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Jurnal Pendidikan Ilmu Sosial
Published by Universitas Muhammadiyah Surakarta
ISSN : 14123835     EISSN : 25414569     DOI : -
Core Subject : Education, Social,
Education Social Sciences Other
Jurnal Pendidikan Ilmu Sosial publishes scientific articles as a result of research and studies of literature in the field of social science education. Published twice a year in June and December. Managed by Department of Accounting Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta in collaboration with Asosiasi Profesi Pendidik Ekonomi Indonesia (ASPROPENDO). Editor ensures that the review and publication process is managed professionally and based on objectivity through a double-blind review system.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 50 Documents
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THE EFFECT OF SELF-EFFICACY, CLASSROOM CIMATE, AND PARENTAL SUPPORT ON STUDENTS’ MOTIVATION IN LEARNING ECONOMICS Sahira, Alya Nur Sahira; Octoria, Dini Octoria; Sari, Dhany Efita; Ahmad, Noor Lela
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 2 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i2.12743

Abstract

This study aimed to examine: (1) the effect of self-efficacy on students’ motivation in learning economics, (2) the effect of classroom climate on students’ motivation in learning economics, (3) the effect of parental support on students’ motivation in learning economics, and (4) the effect of self-efficacy, classroom climate, and parental support on students’ motivation in learning economics. The research was based on observed phenomena and previous studies related to students’ motivation in learning economics. A quantitative descriptive approach was used, with a sample of 242 students selected using the proportionate random sampling technique. Data were collected through questionnaires using a likert scale and analyzed using assumption tests and hypothesis testing, including t-tests and F-tests. The results of the study showed that self-efficacy, classroom climate, and parental support had a positive and significant influence of 91,2% on students’ motivation in learning economics. Further analysis using multiple linear regression indicated that each independent variable partially had a significant effect on learning motivation, while simultaneously the three variables contributed substantially to the explained variance in students’ motivation. These findings suggest that efforts to enhance students’ self-efficacy, create a supportive classroom climate, and strengthen parental involvement are essential to improve students’ motivation in learning economics and should be considered in the development of effective educational strategies.
DIGITAL COMMUNICATION AND BELONGING: HOW FIRST-YEAR UNIVERSITY STUDENTS NAVIGATE ONLINE AND OFFLINE SOCIAL INTEGRATION Aldianto, A; Kausch II, Christopher
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 2 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i2.13311

Abstract

The rapid digitalization of higher education has transformed how first-year university students form social connections and construct a sense of belonging. This research explores how Indonesian and American first-year students navigate belonging, authenticity, and identity through online and offline communication. Drawing on Theory of Student Integration, Social Information Processing Theory,  and Social Identity Theory, the research investigates how digital and physical spaces intersect to shape students’ adaptation to university life. Using a qualitative exploratory design, fifteen first-year students, eight from a mid-sized university in Surabaya, Indonesia, and seven from Rochester, United States, participated in semi-structured interviews and online ethnographic observations. Thematic analysis revealed three key findings. First, digital communication serves as a social bridge, reducing anxiety and facilitating early peer connections, yet emotional depth arises mainly through face-to-face interactions. Second, students experience an authenticity paradox, as online engagement enables inclusion but also creates performance pressure and emotional fatigue. Third, digital spaces support identity negotiation and linguistic creativity, particularly through translanguaging and cultural adaptation. These findings suggest that belonging is a hybrid communicative process, co-constructed through both mediated and embodied interactions. The study concludes that universities should implement hybrid communitybuilding programs and communication literacy initiatives to foster authentic, inclusive belonging in the digital age.
ENHANCING HUMAN SKILLS THROUGH INNOVATIVE PEDAGOGIES: INTEGRATING TBPL AND DESIGN THINKING IN INDONESIAN HIGHER EDUCATION Alam, Helmy Syakh; Yupita, Linda; Waheed, Syed Abdul; Gilani, Nadia
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 2 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i2.13317

Abstract

The rapid progression in digital technologies and endless industrial disruption necessitate that higher education institutions change from the classical paradigm of knowledge transfer toward one that enhances adaptive human skills. This article discusses the integration of Team-Based Project Learning (TBPL) and Design Thinking as an innovative teaching method for enhancing human skills, e.g., collaboration, communication, critical thinking, empathy, and problem-solving. Two hundred twenty-nine students at Primakara University were involved in the learning model, and data were collected through a structured questionnaire; they were analyzed using descriptive statistics with the aid of SPSS version 26 based on mean scores and rank indicators of the skill structure. All skill dimensions measured in this study were rated above 3.00 on a 1–4 Likert scale, which indicates an encouraging perception from the students. Highest-scored dimensions included: Lecturer Support (3.48) and Ability to Face Challenges (3.38), whereas Learning Facility Support (3.20) and Project Theme Relevance (3.12) scores recorded were relatively lower. It appears that the TBPL and Design Thinking integration have constructive contributions toward the development of non-cognitive competencies concerning the 21st century. The findings give empirical implications for the universities to design learning environments with an explicit intent to embed collaboration, empathy, and problem-solving as key educational outcomes.
DEVELOPMENT OF DIGITAL TEACHING MATERIALS FOR STRENGTHENING CULTURAL AND CIVIC LITERACY OF PRIMARY SCHOOL STUDENTS Novanto, Yogi Setya; Kariadi, Dodik; Hidayat, Muhamad Taufik
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 2 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i2.13586

Abstract

This study aims to develop digital teaching materials designed to strengthen cultural and civic literacy among elementary school students in the monocultural context of Singkawang City. Using the ADDIE model as the instructional design framework, the research employed mixed methods combining expert validation, small-group testing, and field trials. The materials were developed by integrating local wisdom and cultural identity into interactive and engaging digital formats. Validation results from content and media experts indicated high feasibility with an average score of 94. Smallgroup testing showed a practicality level of 83.6%, while field testing demonstrated a significant increase in students’ learning outcomes, with pretest and posttest scores improving from 42.12 to 83.45. These findings confirm that the developed materials are effective and suitable for Civic and Pancasila Education at the elementary level. The study’s novelty lies in embedding local culture into digital learning design to foster deeper understanding, cultural pride, and active citizenship. Although limited to one cultural setting and short-term outcomes, the findings highlight the potential of culturally grounded digital materials to enrich learning. Future research should expand their application to broader contexts and explore advanced technologies to further enhance engagement and cultural literacy.
ANALYSIS OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AMONG PRE-SERVICE TEACHERS IN THE PPG PROGRAM AT THE INDONESIA UNIVERSITY OF EDUCATION Annisa, Rahimatul Annisa; Neti Budiwati; Susanti Kurniawati
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 2 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i2.13905

Abstract

This study was motivated by the fact that the 2019 UKG results were still below standard. The changing times require teachers to be able to integrate technology into the learning process. If this situation continues, it will have an impact on the quality of human resources produced and hinder the ability to keep up with the rapid changes of the times. To produce professional teachers, the process must begin in college (for pre-service teachers), so the abilities of pre-service teachers must be taken into consideration. Studies related to the TPACK profile, especially for pre-service economics teachers, are still rare, so this research is necessary considering that economics is part of social sciences. The population in this study consisted of 58 pre-service economics students at UPI Bandung, using total sampling technique. The method used was quantitative descriptive, where the data obtained was categorized using data tabulation, namely the mean, while the instrument used was a standar instrument adapted from previous research. The results of the study show that the TPK level of pre-service economics teachers is in the good category. Meanwhile, the TCK, TPK, PCK, and TPACK levels of pre-service economics teachers are in the sufficient category. The findings in this study can be used as a basis for educational institutions to design a curriculum that can strengthen TPACK skills, especially for pre-service Pre-service teachers, and provide training that can improve their technological, pedagogical, and content skills.
STUDENTS’ PERCEPTIONS OF INTERNSHIP AND EXCHANGE PROGRAMMES AT SEBELAS MARET UNIVERSITY AND IMPLICATIONS FOR NIGERIAN UNIVERSITIES Adeoye, Moses Adeleke; Shidiq, Ari Syahidul; Taufikin, T
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 2 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i2.13989

Abstract

Universities in many developing countries face increasing pressure to improve graduate employability, global competence, and practical readiness for the workplace. Internship and exchange programmes have become important strategies for achieving these goals. This study investigates how teachertraining students at Sebelas Maret University in Indonesia perceive the educational, professional, and intercultural value of internships and exchange programmes, to generate insights that can inform improvements in Nigerian higher education. A quantitative descriptive survey design was adopted, and data were collected from 16 undergraduate students through a structured online questionnaire. The small sample size is justified by the exploratory and pilot nature of the study, which aimed to generate preliminary, context-specific insights rather than statistically generalisable findings. Descriptive statistics, including frequencies, percentages, and mean scores, were used to analyse students’ perceptions across 19 Likert-type items. The findings show that students hold very positive views regarding the ability of these programmes to bridge theory and practice, enhance communication and teamwork, develop intercultural competence, and improve employability. Although students reported challenges related to financial constraints, supervision, cultural adjustment, and administrative procedures, overall experiences remained strongly positive. The study concludes that well-structured experiential learning and mobility initiatives can produce substantial educational and professional benefits when supported by adequate funding, effective mentorship, and strong institutional coordination. The research provides practical guidance for policymakers aiming to improve the quality of internships and exchange programmes in Nigeria by illustrating how a successful Global South model can be adapted to enhance teacher education, foster global readiness, and advance national graduate employability goals.
EFFECTIVENESS OF USING THINK PAIR SHARE MODEL IN INCREASING STUDENT PARTICIPATION IN ECONOMIC SUBJECTS FROM GENDER PERSPECTIVES Gunawan, Ariska; Mulyadi, Hari; Istikomah, Navik
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 2 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i2.14004

Abstract

This study aims to examine the effectiveness of the Think Pair Share (TPS) cooperative learning method in increasing students' participation in Economics subjects and to analyze differences in participation between male and female students. An experimental class taught using the TPS model and a control class taught using traditional methods were part of a quasi-experimental design with a posttest-only control group. Two-Way ANOVA was used to evaluate the data, which were gathered through structured observation of students' participation in class. The results show that the TPS learning model is more effective in improving students’ participation compared to conventional teaching methods. In addition, gender-based disparities in participation were found, with both male and female students benefiting from TPS. These findings highlight the importance of interactive and cooperative learning strategies in fostering active classroom engagement. However, this study is limited by the relatively small sample size and the focus on a single school context, which may restrict the generalizability of the findings. Furthermore, student participation was measured only through observational data without incorporating psychological factors. Therefore, future studies are recommended to involve larger and more diverse samples, apply mixed-method approaches, and include additional variables such as self-efficacy, motivation, and learning interest to obtain a more comprehensive understanding of student participation.
DEVELOPMENT OF AUGMENTED REALITY BASED SNAKES AND LADDERS GAME TO ENHANCE SOCIAL STUDIES LEARNING MOTIVATION AND ENVIRONMENTAL AWARENESS Ardania; Prastiyono, Hendri; Segara, Nuansa Bayu; Hasanah, Nurul; Dizon, Carmela S.
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 2 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i2.14628

Abstract

This study aims to develop a snake and ladder game media based on Augmented Reality that is feasible and effective in increasing the motivation to learn social studies and environmental awareness. This development research uses the Borg and Gall model modified into 8 stages, namely (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision (6) product trial (7) product revision (8) usage trial. The research design uses a quasi-experimental design with nonequivalent controlgroup design. This study involved media experts, material experts, social studies teachers, and eighth-grade students of SMP Labschool UNESA 2. Data were collected through interviews, observations, questionnaires, and tests. The results of the study showed that the snake and ladder game media based on augmented reality was declared "very feasible". The N-gain test results showed that social studies learning motivation obtained 0.61 and environmental awareness of 0.56, in the moderate category. These results indicate that the snakes and ladders game media based on augmented reality is quite effective in increasing social studies learning motivation and environmental awareness. In addition, the results of the independent sample t-test showed a significance value of 0.00 < 0.05, there was a significant difference between the experimental and control classes, which had a significant effect on social studies learning motivation and environmental awareness. Therefore, the snakes and ladders game media based on augmented reality can be used by teachers as an alternative interactive and interesting social studies learning media to encourage active student involvement.
ASSESSING THE IMPLEMENTATION AND OUTCOMES OF SIERRA LEONE’S RADICAL INCLUSION POLICY FOR MARGINALIZED LEARNERS Marah, Thomas Sheku
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 2 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i2.14660

Abstract

The Sierra Leone National Policy on radical inclusion in Schools was created to deal with inequalities in the education of pregnant girls, teenagers, children with disabilities, and rural and lower-income students. This paper evaluates the implementation of the policy, the disabilities that hinder its effectiveness, and the impacts on marginalized learners by conducting a qualitative desk-based review of government reports, peer-reviewed articles, international agencies’ reports, and recent research on inclusive education in Sierra Leone. Results indicate that radical inclusion has helped to reinforce the legislative framework, enhance advocacy, increase opportunities for pregnant learners to return to school, and enrich provisions for learners with special needs. Nevertheless, there is still a lack of effective implementation, including incompetence in inclusive and special needs instruction among teachers, inadequate facilities, ineffective data systems, cultural stigmatization, and economic constraints affecting rural and disadvantaged populations. Ongoingchallenges within the Education Management Information System (EMIS) undermine effective monitoring of inclusion indicators. Given that the study relies more on sources of secondary data, the findings present patterns of implementation and reported results instead of empirical evidence from schools or learners. Despite its limitations, the policy has clear potential when supported by strong school leadership, meaningful community involvement, and also sustained long-term investment. The findings of this study demonstrate that the radical inclusion policy marks a very important step toward achieving equality in the educational system of Sierra Leone, but fulfilling these promises requires deliberate and targeted actions to remove systemic barriers, empower teachers, and strengthen data-driven accountability systems.
EFFECTS OF COMMUNICATION, COLLABORATION, AND KNOWLEDGE CONSTRUCTION ON STUDENTS’ WORK READINESS WITH WORK MOTIVATION MODERATION Dewi, Christine Natalia; Nurdian Susilowati
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 2 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i2.14685

Abstract

Work readiness has become a crucial aspect of vocational education as students are increasingly required to master 21st-century competencies. This study aims to analyze the effects of communication skills, collaboration skills, and knowledge construction on the work readiness of vocational high school students, as well as to examine the role of work motivation as a moderating variable. This research addresses the limitations of previous studies that tend to examine these skills separately by integrating three 21st-century skills into a single research model with a moderating variable. A quantitative approach employing a survey method was used in this study, involving 207 students from five vocational programs at public vocational high schools in Semarang City. The data were analyzed using descriptive statistics, multiple regression analysis, and moderated regression analysis (MRA) with SPSS version 27. The results indicate that communication skills, collaboration skills, knowledge construction, and work motivation have a significant effect on students’ work readiness. Furthermore, work motivation strengthens the relationship between communication skills and work readiness, as well as between collaboration skills and work readiness; however, no moderating effect was found in the relationship between knowledge construction and work readiness. These findings emphasize that students’ work readiness is influenced not only by technical competencies but also by non-technical competencies (21st-century skills) and motivational factors. This study contributes theoretically to the development of an integrated model of students’ work readiness and provides practical implications for schools in strengthening soft skills–based learning and enhancing students’ work motivation.

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