmosphere that is less than conducive to learning.

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