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Annisa Tri Ananda Dewi
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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 56 Documents
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The Impact of Pedagogical Deep Learning on Critical Thinking in Middle School Science 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 examined the effect of pedagogical deep learning on seventh-grade students’ critical thinking skills in ecosystem science learning. Critical thinking is an essential competency for addressing complex scientific and environmental issues because students need to evaluate evidence, construct explanations, and make informed decisions. However, classroom practices often provide limited opportunities for students to engage in analysis, evaluation, reflection, and evidence-based reasoning. This study employed a quantitative quasi-experimental nonequivalent control-group design involving 56 seventh-grade students from SMP 8 Muhammadiyah Bandung. Data were collected using an essay-based critical thinking test and analyzed through descriptive statistics, independent-samples t-tests, normalized gain analysis, and ANCOVA. The results showed that both groups improved their critical thinking performance after instruction. However, the deep learning group demonstrated a higher mean improvement (19.14 points) than the comparison group (16.52 points). The difference in gain scores was statistically significant with a moderate effect size. ANCOVA analysis confirmed that the deep learning group maintained a significant posttest advantage after controlling for pretest performance. These findings indicate that pedagogical deep learning effectively supports higher-order cognitive development through meaningful, inquiry-oriented, and reflective learning processes. The study contributes empirical evidence for implementing Indonesia’s pedagogical deep learning framework in science education and provides practical implications for designing reasoning-oriented classroom instruction. Future studies should investigate its effectiveness across broader contexts using larger and more diverse samples.
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.

Page 6 of 6 | Total Record : 56

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