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Journal of Humanities, Social Sciences, and Education
Published by Universitas Sulawesi Tenggara
ISSN : -     EISSN : 30897246     DOI : 10.64690
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
JHUSE (Journal of Humanities, Social Sciences, and Education) is an academic journal dedicated to publishing innovative research and theoretical studies in the fields of humanities, social sciences, and education. This journal serves as a platform for academics, researchers, and practitioners to share insights and discuss current issues related to societal development, culture, and education systems in both global and local contexts. JHUSE publishes scholarly articles derived from empirical research, literature reviews, and conceptual studies with a multidisciplinary approach. The journal is committed to delivering high-quality publications that contribute to the advancement of knowledge and practices in its respective fields.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 127 Documents
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Pembelajaran Berbasis Keteladanan sebagai Strategi Penguatan Nilai dan Sikap Rosmiati Ramli; Mardiati M; Nursia, Nursia; Zulbina, Zulbina
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 11 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i11.580

Abstract

Role-playing-based learning is a strategic approach to strengthening students' values ​​and attitudes amidst the moral challenges of the era of globalization and digitalization. This article aims to comprehensively examine the role of role models in shaping character, discipline, empathy, tolerance, and a positive learning climate through a literature review method. The study employed a qualitative approach by reviewing various scientific sources in the form of national and international journal articles, proceedings, and relevant academic books published in the last ten years. Data analysis was conducted through the stages of collection, classification, reduction, and synthesis of findings. The results of the study indicate that teacher role models directly influence the internalization of student values ​​through the processes of observation, imitation, and habituation. A school culture built on collective role models has been shown to strengthen attitudes of discipline and social awareness. Furthermore, role models are more effective than instructional approaches in fostering empathy and tolerance. Role models also create a safe classroom climate, increase learning motivation, and strengthen the quality of learning interactions. Furthermore, role-playing-based learning functions as both a pedagogical and moral strategy because it integrates academic objectives with character building. This study confirms that role modeling is not only a method for developing attitudes, but also an important foundation for building meaningful education oriented toward holistic human development. These findings are expected to provide a theoretical and practical basis for developing character education in schools.
Strategi Pembelajaran Berbasis Al-Qur’an sebagai Landasan Pendidikan Karakter Rosmiati Ramli; Muh. Iqbal Muhidin; Yenni, Yenni; Rosiana Syahbaniar; Rudi Hartono
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 11 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i11.581

Abstract

Character education is an important foundation in shaping students with noble character, responsibility, and integrity. In the context of Islamic education, the Qur'an plays a central role as a source of values, norms, and relevant life guidelines that can be used as a basis for character learning strategies. This article aims to systematically review various research findings related to Qur'an-based learning strategies as a foundation for character education. The method used is a literature study by reviewing national and international journal articles, scientific books, and relevant academic sources from the past ten years. The results of the study indicate that the integration of Qur'anic values ​​​​in learning can strengthen students' religious character, honesty, discipline, responsibility, and empathy. Effective strategies include teacher role models, habituation based on Qur'anic verses, contextual learning, reflection on values, and integration of the Qur'an in all subjects. Qur'an-based learning functions not only as a transmission of knowledge, but also as a means of internalizing values ​​​​and forming attitudes. Thus, Qur'an-based learning strategies can be a comprehensive approach to strengthening character education in schools. This article is expected to serve as a conceptual reference for educators in designing learning oriented toward holistic character development of students.
Menulis Reflektif melalui Pembelajaran Mendalam sebagai Sarana Penguatan Karakter Siswa Rizki Herdiani; Anita Candra Dewi
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 11 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i11.595

Abstract

21st-century education demands the development of students who are not only academically intelligent but also character- and socially mature. Reflective writing is an effective pedagogical strategy for connecting learning experiences with character development. This article systematically examines the role of reflective writing within a deep learning framework through a qualitative literature review approach. The study results indicate that reflective writing enhances students' self-awareness and integrity by encouraging introspection, evaluation of the learning process, and recognition of strengths and weaknesses. This activity also serves as a metacognitive tool, helping students organize, monitor, and evaluate their own learning strategies. Furthermore, reflective writing strengthens empathy and social awareness through engagement in collaborative projects, social experiences, and value reflection, enabling students to understand others' perspectives and foster environmental stewardship. Integrating reflection into contextual learning contexts for example, community service activities, class projects, or value discussions—facilitates the internalization of character values ​​such as responsibility, honesty, and cooperation. The effectiveness of reflective writing is even greater when it is designed as a core part of a deep learning strategy, rather than simply an additional assignment. By systematically integrating reflection, students are able to continuously connect learning experiences with moral and social values, build authentic understanding, and internalize character holistically. These findings confirm that reflective writing is not merely an academic exercise, but a crucial mechanism for developing students with self-awareness, integrity, social concern, and responsibility in real life.
Peran Guru Bimbingan Konseling Dalam Meningkatkan Kedisiplinan Dan Tanggung Jawab Siswa SDN 1 Watiginanda Inang Cahayani; Wa Ode Mareniawati Mustari2; Nengky, Nengky; Riski Andrian Ningsi; Heriawan Rusli Langsang; Haliadi Haliadi
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 11 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i11.619

Abstract

This study aims to describe the role of Guidance and Counseling (BK) teachers in improving student discipline and responsibility at SDN 1 Watiginanda. Discipline and responsibility are fundamental character traits that must be instilled from elementary school, as they form the foundation for students' future attitudes and behavior. This study employed a descriptive qualitative approach. The research subjects consisted of BK teachers as primary informants, along with homeroom teachers, principals, and students as supporting informants. Data collection techniques included observation, semi-structured interviews, and documentation. Data analysis employed the Miles and Huberman model, which encompasses data reduction, data presentation, and conclusion drawing, with validity tested through triangulation of sources and techniques. The results indicate that BK teachers play a significant role in improving student discipline and responsibility through classroom guidance services, individual counseling, group counseling, and habituation programs such as class duty, punctuality at school, and adherence to rules. BK teachers also collaborate with homeroom teachers and parents to monitor student behavioral development. The approach used is persuasive, educational, and humanistic, so that students feel comfortable and motivated to improve their behavior. This study concludes that planned, sustainable, and collaborative guidance and counseling services have a positive impact on the development of discipline and responsibility in elementary school students. These findings are expected to serve as a reference for schools in improving the quality of guidance and counseling services as an integral part of character education.
Dampak Kurangnya Fasilitas Terhadap Proses Belajar Mengajar Di Sekolah Luar Biasa Swasta (SLBS) Al-Halim Ayu, Ayu; La ode Abdul Habib Kadir; Reza Faizal Suhaimin; Nurul Wahyuni; Izla Swasty; Haliadi, Haliadi
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 11 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i11.625

Abstract

Education is a basic right of every citizen, including children with special needs (ABK) who require special education services to develop their potential optimally. One important factor in supporting successful learning is the availability of educational facilities and infrastructure, however, in reality, there are still special schools with limited facilities. This study aims to analyze the impact of the lack of facilities on the teaching and learning process at the Al Halim Private Special Needs School (SBLS). The study used a descriptive qualitative approach. Data collection was conducted through observation, interviews, and documentation on November 21, 2025. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results show that limited classroom space, a lack of learning media, and a lack of supporting facilities have an impact on the suboptimal implementation of learning and individual services for students according to their special needs. These conditions limit the variety of learning methods that can be applied by teachers. However, the availability of dormitory facilities and free shuttle services are supporting factors for the continuity of student education. This study has limitations in the number of subjects and the scope of the study. Therefore, support from schools and the government is needed to improve facilities and infrastructure to enhance the quality of education for children with special needs.
Upaya Layanan Bimbingan dalam Meningkatkan Disiplin dan Perilaku Positif Siswa Kelas V SDN 58 Baubau Adel, Adel; Anju Sanjena; Mika Nultisari; Berlian Putri Saudjana; Dawis, Dawis; Haliadi Haliadi
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 11 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i11.626

Abstract

This study aims to describe the implementation and analyze the effectiveness of guidance use of gadgets or the phenomenon of staying up late, as well as minor services in improving discipline and positive behavior of fifth-grade students at SDN 58 Baubau. The main problems found in the field are low student learning concentration due to excessive disciplinary violations such as arriving late. This study uses a qualitative approach with a case study design to explore the phenomenon in depth. Data were collected through in-depth interviews with class teachers and students, direct participant observation, and documentation studies. Data analysis techniques follow the interactive model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions. The results show that the implementation of guidance services is carried out holistically by prioritizing the instillation of manners and morals before knowledge, intensive collaboration with parents, and practical interventions in the classroom proved very effective in improving student discipline. Significant behavioral changes are seen in increased punctuality in attendance, responsibility in carrying out cleaning duties, and students' ability to focus during the learning process without disturbing their peers in class.
Etika Islam dalam Menyikapi Tantangan Pendidikan Abad ke-21 Jamil, Jamil; Maraina, Maraina; St. Nurhayati Ali; Muhammad Nur Maallah
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 12 (2026): Edisi Februari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i12.644

Abstract

21st-century education faces complex challenges due to rapid technological developments, globalization, and changing patterns of social interaction, which require character formation based on moral and ethical values. This study aims to analyze the role of Islamic ethics in addressing the dynamics of modern education through a literature study approach. Data were collected from Islamic education textbooks, national and international journal articles, and educational policy documents. The results of the study indicate that Islamic ethical values ​​such as honesty (ṣidq), trustworthiness (amanah), justice (‘adl), responsibility (mas’uliyyah), and moderation (wasathiyah) are highly relevant in shaping the character of intelligent, adaptive, and virtuous students. Islamic ethics provides guidelines for the wise use of digital technology, addressing the impact of globalization, and fostering social awareness and ecological awareness. The holistic integration of ethical values ​​into the curriculum, learning methods, and school culture is crucial to ensure education produces individuals with character and noble morals. This study concludes that Islamic ethics is not merely a normative norm, but also a practical strategy in modern, humanistic, and sustainable education. The implications of this research encourage the implementation of Islamic values-based education integrated with digital literacy, 21st-century skills, and comprehensive student character development.
Tajdid Dan Transformasi Pendidikan Islam Di Era Revolusi Industri 4.0 Indriana Try Meliwatdani; Asnia, Asnia; St. Nurhayati Ali; Muhammad Nur Maallah
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 12 (2026): Edisi Februari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i12.645

Abstract

The development of the Industrial Revolution 4.0 has brought about major changes in various sectors of life, including education. Islamic education, as a system based on Islamic values, is required to be able to adapt dynamically without losing its normative identity. This article aims to examine the concept of tajdid (renewal) and the transformation of Islamic education in responding to the challenges of the digital era through a literature study approach. The method used is a literature review of scientific articles, books, and research reports relevant to the themes of Islamic education, tajdid, and the Industrial Revolution 4.0. The results of the study indicate that Islamic education faces serious challenges in the form of technological disruption, changes in the character of digital generation students, and the demands of 21st-century competencies that emphasize creativity, critical thinking, collaboration, and digital literacy. In this context, tajdid is understood as a contextual and progressive renewal effort without abandoning the basic principles of Islamic teachings. The transformation of Islamic education is reflected in changes to the curriculum, learning methods, the role of educators, and the use of digital technology as a medium and learning resource. The integration of Islamic values ​​with digital technology is key to ensuring that the educational process not only produces individuals who are intellectually and technologically proficient but also possess Islamic character. The conclusion of this article emphasizes that the renewal and transformation of Islamic education are strategic imperatives to address the challenges of the Industrial Revolution 4.0 while maintaining the primary mission of Islamic education to develop individuals of faith, knowledge, and noble character.
Studi Komparatif Pengaruh Model kontekstual terhadap Kemampuan Pemecahan Masalah Persamaan Linier Satu Variabel Siswa Kelas IX SMP Linda Permata Sari; Sabrinatur Rasyidah; Rizal Kurniawan; Nur Wiji Sholikin
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 12 (2026): Edisi Februari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i12.647

Abstract

This study aims to examine the effect of the contextual learning model on students’ learning outcomes in the topic of Linear Equations in One Variable (LEOV). The research employed a quantitative approach with a pre-experimental design using a one-group pretest–post-test model. The participants consisted of 30 students who were given a pretest before the implementation of contextual learning and a post-test after the learning process. The research instrument was a learning achievement test developed based on the indicators of LEOV competencies. Data were analysed using a paired samples t-test and N-Gain analysis to determine the significance and effectiveness of the learning model. The results showed that the mean pretest score of students was 55.00, which increased to 84.00 in the post-test. The paired samples t-test indicated a significance value of 0.000 < 0.05, revealing a significant difference between students’ learning outcomes before and after the implementation of contextual learning. Furthermore, the N-Gain value of 0.64 was classified as moderate. These findings indicate that the contextual learning model has a significant and fairly effective impact on improving students’ learning outcomes in Linear Equations in One Variable, although the improvement was not evenly distributed among all students.
Pembelajaran Matematika Berbasis Proyek Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa SMA Kelas XI Rizka Maulidatun Nadifah; Rahayu Nugraheni; Ubaidillah Aisy Kodir; Nur Wiji Sholikin
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 12 (2026): Edisi Februari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i12.648

Abstract

Mathematical problem-solving ability is one of the important competencies that high school students, especially grade XI students, must have to face the demands of 21st-century learning. However, mathematics learning in schools still tends to be oriented towards memorizing formulas and solving routine problems, so that students' problem-solving abilities have not developed optimally. This study aims to determine the effectiveness of project-based mathematics learning (PBL) in improving mathematical problem-solving abilities of grade XI high school students. This study used a qualitative approach with an explanatory sequential design. The subjects were 30 grade XI high school students. Data collection was carried out through pre-tests and post-tests, observations, questionnaires, interviews, and documentation. Quantitative data analysis was carried out using t-tests and N-Gain Scores, while qualitative data were analyzed descriptively through data triangulation. The results showed that project-based mathematics learning was able to significantly improve students' mathematical problem-solving abilities. Students became more active in understanding problems, planning solution strategies, carrying out calculations, and evaluating results. In addition, project-based learning also increased students' independence, creativity, cooperation, and motivation towards learning mathematics. Although there were still challenges in time management and group assignments, overall, project-based mathematics learning proved effective and could be used as an alternative learning strategy to improve the mathematical problem-solving skills of eleventh-grade high school students.

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