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Journal of Education and Social Science
Published by Lembaga Publikasi Ilmiah Nusantara
ISSN : -     EISSN : 30644410     DOI : https://doi.org/10.70716/jess
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other
Journal of Education and Social Science (JESS). It is a peer-review journal that could be access to the public, published by Lembaga Publikasi Ilmiah Nusantara. The JESS will cater to needs of all those researchers and academicians looking forward to contribute through their knowledge, skills and abilities in the field of education and social science. The JESS is a publication model that enables the wide dissemination of research articles to the global community without restriction. Thus, all articles published under open access can be accessed by anyone with internet connection.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
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AI Literacy and Librarians’ Readiness as Determinants of Digital Transformation in University Libraries Pham Van Thinh
Journal of Education and Social Science Vol. 3 No. 1 (2026): Journal of Education and Social Science, August 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v3i1.519

Abstract

In the context of rapid digital transformation in higher education, artificial intelligence (AI) has emerged as a key driver reshaping the operations of university libraries. This study systematically examines the role of AI literacy and librarians’ readiness in the digital transformation process, drawing on a synthesis of recent scholarly research. The findings indicate that AI is not merely a technical support tool but a transformative force that drives fundamental changes in organizational structures, service models, and professional roles within libraries. The study reveals that AI literacy is a multidimensional construct encompassing digital skills, technological understanding, and ethical awareness, while readiness is influenced by factors such as organizational environment, training, and technological infrastructure. In addition, librarians’ perceptions and attitudes–particularly AI anxiety and technology acceptance–significantly affect the effectiveness of AI implementation. A key finding is that AI does not replace librarians but rather redefines their roles toward becoming “knowledge mediators,” capable of analyzing, evaluating, and connecting information within complex digital environments. However, the study also identifies a gap between technological advancement and human capacity, especially in contexts characterized by uneven resource distribution. Based on these findings, the study emphasizes the need for comprehensive human resource development strategies, including continuous professional training and the integration of AI into library and information science education. Such efforts are essential to ensure that digital transformation in university libraries is both effective and sustainable, enabling libraries to fully leverage the potential of AI in the digital era.
Strategy for Strengthening Character Education Based on Sasak Local Wisdom in Senior High Schools of West Lombok Regency Djarot Pamungkas; Haikal Akbar
Journal of Education and Social Science Vol. 3 No. 1 (2026): Journal of Education and Social Science, August 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v3i1.533

Abstract

This study examines strategies for strengthening character education based on Sasak local wisdom in senior high schools of West Lombok Regency. The research is grounded in the assumption that character education becomes more effective when moral values are integrated with students’ cultural context. Many character education programs remain normative and lack practical relevance, resulting in limited impact on students’ behavior and cultural awareness. This study addresses that gap by focusing on the strategic integration of Sasak local wisdom into school-based character education. The research employed a mixed methods approach with a sequential explanatory design. Quantitative data were collected through questionnaires distributed to students and teachers to measure the level of character education implementation and the integration of Sasak local wisdom. Qualitative data were obtained through interviews, observations, and document analysis to explore strategies, experiences, and institutional practices. Data integration was conducted at the interpretation stage to provide a comprehensive understanding of the findings. The results show that character education implementation in senior high schools is at a moderate level. Moral integrity and discipline are emphasized more strongly than cultural awareness. Integration of Sasak local wisdom occurs mainly through school culture and informal practices rather than structured lesson planning. Statistical analysis indicates a positive relationship between the integration of Sasak local wisdom and students’ character outcomes, particularly cultural awareness and social cooperation. Qualitative findings reveal that contextual learning, strong school culture, teacher cultural literacy, and institutional support are key factors in effective implementation. The study concludes that character education based on Sasak local wisdom is effective when implemented systematically and strategically. Integrating local wisdom into curriculum design, teaching practices, and school culture can strengthen students’ moral development and cultural identity in a sustainable manner.
Strengthening Civic Competence through Community-Based Learning: Evidence from Indonesian Secondary Schools Dimas Alif Ramadhan; Nurul Aisyah Binti Hamzah; Muhammad Haziq Bin Roslan
Journal of Education and Social Science Vol. 3 No. 1 (2026): Journal of Education and Social Science, August 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v3i1.739

Abstract

Civic competence, which encompasses civic knowledge, civic skills, and civic disposition, remains a persistent challenge in Indonesian secondary education despite the established PPKn curriculum. This study investigates the effectiveness of community-based learning (CBL) as an instructional strategy to strengthen civic competence among senior high school students in Indonesia. A quasi-experimental design with pretest-posttest control group was implemented involving 68 students from two senior high schools in Yogyakarta. The experimental group participated in structured CBL activities integrated with the PPKn curriculum over eight weeks, while the control group received conventional classroom instruction. Civic competence was measured using a validated instrument covering three dimensions: civic knowledge, civic skills, and civic disposition. Results indicate a statistically significant improvement in civic competence among the experimental group, with an overall mean score increase of 36.8% and Cohen's d of 1.72 (large effect). The civic skills dimension recorded the highest gain (42.4%), followed by civic disposition (38.1%) and civic knowledge (31.2%). Qualitative evidence from reflective journals and classroom observations further confirmed that CBL promoted active participation, critical thinking, and community awareness among students. These findings affirm that community-based learning constitutes an evidence-based approach to civic education reform in Indonesian secondary schools.
The Effectiveness of Project-Based Learning in Enhancing High School Students' Collaboration Skills and Digital Literacy Rahmawati Nur Azizah; Ahmad Firdaus Bin Ismail; Kritsana Chaiyasit
Journal of Education and Social Science Vol. 3 No. 1 (2026): Journal of Education and Social Science, August 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v3i1.740

Abstract

Collaboration and digital literacy are recognized as core twenty-first-century competencies, yet Indonesian high school students continue to underperform on these dimensions, as reflected by declining PISA 2022 results and a national digital literacy index that remains at a moderate level of 3.49 out of 5. This study examines the effectiveness of project-based learning (PjBL) in enhancing both competencies through a systematic literature review following PRISMA guidelines. Twenty-five sources, comprising peer-reviewed meta-analyses, empirical quasi-experimental studies, and national statistical reports published between 2000 and 2025, were synthesized. Findings indicate that PjBL produces moderate-to-large positive effects on collaboration skills, with reported effect sizes ranging from g = 0.83 to d = 1.12 across disciplines, and that technology-mediated project tasks correspond with measurable gains in digital skill and digital culture indicators. However, digital ethics and digital safety consistently register as the weakest pillars, indicating that PjBL alone does not uniformly strengthen all literacy dimensions. The review concludes that PjBL is an effective but incomplete intervention, requiring deliberate scaffolding of digital ethics and safety components to achieve balanced twenty-first-century skill development among high school students.
From Local Stories to Historical Inquiry: Exploring Students' Engagement in Community-Based History Projects Rahmat Hidayat Pranowo; Nur Syafiqah Binti Ismail; Dewi Lestari Kusumaningrum
Journal of Education and Social Science Vol. 3 No. 1 (2026): Journal of Education and Social Science, August 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v3i1.741

Abstract

History education in Indonesian secondary schools continues to grapple with persistent student disengagement, driven largely by textbook-centred instruction that strips historical content of its local relevance and personal meaning. This qualitative case study examines how community-based history projects (CBHPs) shape student engagement and the development of historical inquiry skills among Grade 11 students at SMAN 2 Yogyakarta. Thirty-two students participated in structured projects involving oral history interviews, archival visits, and community storytelling documentation over ten weeks. Data were collected through student project portfolios, reflective journals, classroom observations, and semi-structured interviews. Thematic analysis identified four dominant patterns of engagement: narrative curiosity, identity-linked motivation, investigative persistence, and collaborative meaning-making. Students demonstrated measurable growth across three dimensions of historical inquiry: source analysis, perspective-taking, and historical argumentation. The findings establish that grounding historical inquiry in local stories creates conditions for substantive student engagement that is difficult to achieve through conventional history instruction. The study contributes an empirically grounded framework for integrating community-based projects into the Indonesian secondary history curriculum within the Kurikulum Merdeka policy context.

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