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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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Penanaman Nilai Toleransi Melalui Pembelajaran IPS di Sekolah Dasar Ika Novita Maharani; Alma Pratiwi Husain
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.v1i12.649

Abstract

Character education is a crucial foundation for developing responsible, honest, and disciplined individuals capable of interacting harmoniously with their social environment. This study aims to analyze the implementation of character education values ​​in Social Studies (IPS) learning at SD Inpres Arso 9. The study employed a qualitative descriptive method with a content analysis approach and a systematic literature review. Data were obtained through interviews with the principal and fifth-grade teachers, as well as documents in the form of thematic IPS textbooks based on the 2013 Curriculum. Data triangulation was conducted to ensure validity through the involvement of the researcher as an instrument, careful observation, and theory verification. The results indicate that the implementation of character education is carried out through three main phases: planning, implementation, and assessment. During the planning phase, the school socializes the curriculum, develops regulations, and plans the integration of character values ​​into the syllabus and lesson plans. The implementation phase includes instilling positive character values ​​through classroom learning, habituation, conditioning the school environment, as well as integrating local culture and the use of visual media. Assessment is conducted by observing student behavior during learning, so that the internalization of values ​​can be monitored and developed. Social studies learning has been proven effective in instilling moral principles, such as religiosity, honesty, discipline, responsibility, tolerance, cooperation, patriotism, and social awareness. The success of character education is influenced by teacher readiness, school conditions, and family involvement. Therefore, developing a robust character education ecosystem requires collaboration between schools, families, and the community. The planned, contextual, and integrated implementation of character education produces students who excel academically while also being socially, emotionally, and morally mature, and able to face global challenges without losing their local cultural identity.
Implementasi Pendidikan Antikorupsi melalui Kurikulum Kearifan Lokal di Sekolah Anco, Anco
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.v1i12.654

Abstract

The purpose of this study is to analyze the implementation of anti-corruption education through a local wisdom-based curriculum in schools as an effort to build integrity in the young generation. This research employs a literature review method by examining various scientific sources and previous studies relevant to anti-corruption education and local wisdom in Indonesia. The findings indicate that integrating local wisdom values such as honesty, mutual cooperation , responsibility, and justice into the anti-corruption education curriculum has proven effective in enhancing students' understanding and attitudes toward anti-corruption. Implementation strategies include transparent and accountable school management, integration of anti-corruption values into relevant subjects, local content, personal development, and fostering an anti-corruption culture through extracurricular activities. These findings suggest that local wisdom-based anti-corruption education strengthens students' cultural identity while shaping an integrity-driven generation capable of addressing future corruption challenges.
Strategi Pembelajaran Andragogi dalam Meningkatkan Kualitas Pembelajaran di Pusat Kegiatan Belajar Masyarakat Panrita Eli, Eli; Ihwan Ridwan; Salmia Salama; Nursaidah, Nursaidah
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.v1i11.655

Abstract

This study aims to analyze the implementation of andragogy learning strategies and their impact on improving the quality of learning among students at the Panrita Community Learning Center (PKBM). The research approach used was quantitative with a quasi-experimental method, involving 50 adult learners selected using purposive sampling techniques, then divided into experimental (andragogy) and control (conventional) groups. The independent variable in this study was the andragogy-based learning strategy, while the dependent variable was the quality of learning, which included active participation, material understanding, and practical skills. Data were collected through Likert-scale questionnaires, formative tests, and observation sheets, then analyzed using normality tests, homogeneity tests, and independent t-tests. The results of the descriptive analysis showed a more significant increase in posttest scores in the experimental group compared to the control group. The normality and homogeneity tests met parametric assumptions, while the independent t-test showed a significant difference between the two groups (p < 0.05). These findings confirm that andragogy strategies can significantly improve the quality of learning compared to conventional methods. Therefore, a learning approach that focuses on experience, learners' needs, and active participation has proven effective in non-formal education contexts. The implementation of andragogy at the Panrita Community Learning Center (PKBM) helps learners internalize the material more deeply and enhances practical skills and learning motivation, thus supporting the goal of lifelong learning. Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2021). Introduction to research in education (10th ed.). Cengage Learning. Broek, S., Kuijpers, M. A. C. T., Semeijn, J. H., & van der Linden, J. (2024). Conditions for successful adult learning systems at local level: Creating a conducive socio-spatial environment for adults to engage in learning. International Journal of Lifelong Education, 43(2–3), 200–223. https://doi.org/10.1080/02601370.2024.2338366 Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2023). How to design and evaluate research in education (11th ed.). McGraw-Hill Education. Field, A. (2022). Discovering statistics using IBM SPSS statistics (6th ed.). SAGE Publications. Grotlüschen, A., Belzer, A., Ertner, M., & Yasukawa, K. (2024). The role of adult learning and education in the Sustainable Development Goals. International Review of Education, 70(2), 205–221. https://doi.org/10.1007/s11159-024-10066-w Hanifah, A., Setyowati, E., & Putra, R. H. (2025). Strategi pembelajaran orang dewasa di era digital. Paedagogi: Jurnal Kajian Ilmu Pendidikan, 17(1). https://jurnal.unimed.ac.id/2012/index.php/PAEDAGOGI/article/view/66714 Hanifah, A., Siregar, D., Toraja, J. A., Rahmadilah, N., & Lubis, P. R. (2025). Strategi pembelajaran orang dewasa di era digital untuk pendidikan luar sekolah. Paedagogi: Jurnal Kajian Ilmu Pendidikan, 11(1), 89–97. https://doi.org/10.24114/paedagogi.v11i1.66714 Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications. Kholisussa’di, Rosyanafi, R. J., & Purwoko, B. (2025). Implementasi pendekatan andragogi untuk meningkatkan kemandirian santriwati di Pondok Putri Ridwan Anwarul Halimy Lombok Barat. Transformasi: Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal, 11(2), 312–321. https://doi.org/10.33394/jtni.v11i2.16044 Knowles, M. S. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge. Manurung, E., Hasibuan, J., Hutabarat, M. A., Fitra Suci, N. M., Simanjuntak, R. M. Y., Siburian, S. Z., & Sirait, W. W. P. (2025). Implementasi pendekatan andragogi di PKBM Budi Utomo. Jurnal Pendidikan Untuk Semua, 9(1), 60–66. https://doi.org/10.26740/jpus.v9n1.p60-66 Manurung, E., Pratama, I. G. A., & Salim, A. (2025). Implementasi pendekatan andragogi di PKBM Budi Utomo. JPUS: Jurnal Pendidikan Untuk Semua, 11(1). https://journal.unesa.ac.id/index.php/jpls/article/view/17585 Merriam, S. B. (2014). Adult learning: Linking theory and practice. Jossey Bass. Naumčiuk, T., & Baranova, S. (2025). Effective teaching methods for developing adult learners’ spoken foreign language skills: A systematic review. Andragogy Adult Education and Social Marketing, 5(5). https://doi.org/10.15503/andr2025.8 Rahmawati, D. (2023). Implikasi konsep andragogi dalam berbagai konteks pendidikan komunitas: Tinjauan literatur. Empowerment: Jurnal Ilmiah Pendidikan Luar Sekolah, 15(1), 23–36. https://e-journal.stkipsiliwangi.ac.id/index.php/empowerment/article/view/3916 Sari, I. N., Wahyudin, D., & Rusman, R. (2024). Analysis of e-learning implementation in adult learning (andragogy). Inovasi Kurikulum, 21(2), 1027–1040. https://doi.org/10.17509/jik.v21i2.66034 Shatila, S. L. (2024). Not alone when I’m feeling stressed: Online adult learner connection and retention. Adult Education Quarterly, 74(1), 43–61. https://doi.org/10.1177/07417136231184570 Sugiyono. (2021). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta. Sudjana, N. (2017). PKBM sebagai wadah pemberdayaan masyarakat: Perspektif pendidikan nonformal. Alfabeta. UNESCO. (2022). Global report on adult learning and education. UNESCO Publishing. Vaculíková, J., Kalenda, J., & Kočvarová, I. (2024). Participation in non-formal adult education within the European context: Examining a multilayer approach. Frontiers in Education, 9, 1380865. https://doi.org/10.3389/feduc.2024.1380865 Yahya, A. (2024). Penerapan prinsip andragogi dalam meningkatkan motivasi belajar peserta dewasa di PKBM. Jurnal Pendidikan Nonformal Indonesia, 16(1), 12–27. https://jurnal.ciptamediaharmoni.id/index.php/ptk/article/download/505/252 Yahya, A. I. B., Purnama, S., & Supeno, S. (2023). Eksplorasi prinsip andragogi dalam pendidikan orang dewasa: Sebuah studi kualitatif pada pendidikan formal dan non-formal di STIP Jakarta. PTK: Jurnal Tindakan Kelas, 5(1), 136–152.
Peran IPS dalam Meningkatkan Literasi Sosial dan Karakter Siswa Ahmad, Ahmad
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.v1i12.658

Abstract

Social Studies (IPS) plays a strategic role in developing social literacy and character in elementary school students, particularly in facing social challenges in the global and digital era. Social literacy encompasses the ability to understand social phenomena, think critically, and participate actively and responsibly in community life. Character education through IPS learning is directed at internalizing moral values ​​such as responsibility, empathy, honesty, tolerance, and social awareness. This study aims to comprehensively examine the role of IPS learning in improving social literacy and character in elementary school students through a literature study approach. The method used is a literature review by examining relevant national and international journal articles published between 2018 and 2025, obtained through Google Scholar, Sinta, and Scopus databases. The analysis was conducted descriptively and analytically by grouping research findings based on learning strategies, learning media, pedagogical approaches, as well as supporting factors and obstacles to IPS implementation. The study results indicate that social studies learning that integrates group discussions, case studies, problem-based learning, thematic learning, and the use of digital media and local wisdom has proven effective in improving social literacy and strengthening student character development. Furthermore, teacher competence, curriculum flexibility, the availability of learning media, and parental support are key supporting factors, while limited time, facilities, and teacher training are barriers to implementation. This study concludes that social studies is not only a cognitive subject but also a strategic tool in developing students with character, critical thinking, and social awareness. Further research is recommended to empirically examine the implementation of technology-based social studies and local wisdom.
Analisis Strategi Pembelajaran dalam Meningkatkan Pemahaman Konsep Bangun Datar di Sekolah Dasar Safrida Napitupulu, Dalimawaty Kadir, Beta Rapita Sillalahi, Isnan Nisa Nasution, Cheisya Anastasya,
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 1 (2026): Edisi Maret 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i1.660

Abstract

This study aims to examine various learning methods that can improve elementary school students' understanding of plane geometry concepts using a literature review method. The basis of this study is the limited understanding of plane geometry concepts among students, which is often caused by the application of traditional teaching methods and the limited use of real-world media. Information was obtained from several national research articles published between 2020 and 2025, then analyzed qualitatively by looking for patterns, similarities, and differences in the research results. The findings indicate that active learning methods such as STAD-type Cooperative Learning, Discovery Learning, Probing Prompting, Inquiry, and Problem-Based Learning have proven effective in improving students' understanding of plane geometry concepts. In addition, the use of concrete and innovative learning media, such as geoboards, tangrams, puzzles, and RUSBADAR media based on Realistic Mathematics Education (RME), as well as approaches that emphasize local culture, have been proven to help students better understand the concepts of area, perimeter, and the characteristics of plane geometry. Active learning strategies encourage students to be directly involved through discussion, exploration, and problem-solving, in line with constructivist theory which emphasizes the formation of knowledge through learning experiences. Therefore, the implementation of various student-centered learning strategies and media is highly recommended to improve understanding of mathematical concepts at the elementary school level.
Sastra Anak Berbasis Kearifan Lokal Banten untuk Meningkatkan Kemampuan Membaca Pemahaman Siswa Sekolah Dasar Yoma Hatima
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 1 (2026): Edisi Maret 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i1.661

Abstract

This study aims to analyze the effect of using children's literature based on Bantenese local wisdom on elementary school students' reading comprehension. This study used a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The study subjects were 60 fifth-grade elementary school students, consisting of 30 in the experimental group and 30 in the control group. The experimental group received reading instruction using children's literature based on Bantenese local wisdom, while the control group used conventional reading materials from Indonesian language textbooks. Data collection techniques included reading comprehension tests, observation, and documentation. Data were analyzed using descriptive and inferential statistics with independent samples t-tests after meeting prerequisite tests for normality and homogeneity. The results showed that students' reading comprehension skills in the experimental group improved significantly compared to the control group. The average score for the experimental group increased from 62.10 in the pretest to 82.35 in the posttest, while the control group's score increased from 61.75 to 70.40. The results of the hypothesis test showed a t-value of 8.21 with a significance level of 0.000 (p < 0.05), indicating a significant difference between the two groups. This finding indicates that the use of children's literature based on Bantenese local wisdom is effective in improving elementary school students' reading comprehension skills. The integration of stories containing local cultural values ​​not only improves students' literacy skills but also strengthens their understanding of regional cultural values.
Strategi Scaffolding dalam Pengajaran Menulis untuk Siswa dengan Kemampuan Heterogen Baharman, Baharman; Anita Candra Dewi
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 1 (2026): Edisi Maret 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i1.664

Abstract

This study aims to analyze the application of scaffolding strategies in teaching writing to elementary school students with heterogeneous abilities. This study used a qualitative approach with descriptive methods to obtain an in-depth overview of the learning process taking place in the classroom. The research subjects consisted of teachers and students involved in writing learning activities. Data collection techniques were conducted through observation, interviews, and documentation, while data analysis utilized the stages of data reduction, data presentation, and drawing conclusions. The results showed that the implementation of scaffolding strategies significantly improved students' writing skills. Teachers provided gradual support through providing sample texts, discussing ideas, developing writing outlines, and providing feedback throughout the writing process. This support was tailored to the students' ability levels and gradually reduced to encourage independent learning. Furthermore, this strategy also increased student engagement, motivation, and confidence in writing. Students who previously struggled to develop ideas became more active and able to organize their writing systematically. The findings of this study indicate that scaffolding strategies are effective in accommodating differences in student abilities and creating more inclusive and student-centered learning. Therefore, this strategy can be used as a relevant learning alternative for improving writing skills in elementary schools.

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