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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 160 Documents
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Transformasi Manajemen Mutu Pendidikan melalui Kepemimpinan Visioner dan Inovasi Digital Rosmiati Ramli; Kurnia Alex; Rosiana Syahbaniar; Fitriani Muh Amin; Rudihartono Rudihartono
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.860

Abstract

Educational transformation in the digital era demands educational institutions to implement adaptive, innovative, and sustainable quality management. Visionary leadership and digital innovation are two strategic factors capable of driving improvements in educational quality in the face of increasingly complex environmental changes. This article aims to analyze the transformation of educational quality management through the application of visionary leadership and digital innovation based on the results of a literature review. The study uses a library research method with a descriptive-qualitative approach. Data were obtained from various scientific sources in the form of reputable national and international journal articles, books, proceedings, and policy documents published in the 2020–2025 period. Data analysis was carried out through a systematic process of data reduction, classification, synthesis, and drawing conclusions. The results of the study indicate that visionary leadership plays a crucial role in building a culture of quality through the development of a strategic vision, data-driven decision-making, human resource empowerment, and strengthening collaboration between all stakeholders. On the other hand, digital innovation supports the effectiveness of quality management through the utilization of school information systems, digital learning platforms, educational data analytics, and artificial intelligence in decision-making. The integration of these two aspects results in a quality management system that is more responsive, efficient, transparent, and oriented towards continuous improvement. This study confirms that the success of educational quality transformation depends not only on the use of technology but also on the leadership's ability to direct organizational change in a visionary and sustainable manner. The research findings are expected to serve as a conceptual reference for school principals, education administrators, and researchers in developing educational quality management models that meet the demands of the digital era.
Pemberdayaan Orang Tua dalam Stimulasi Kemampuan Membaca Kritis Anak Usia Dini di Bandung Barat Gian Fitria Anggraini; Vivi Irzalinda; Nopiana Nopiana
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 4 (2026): Edisi Juni 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i4.867

Abstract

Early childhood critical reading skills need to be stimulated from an early age through the active involvement of parents in literacy activities in the family environment. However, most parents are still focused on their children's initial reading skills and lack sufficient knowledge or skills to provide critical reading stimulation. This study aims to analyze the effectiveness of parental empowerment activities in improving the ability to stimulate critical reading in early childhood in West Bandung Regency. This study used a pre-experimental design with a one-group pretest-posttest approach involving 61 parents with children aged 6–8 years. The empowerment program is carried out through the delivery of materials, joint reading practices, critical questioning exercises, the use of workbooks, and mentoring during the activity. Data were collected using pre- and post-intervention tests and analyzed descriptively and inferentially using the paired-samples t-test. The results showed that the empowerment program improved parents' knowledge and skills in providing critical reading stimulation, as evidenced by improved participants' learning outcomes after participating in the training. These findings indicate that parental empowerment is an effective strategy to strengthen the quality of family literacy through more dialogical and reflective reading interactions. This research contributes to the development of a family empowerment model to support the early development of children's critical thinking skills and can serve as an alternative partnership program between families and educational units.
Revitalisasi Pendidikan Islam di Sekolah dalam Menghadapi Krisis Moral Peserta Didik Mardiati M; Nursia Nursia; Zulbina Zulbina; Rosiana Syahbaniar; Amaluddin Amaluddin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.888

Abstract

Islamic education plays a strategic role in shaping students' character amid the increasing moral crisis in the digital era. The rapid development of information technology has improved access to learning while simultaneously contributing to various moral challenges, including cyberbullying, declining communication ethics, misuse of social media, and reduced academic integrity. These conditions highlight the urgency of revitalizing Islamic education to remain relevant in responding to contemporary challenges. This study aims to analyze the challenges faced by Islamic education in addressing students' moral crises, identify factors influencing the effectiveness of character development, and formulate revitalization strategies based on the synthesis of previous studies. This research employed a literature review method using a qualitative descriptive approach. Relevant literature published between 2020 and 2025 was collected from Scopus, Google Scholar, ERIC, Dimensions, Crossref, and Garuda databases. The collected studies were analyzed using thematic analysis through identification, selection, synthesis, and interpretation of research findings. The results indicate that the revitalization of Islamic education should emphasize curriculum reform, technology-based learning innovation, teacher competency development, the establishment of a religious school culture, and strong collaboration among schools, families, and communities. Furthermore, integrating Islamic values with digital literacy effectively strengthens students' religious character, responsibility, honesty, and digital ethics. Therefore, revitalizing Islamic education represents a comprehensive strategy for developing students who are morally upright, spiritually grounded, and capable of using digital technology critically, ethically, and responsibly in accordance with Islamic values.
Implementasi Profesionalisme Guru dalam Menciptakan Lingkungan Belajar yang Responsif pada Pendidikan Anak Usia Dini Hasbi Hasbi
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.889

Abstract

Early Childhood Education (ECE) plays an essential role in providing comprehensive developmental stimulation for children through a high-quality learning environment. One of the main factors determining the success of ECE services is teacher professionalism as educators who directly interact with children. This study aims to analyze the implementation of teacher professionalism in creating responsive learning environments in early childhood education through a literature review. This research employed a library research method with a descriptive qualitative approach. The data were obtained through an analysis of various literature sources, including scientific journal articles and relevant reference books related to ECE teacher professionalism, educator competencies, and responsive learning environments. Data analysis was conducted using content analysis techniques through the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that ECE teacher professionalism contributes significantly to the creation of responsive learning environments through five main aspects: strengthening pedagogical competence, developing social-emotional interactions, creating safe and inclusive learning environments, implementing innovative learning strategies, and engaging in continuous professional development. Professional teachers are able to understand children’s characteristics and individual needs, enabling them to design meaningful learning experiences that are appropriate to children’s developmental stages. Therefore, improving teacher professionalism in early childhood education is an important strategy for achieving child-centered, meaningful, and developmentally appropriate learning practices that support children’s optimal growth and development.
Tantangan Pendidikan Islam di Sekolah pada Era Disrupsi: Telaah Kritis terhadap Kurikulum, Kompetensi Guru, dan Karakter Peserta Didik Yenni Yenni; Rudihartono Rudihartono; Nur Aisyah; Muh Iqbal Muhidin; Amaluddin Amaluddin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.899

Abstract

The era of disruption is characterized by rapid technological change, social transformation, unlimited flows of information, and changing student characteristics. These conditions present complex challenges for Islamic education in schools because learning can no longer focus solely on the transfer of religious knowledge. It must also develop students who are adaptive, critical, morally grounded, and committed to Islamic values. This study aims to critically analyze the challenges of Islamic education in schools in the era of disruption by focusing on three main aspects: curriculum, teacher competence, and student character. This study employed a literature review method using a qualitative-descriptive approach. Data were obtained from scholarly journal articles, academic books, educational policy documents, and relevant research findings, particularly those published within the last five years. Data were analyzed through the stages of identification, selection, classification, interpretation, and synthesis of relevant sources. The findings reveal five main issues. First, the Islamic education curriculum faces challenges related to relevance and flexibility in responding to technological changes and the competency demands of the twenty-first century. Second, Islamic Religious Education teachers’ competencies need to extend beyond pedagogical and professional competencies to include digital competence, information literacy, and digital pedagogical skills. Third, technological transformation may shift the orientation of Islamic education if it is not accompanied by the strengthening of Islamic values and spirituality. Fourth, students’ character faces challenges related to a crisis of role models, instant culture, disinformation, and changing patterns of social interaction. Fifth, strengthening Islamic education requires synergy among an adaptive curriculum, competent teachers, exemplary conduct, school culture, families, and the ethical use of technology. Therefore, Islamic education in the era of disruption must move from an informative learning paradigm toward a transformative, humanistic, digitally responsive, and character-oriented educational paradigm.
Pengalaman Guru dalam Mendesain Pembelajaran IPS Berbasis Kearifan Lokal di Sekolah Dasar Treesly Y.N Adoe; Taty R. Koroh; Vera R Bulu; Markus Sampe
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 7 (2025): Edisi September 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i7.906

Abstract

This study aims to explore teachers’ experiences in designing Social Studies learning based on local wisdom in elementary schools. The study employed a qualitative approach with a phenomenological design to understand teachers’ subjective experiences in understanding, designing, and implementing Social Studies learning that integrates local sociocultural contexts. The participants consisted of elementary school teachers and a school principal who had experience implementing learning based on the local social and cultural environment. Data were collected through in-depth interviews, classroom observations, and documentation of teaching modules, learning materials, instructional media, and students’ assignments. Data were analyzed through data condensation, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings show that teachers understand local wisdom as a learning resource encompassing culture, history, social values, economic activities, community habits, and everyday social life. Teachers’ strategies included utilizing the surrounding environment, local stories, observation, discussion, and students’ personal experiences. However, implementation still faced several challenges, including limited references, teaching materials, time, facilities, and institutional support. Phenomenologically, teachers’ experiences indicate that local wisdom-based Social Studies learning is understood as a pedagogical adaptation process that connects the curriculum with students’ lived realities. This study emphasizes the importance of teacher creativity and school support in developing Social Studies learning that is contextual, meaningful, and rooted in the sociocultural life of the community.
Persepsi Siswa Terhadap Penerapan Teori Humanistik Dalam Pembelajaran Lailatul Ramadani; Rahayu Nugraheni; Ivo Sindia Nur Azizah
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.909

Abstract

The application of humanistic theory in learning is important because it can create a student-centered learning process while supporting the development of students’ cognitive, affective, and social aspects. However, in practice, teacher-centered learning is still found, limiting students’ opportunities to participate actively and develop their potential optimally. This study aims to describe students’ perceptions of the application of humanistic theory in learning. The study employed a qualitative approach with a descriptive research design. The research subjects consisted of 26 tenth-grade students at SMA Assubhan, Probolinggo Regency, selected using purposive sampling. Data were collected through observation, semi-structured interviews, and questionnaires, while data analysis employed the Miles, Huberman, and Saldaña model through data reduction, data display, and conclusion drawing. The results showed that students’ perceptions of the application of humanistic theory were categorized as good to very good. The teacher was perceived as capable of creating a comfortable learning environment, providing motivation, respecting students’ opinions, and encouraging active student participation in the learning process. The application of humanistic theory had a positive impact on students’ self-confidence, learning motivation, responsibility, and participation throughout the learning process.
Fenomena Penggunaan Artificial Intelligence (AI) Dalam Pembelajaran: Analisis Proses Berpikir Siswa Di Era Digital Perspektif Teori Kognitif Rizka Maulidatun Nadifah; Istanade Habibi Nasrullah; Ivo Sindia Nur Azizah
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 6 (2026): Edisi Agustus 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i6.913

Abstract

This study aims to analyze students’ experiences in using Artificial Intelligence (AI) in the learning process based on the cognitive theories of Jean Piaget and Jerome Bruner. This research employed a qualitative phenomenological approach to explore students’ subjective experiences in utilizing AI as part of the knowledge construction process. The participants consisted of eight tenth-grade students selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, documentation, and questionnaires. The data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings revealed three main themes related to students’ experiences with AI: AI as digital scaffolding for understanding complex materials, AI as a facilitator of cognitive schema transformation through assimilation and accommodation processes, and the challenges of AI use toward students’ cognitive engagement and critical thinking. AI helped students simplify abstract concepts, visualize information, connect new knowledge with prior understanding, and correct misconceptions through immediate feedback. However, the findings also indicated that excessive dependence on AI-generated answers may reduce students’ deep cognitive processing, as some students tended to accept information without independent analysis and reflection. Therefore, teachers’ pedagogical guidance remains essential in directing AI use through reflective learning strategies, critical questioning, and AI literacy development. This study concludes that AI can serve as an effective learning mediator when integrated appropriately to enhance students’ critical thinking, independent learning, and knowledge construction processes in the digital era.
Visualisasi Konstruk Abstrak: Analisis Kualitatif Persepsi Siswa Terhadap Penggunaan Canva Dalam Memahami Determinan Matriks Rizka Maulidatun Nadifah; Nuryami Nuryami
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 6 (2026): Edisi Agustus 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i6.915

Abstract

This study aims to analyze students’ perceptions of the use of Canva in constructing their understanding of matrix determinant concepts. This research employed a qualitative approach with an exploratory descriptive method. The participants consisted of 20 tenth-grade students at MA Progresif Ummul Quro selected through purposive sampling. Data were collected through semi-structured interviews, participatory observations, documentation, and questionnaires. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings revealed three main themes. First, Canva functioned as visual scaffolding that helped students understand abstract matrix determinant concepts through the use of colors, directional arrows, infographics, and structured visual representations. Second, Canva facilitated students’ transformation from procedural understanding toward conceptual understanding by enabling them to comprehend relationships among matrix elements and the meaning behind determinant formulas. Third, Canva positively influenced students’ affective experiences by increasing learning motivation, attention, confidence, and reducing mathematics anxiety. These findings indicate that Canva is not merely a presentation tool but also serves as a cognitive instrument that supports students in constructing mathematical knowledge. The study highlights the importance of integrating visual technology in mathematics learning to strengthen the connection between visual representation, mathematical symbols, and conceptual meaning. Therefore, Canva can be considered an effective digital learning medium for supporting meaningful mathematics learning in the 21st century.
Pengaruh Model Direct Instruction Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Pada Materi Teorema Pythagoras Kelas VIII SMP Rizka Maulidatun Nadifah; Istanade Habibi Nasrullah; Rizal Kurniawan; Nur Wiji Sholikin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 6 (2026): Edisi Agustus 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i6.916

Abstract

This study aims to analyze the effect of the Direct Instruction model on improving students’ mathematical conceptual understanding in the Pythagorean Theorem topic for eighth-grade students. This research employed a quantitative approach using a pre-experimental method with a One-Group Pretest-Posttest Design. The participants consisted of 30 eighth-grade students at MTs Bustanul Ulum selected through purposive sampling. Data were collected using an essay-based mathematical conceptual understanding test administered before and after the treatment. Data analysis was conducted using descriptive statistical analysis, normality testing, Paired Sample t-Test, Wilcoxon Signed-Rank Test, and Normalized Gain (N-Gain) analysis. The results showed that the students’ mean score increased from 67.50 in the pretest to 85.17 in the posttest, with an improvement of 17.67 points. The Paired Sample t-Test showed a significance value of 0.000 < 0.05 with a t-value of 13.293, while the Wilcoxon Signed-Rank Test also indicated a significance value of 0.000. The N-Gain analysis resulted in a score of 0.5422 or 54.22%, which was categorized as moderate and sufficiently effective. These findings indicate that the Direct Instruction model effectively improves students’ mathematical conceptual understanding through structured learning activities, explicit explanations, guided practice, and continuous feedback. Therefore, the Direct Instruction model can be considered an effective alternative strategy for mathematics teachers to enhance students’ understanding of the Pythagorean Theorem concept.

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