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Journal of Social Studies and Education
Published by Al-Qalam Institute
ISSN : 30218993     EISSN : 30252253     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Journal of Social Studies and Education is a peer-reviewed journal that advances social studies and education knowledge through original, high-quality research. It focuses on various themes, including pedagogical innovations, curriculum development, global citizenship, social and emotional learning, equity, diversity, and inclusion in education. Additionally, the journal explores historical and cultural studies, educational technology, teacher education, and community engagement. This journal bridges theory and practice by addressing these areas, fostering innovative approaches and interdisciplinary insights to tackle contemporary educational challenges. Journal of Social Studies and Education welcomes diverse methodologies and perspectives, emphasizing interdisciplinary research integrating sociology, history, political science, and related disciplines. The journal is committed to promoting global and local perspectives, focusing on aligning with the United Nations Sustainable Development Goals, such as quality education and reduced inequalities. Contributions aim to provide theoretical insights and practical applications for educators, policymakers, and researchers, making this journal a vital platform for fostering dialogue, innovation, and collaboration in social studies and education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 15 Documents
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Search results for , issue "vol. 4 no. 2 (2026)" : 15 Documents clear
Digital Socialization: Social Media’s Role in Shaping Students’ Values and Norms Binti Maunah; Muhammad Afnan Habibi; Etty Zakiya Pratiwi; Azkia Brilian Kurniawan
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3000

Abstract

This study aims to analyze the role of social media as an agent of socialization in shaping university students' values ​​and norms, and to identify variations in its influence across different higher education contexts. A qualitative approach employing a case study design across three universities was utilized. Data were collected through participant observation, in-depth interviews, and document analysis involving university leaders, bureau heads, deans, faculty members, and students between July and September 2025. Data analysis was conducted interactively through data condensation, data display, verification, and cross-site comparison. The findings indicate that social media plays an active role in value formation by broadening perspectives, shaping self-identity, facilitating digital interaction, and influencing habits and behaviors. This influence is ambivalent, offering benefits regarding information and networking while simultaneously posing risks of dependency, anxiety, and impaired academic focus. In conclusion, the influence of social media is gradual, interactive, and contextual. Consequently, higher education institutions need to strengthen digital literacy, media ethics, and social media governance.
Developing a Differentiated Islamic Religious Education Teaching Module for Madrasah Ibtidaiyah Ismuhayadi; Daimah
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3024

Abstract

This study aims to develop and implement a teaching module for Islamic Religious Education (PAI) at the Madrasah Ibtidaiyah level that supports differentiated, contextual, and interactive learning. The study employed a research and development approach using the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Data were obtained through interviews with PAI teachers, curriculum-document analysis, classroom observation, questionnaires, and implementation of the module at Madrasah Ibtidaiyah. The implementation involved five PAI teachers who used the module for four weeks. The findings show that the module integrates learning objectives, PAI materials, varied learning methods, learning media, and assessment activities, while encouraging contextual, problem-based, project-based, and differentiated learning. The reported evaluation indicates that 80% of the identified module elements were fulfilled, while the language component reached an average of 85% and the curriculum-characteristic component reached 79%. Teachers reported greater confidence and wider use of discussion, case study, practice, and educational games, while students responded positively to more interactive learning activities. The study contributes a practical ADDIE-based module framework for PAI teachers and highlights the need for continued teacher support in digital learning implementation.
Integrating Interactive Game-Based Learning into PBL: Effects on Students' Analytical Thinking and Engagement Mia Sumarni; Meti Maspupah; Sri Hartati
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3027

Abstract

This study aims to investigate the effect of integrating Blooket into Problem-Based Learning (PBL) on students’ analytical-thinking abilities in environmental change learning. Environmental issues require students to develop scientific reasoning skills, including analyzing evidence, identifying causal relationships, and evaluating solutions, yet Indonesian students continue to demonstrate challenges in applying scientific knowledge to real-world contexts. Classroom observations at Senior High School indicated difficulties among Grade 10 students in organizing information, connecting concepts, and solving environmental problems analytically. This study employed a quantitative quasi-experimental method using a nonequivalent control-group pretest-posttest design involving 78 Grade 10 students. Data were collected through analytical-thinking tests, implementation observations, and student-response questionnaires, and analyzed using descriptive statistics, N-Gain analysis, and an independent-samples t-test. The findings revealed that both learning conditions improved students’ analytical thinking, but the Blooket-supported PBL group achieved higher gains (N-Gain = 70.12%) than the PBL-only group (34.16%). Statistical testing confirmed a significant difference between groups (t = 9.612, p = .001). Students also demonstrated very strong acceptance of Blooket-supported PBL, particularly regarding environmental learning and analytical-thinking development. These findings imply that digital game-based support can strengthen PBL effectiveness when integrated purposefully as a feedback and reinforcement mechanism. Future research should examine longer interventions and diverse learning contexts to determine the sustainability of these effects.
Deep Learning-Based Instruction on Ecosystem Topics to Enhance Students’ Critical Thinking Skills Lulu Royani Hamidah; Meti Maspupah; Hadiansah
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3029

Abstract

This study aimed to analyze the improvement and differences in seventh-grade students’ critical thinking skills in ecosystem learning through deep learning-based instruction. A quantitative approach with a quasi-experimental method and non-equivalent control group design was employed. The sample consisted of 56 seventh-grade students at Junior High School, comprising 28 students in the experimental class and 28 students in the control class. The experimental class received deep learning-based instruction, while the control class received conventional instruction. Data were collected using a tiered multiple-choice critical thinking test administered before and after instruction. The data were analyzed using descriptive statistics, N-Gain, the Shapiro-Wilk test, and an independent-samples t-test. The mean score of the experimental class increased from 66.21 to 84.54, while the control class increased from 70.14 to 82.07. The N-Gain scores were 0.54 for the experimental class and 0.39 for the control class, both categorized as moderate. The independent-samples t-test indicated significant differences between the classes in the pretest (p<0.001) and posttest (p=0.035). The highest N-Gain in the experimental class was found in the inference indicator (0.67), whereas the lowest was found in the focus indicator (0.42). These findings indicate that deep learning-based instruction supported the development of students’ critical thinking skills and resulted in descriptively higher improvement than conventional instruction. However, differences in initial ability between the groups should be considered when interpreting the findings.
Developing Video-Based Image Media with Problem-Based Learning to Enhance Learning Outcomes on Pancasila History and Patriotic Attitudes Fitri Hayati; Muhamad Sutisna; Sri Rumiati; Sri Rahayu Pujiastuti; Muhammad Subkhan
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3037

Abstract

This study aims to develop and evaluate video-based image media integrated with Problem-Based Learning (PBL) to improve fourth-grade students learning outcomes in Pancasila history and strengthen their patriotic attitudes. The study used a Research and Development (R&D) approach based on the ADDIE model, complemented by descriptive qualitative analysis. Participants included 30 fourth-grade students, and data were collected through observation, interviews, expert validation, pretests, posttests, and patriotic attitude questionnaires. Data were analyzed using descriptive statistics, the Shapiro-Wilk test, Wilcoxon Signed-Rank Test, and N-Gain analysis. The results showed that the developed media achieved a validation score of 91.14%, categorized as Very Valid. Students’ mean scores increased from 69.07 in the pretest to 90.13 in the posttest, with a significant difference (Z = −4.782, p < 0.001) and a high N-Gain of 0.712. Patriotic attitudes reached 92.31%, categorized as Very Good. The study concludes that integrating visual media with PBL effectively supports cognitive and affective development. This suggests that this approach provides a practical model for meaningful, contextual, and character-oriented Pancasila learning.
The Influence of Digital Content-Based Art Extracurricular Activities on Personal Branding and Non-Academic Achievement of Generation Z Elfi Siswanda Putri; Iis Marsithah; Sri Mutia; Sufriadi
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3038

Abstract

This study aims to examine the influence of digital content-based arts extracurricular activities on students’ personal branding and non-academic achievement, while investigating the mediating role of personal branding in the relationship between extracurricular participation and achievement. A quantitative survey design was employed involving 292 students selected through total sampling. Data were collected using Likert-scale questionnaires and supporting observations. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS), including measurement-model assessment, structural-model evaluation, and bootstrapping for hypothesis testing. Digital content-based arts extracurricular activities had a positive and significant effect on personal branding (β = 0.746; t = 11.925; p < 0.001). However, their direct effect on non-academic achievement was not significant (β = 0.216; t = 1.779; p = 0.075). Personal branding positively and significantly affected non-academic achievement (β = 0.695; t = 6.283; p < 0.001) and significantly mediated the relationship between extracurricular activities and non-academic achievement (β = 0.519; t = 6.023; p < 0.001). The findings indicate that extracurricular participation alone does not automatically generate achievement; its benefits become more meaningful when creative experiences are transformed into students’ personal branding. Schools can therefore integrate digital content creation, creative expression, and responsible self-presentation into arts extracurricular programs to strengthen students’ developmental and non-academic outcomes.
Visualizing Civic Values: Integrating Canva Poster Design and Project-Based Learning to Foster National Identity and Student Patriotism Elly Rasimah; Sri Rahayu Pudjiastuti; Mohamad Sutisna; Sri Rumiati; Muhamad Subkhan
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3042

Abstract

This study aimed to develop and examine the feasibility, practicality, and effectiveness of Canva-based poster media integrated with Project-Based Learning (PjBL) to improve students’ understanding of the Unitary State of the Republic of Indonesia (NKRI) and foster patriotic attitudes. This research employed a Research and Development (R&D) approach using the 4D development model, consisting of Define, Design, Develop, and Disseminate stages. The subjects were 37 sixth-grade students. Data were collected through expert validation sheets, pretest-posttest instruments, patriotic attitude questionnaires, and teacher response questionnaires. The developed media was categorized as Very Feasible, with an average validation score of 97%, comprising 97% from material experts, 96% from media experts, and 98% from language experts. The media was also categorized as Very Practical, with a teacher response score of 96%. Its effectiveness in improving students’ understanding of NKRI was indicated by an N-Gain score of 0.69, categorized as medium-high. Furthermore, 100% of students demonstrated patriotic attitudes in the Good and Very Good categories. These findings indicate that Canva-based poster media integrated with PjBL is a feasible, practical, and effective learning medium for civic education and can support meaningful learning while strengthening students’ understanding of NKRI and patriotic attitudes.
Transnational Islamic Governance and Diaspora Leadership: Empowering Muslim Migrant Communities Muchammad Faisal Murad; Faiqotul Mala
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3058

Abstract

This study aims to analyze transnational da’wah management strategies, diaspora leadership, and challenges in community empowerment among Indonesian diaspora communities abroad. A descriptive qualitative approach was employed, with data collected through semi-structured interviews, observation, and documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing, with technical triangulation used to ensure data validity. The findings reveal that transnational da’wah is implemented through community empowerment by strengthening the roles of scholars, students, and university students, providing diaspora services, supporting children’s education, and developing collaborative networks with governmental institutions, religious organizations, Indonesian communities, and local communities. The leadership model is characterized by adaptive, service-oriented, and network-based leadership that responds to the diverse needs of diaspora communities. Major challenges include host-country regulations, children’s education, diaspora status, limited da’wah outreach, and organizational resource constraints. These findings imply that sustainable transnational da’wah requires an integrated management strategy combining religious identity, community empowerment, social services, institutional networking, and adaptive leadership to strengthen diaspora resilience, participation, and continuity of da’wah activities across national boundaries.
Developing Canva-Based Audio-Visual Media with Problem-Based Learning to Enhance Students' Understanding of Social Norms and Opinion Expression Skills Nurhawanih; Sri Rahayu Pudjiastuti; Mohamad Sutisna; Sri Rumiati; Muhamad Subkhan
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3059

Abstract

This study aimed to develop and validate Canva-based audio-visual learning media integrated with Problem-Based Learning (PBL) syntax to improve students’ understanding of social norms and their ability to express opinions in civic education. The study employed a Research and Development (R&D) approach using the Four-D model, consisting of Define, Design, Develop, and Disseminate stages. The developed media was validated by four experts and subsequently tested using a one-group pretest-posttest design involving 40 seventh-grade students. The findings showed that the media achieved an average expert validation score of 92.02%, indicating that it was highly valid. Its practicality was rated highly practical by both teachers (98.33%) and students (94.38%). Students’ learning outcomes improved significantly, with the mean score increasing from 62.45 on the pretest to 86.10 on the posttest (N-Gain = 0.63, moderate category; t(39) = -30.47, p < .05; Cohen’s d = 3.72), while student activity reached 97.50%. These findings imply that Canva-based multimedia integrated with PBL provides a replicable technology-based instructional alternative for strengthening conceptual understanding and students’ opinion-expression skills in civic education.
Development of a Module-Based Scout Extracurricular Program to Enhance Discipline and Independence among Senior Rover Scouts Erna Mustika Rini; Sri Rahayu Pudjiastuti; Mohamad Sutisna; Sri Rumiati; Muhamad Subkhan
Journal of Social Studies and Education Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i2.3065

Abstract

This study aimed to develop a Module-Based Scout Extracurricular Program to strengthen discipline and independence among Senior Rover Scouts by integrating scouting principles and character education. The study employed a Research and Development (R&D) approach adapted from the Borg and Gall model, involving needs analysis, product development, expert validation, revision, and field testing. Data were collected through observation, interviews, documentation, expert validation, and student questionnaires and analyzed using descriptive quantitative and qualitative techniques. The developed module integrated the Basic Principles of Scouting, Scout Method, Tri Satya, Dasa Darma, learning by doing, patrol system, reflection, assessment, and follow-up activities. Expert validation produced an overall feasibility score of 97.89%, categorized as Very Feasible. Field testing involving 41 Senior Rover Scouts yielded Very Good responses for discipline (89.17%) and independence (87.90%). The study concludes that the module provides a feasible and structured framework for character development. This implies that systematic scouting modules can help schools manage extracurricular programs that promote observable discipline, independence, responsibility, and initiative.

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