cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Sosiolium: Jurnal Pembelajaran IPS
Contact Email
sosiolium@mail.unnes.ac.id
Phone
-
Journal Mail Official
sosiolium@mail.unnes.ac.id
Editorial Address
First floor of C1 Building, Sekaran, Gunungpati, Semarang, Central Java, Indonesia
Location
Kota semarang,
Jawa tengah
INDONESIA
Sosiolium: Jurnal Pembelajaran IPS
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 26854929     DOI : https://doi.org/10.15294/sosiolium
Core Subject : Education,
Education
This journal provides space for academic and critical thinking to explore social studies learning (Pendidikan IPS--Junior high school course). Subjects suitable for publication include but not limited to; - Social studies Education (Pendidikan IPS--Junior high school course) - Learning media issues in Social studies - Learning model issues in Social studies - Innovation in social studies learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 36 Documents
 1   2   3   4 
PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA ULAR TANGGA TERHADAP HASIL BELAJAR SISWA VIII-C SMPN 27 SEMARANG Nadin Kalista Pratana; Wahyu Indah Lestari; Sriyono
Sosiolium: Jurnal Pembelajaran IPS Vol. 7 No. 2 (2025): Oktober
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/sosiolium.v8i2.22290

Abstract

Penelitian dilaksanakan dengan tujuan untuk meningkatkan hasil belajar  siswa kelas VIII-C SMP Negeri 27 Semarang melalui model pembelajaran Problem Based Learning berbantuan media pembelajaran ular tangga. Jenis penelitian yang digunakan adalah penelitian tindakan kelas yang terdiri dari 2 siklus, setiap siklus dilakukan melalui 4 tahap yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian ini adalah seluruh siswa kelas VIII-C SMP Negeri 27 Semarang. Data penelitian ini diperoleh melalui melalui tes, observasi, dan dokumentasi. Berdasarkan hasil penelitian menunjukkan bahwa penerapan model pembelajaran Problem Based Learning berbantuan media pembelajaran ular tangga pada mata pelajaran IPS dapat meningkatkan hasil belajar siswa kelas VIII-C SMP Negeri 27 Semarang pada setiap siklus. Hasil belajar  siswa mengalami peningkatan dari siklus I dengan persentase ketuntasan secara klasikal 62,50% dengan rata-rata siswa mencapai 79,38. Pada siklus II persentase ketuntasan secara klasikal meningkat menjadi 84,38% dengan rata-rata siswa mencapai 83,22. The research was conducted with the aim of improving the learning outcomes of students in class VIII-C of SMP Negeri 27 Semarang through the Problem Based Learning model assisted by snake and ladder learning media. The type of research used was classroom action research consisting of 2 cycles, each cycle carried out through 4 stages, namely planning, implementation, observation, and reflection. The subjects of this study were all students in class VIII-C of SMP Negeri 27 Semarang. The research data were obtained through tests, observations, and documentation. Based on the results of the study, it was found that the application of the Problem-Based Learning model assisted by the snake and ladder learning media in social studies lessons could improve the learning outcomes of students in class VIII-C of SMP Negeri 27 Semarang in each cycle. Student learning outcomes improved from cycle I with a classical mastery rate of 62.50% and an average student score of 79.38. In cycle II, the classical mastery rate increased to 84.38% with an average student score of 83.22, as well as significant improvements in student activity, learning motivation, and involvement.  
POTENSI WADUK GEMBONG SEBAGAI SUMBER BELAJAR SEJARAH DAN PEMANFAATANNYA BAGI ANAK SEKOLAH DASAR Anisa Fitri Novia; Ika Oktavianti
Sosiolium: Jurnal Pembelajaran IPS Vol. 7 No. 2 (2025): Oktober
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/sosiolium.v8i2.28486

Abstract

Waduk Gembong adalah sumber daya alam yang memiliki potensi besar sebagai tempat belajar sejarah bagi siswa sekolah dasar. Selain berfungsi untuk mengelola air, waduk ini juga menyimpan nilai-nilai sejarah penting terkait pembangunan dan pengelolaan sumber daya alam di Indonesia. Penelitian ini bertujuan untuk menjelajahi potensi Waduk Gembong sebagai sumber belajar sejarah dan bagaimana penggunaannya dapat membantu siswa memahami pentingnya konservasi dan pengelolaan lingkungan. Dengan pendekatan interaktif, siswa dapat belajar tentang sejarah pembangunan waduk, peran ekologisnya, dan dampaknya terhadap masyarakat sekitar. Materi pembelajaran yang dikembangkan mencakup kunjungan lapangan, diskusi kelompok, dan proyek, sehingga siswa tidak hanya belajar tentang sejarah, tetapi juga menumbuhkan rasa cinta terhadap lingkungan serta meningkatkan kesadaran mereka tentang perlunya menjaga dan melestarikan lingkungan. Gembong Reservoir is a natural resource that has great potential as a place to learn history for elementary school students. In addition to its function to manage water, this reservoir also holds important historical values related to the development and management of natural resources in Indonesia. This study aims to explore the potential of Gembong Reservoir as a source of learning history and how its use can help students understand the importance of environmental conservation and management. With an interactive approach, students can learn about the history of the reservoir's construction, its ecological role, and its impact on the surrounding community. The learning materials developed include field visits, group discussions, and projects, so that students not only learn about history, but also foster a love for the environment and increase their awareness of the need to protect and preserve the environment. 
IMPLEMENTASI PENDIDIKAN KARAKTER JUJUR DALAM PEMBELAJARAN IPS DI SMP NEGERI 5 SEMARANG Novir, Rico; Muh Sholeh
Sosiolium: Jurnal Pembelajaran IPS Vol. 7 No. 2 (2025): Oktober
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/sosiolium.v7i2.31468

Abstract

Globalisasi telah secara signifikan memengaruhi nilai-nilai moral generasi muda, khususnya kejujuran.Oleh karena itu, pendidikan karakter menjadi hal yang mendesak untuk diterapkan di lingkungan sekolah, salah satunya melalui pembelajaran IPS. Penelitian ini bertujuan untuk mengetahui bagaimana implementasi pendidikan karakter jujur di SMP Negeri 5 Semarang yang telah menjalankan program Sekolah Jujur Sekolah Saya (SJSS), strategi guru IPS dalam menanamkan nilai kejujuran, serta faktor pendukung dan penghambat program tersebut. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Informan penelitian terdiri dari kepala sekolah, guru IPS, koordinator program SJSS, dan siswa. Hasil penelitian menunjukkan bahwa implementasi nilai jujur dilakukan melalui integrasi nilai karakter dalam pembelajaran, pelantikan agen SEMAI, serta berbagai program pendukung. Dukungan kepala sekolah, orang tua, dan antusiasme siswa menjadi faktor pendorong, sedangkan tantangan datang dari karakter siswa dan pengaruh lingkungan. Program SJSS menunjukkan dampak positif dalam membentuk budaya kejujuran di sekolah. Globalization has significantly affected the moral values of young generations, particularly honesty. Thus, character education becomes essential in schools, especially through Social Studies learning. This study aims to analyze the implementation of honest character education in SMP Negeri 5 Semarang through the “Honest School, My School” (SJSS) program. It investigates teachers’ strategies in instilling honesty and the supporting and inhibiting factors. This research applied a qualitative descriptive method using observations, interviews, and documentation. Informants included school principals, social studies teachers, SJSS program coordinators, and students. The findings revealed that honest character education was implemented through the integration of honesty values in learning, the inauguration of SEMAI agents, and various supporting programs. Support from school leaders, parents, and students' enthusiasm were significant enablers, while challenges stemmed from student diversity and external influences. The SJSS program positively influenced the cultivation of honesty in the school environment.   
INTEGRASI NILAI KEWARGANEGARAAN DAN TANGGUNG JAWAB DALAM PEMBELAJARAN IPS UNTUK MENINGKATKAN DISIPLIN SISWA SEKOLAH DASAR Silalahi, Ayu Ida Royani; Allatiifah, Putri Abdillah; Yona Wahyuningsih
Sosiolium: Jurnal Pembelajaran IPS Vol. 7 No. 2 (2025): Oktober
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/sosiolium.v8i2.36524

Abstract

Kedisiplinan siswa Sekolah Dasar merupakan prasyarat utama terciptanya lingkungan belajar yang kondusif. Penelitian ini bertujuan untuk menyintesis kerangka kerja implementasi nilai kewarganegaraan dan tanggung jawab melalui pembelajaran Ilmu Pengetahuan Sosial (IPS) atau Ilmu Pengetahuan Alam dan Sosial (IPAS) guna meningkatkan disiplin siswa. Metode yang digunakan adalah kajian konseptual/tinjauan literatur sistematis terhadap temuan empiris dan teoretis terkini dalam pedagogi IPS. Hasil kajian menunjukkan bahwa peningkatan disiplin dipengaruhi oleh tiga pilar strategi: (1) internalisasi tanggung jawab sebagai kesadaran moral (amanah); (2) strategi guru sebagai agen moral melalui keteladanan dan bimbingan kontekstual; dan (3) penggunaan model pembelajaran inovatif seperti Problem-Based Learning (PBL) dan studi kasus yang menuntut akuntabilitas proses. Keberhasilan implementasi membutuhkan konsistensi pedagogis dan kolaborasi aktif antara sekolah, guru, dan orang tua.  Student discipline in Elementary School (SD) is a crucial prerequisite for creating a conducive learning environment. This study aims to synthesize an implementation framework integrating citizenship and responsibility values through Social Studies (IPS/IPAS) learning to enhance student discipline. The method employed is a conceptual review/systematic literature review of recent empirical and theoretical findings in IPS pedagogy. The findings indicate that discipline improvement is driven by three strategic pillars: (1) the internalization of responsibility as moral awareness (trust/mandate); (2) teacher strategies as moral agents through modeling and contextual guidance; and (3) the application of innovative learning models such as Problem-Based Learning (PBL) and case studies that demand process accountability. Successful implementation requires pedagogical consistency and active collaboration among the school, teachers, and parents.  
UPAYA MENJAGA WARISAN BUDAYA DI TENGAH ARUS GLOBALISASI Fahmi Zulfa Fadilla, Hikmah Alfiyah, Maftucha
Sosiolium: Jurnal Pembelajaran IPS Vol. 7 No. 2 (2025): Oktober
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/sosiolium.v8i2.39583

Abstract

Globalization brings complex changes that challenge the sustainability of cultural heritage in Indonesia. This raises concerns about cultural uniformity, the shift of traditional values towards more individualism, and the declining attention of the younger generation to local wisdom. This study aims to explore ways to preserve national cultural heritage amidst the rapid flow of globalization. The method used is desk research with qualitative data analysis through data reduction and drawing conclusions from various relevant sources. The research findings indicate that efforts to preserve cultural heritage require strong collaboration between government policies, such as Law No. 5 of 2017, active community involvement, and the role of cultural communities. In addition, the use of digital technologies such as 3D documentation, social media, and innovations such as Augmented Reality (AR) are important tools in promoting culture to generations Z and Alpha. The conclusion of this study is that with a comprehensive and adaptive approach, globalization does not have to destroy local identity, but can be a means of revitalization to ensure cultural heritage remains relevant for future generations.
PEMBELAJARAN IPS BERBASIS GAMIFIKASI DI SEKOLAH DASAR: SUATU TINJAUAN SISTEMATIS TERHADAP HASIL BELAJAR Wahiddin, Shafiyyah; Santosa, Sedya
Sosiolium: Jurnal Pembelajaran IPS Vol. 7 No. 2 (2025): Oktober
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/sosiolium.v8i2.39830

Abstract

Pembelajaran IPS di sekolah dasar kerap dihadapkan pada permasalahan rendahnya motivasi dan keterlibatan siswa yang berdampak pada hasil belajar. Salah satu pendekatan yang dikembangkan untuk mengatasi permasalahan tersebut adalah gamifikasi, yaitu penerapan elemen permainan dalam konteks pembelajaran. Penelitian ini bertujuan untuk menganalisis secara sistematis temuan-temuan penelitian terdahulu mengenai dampak pembelajaran IPS berbasis gamifikasi terhadap hasil belajar siswa sekolah dasar. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan mengikuti tahapan PRISMA. Artikel dikumpulkan dari beberapa basis data ilmiah bereputasi dan dianalisis menggunakan pendekatan deskriptif serta tematik. Hasil kajian menunjukkan bahwa gamifikasi dalam pembelajaran IPS cenderung meningkatkan hasil belajar kognitif siswa, seperti pemahaman konsep dan pencapaian akademik, serta memberikan dampak positif pada aspek afektif, termasuk motivasi, minat, dan partisipasi belajar. Namun demikian, keberhasilan penerapan gamifikasi sangat bergantung pada perencanaan pembelajaran dan kompetensi guru. Dapat disimpulkan bahwa gamifikasi berpotensi menjadi strategi pembelajaran yang efektif dalam pembelajaran IPS di sekolah dasar jika diimplementasikan secara tepat dan berkelanjutan. Social Studies learning in elementary schools often faces challenges related to low student motivation and engagement, which negatively affect learning outcomes. One approach developed to address these challenges is gamification, defined as the integration of game elements into learning contexts. This study aims to systematically analyze previous research findings on the impact of gamification-based Social Studies learning on elementary students’ learning outcomes. The study employed a Systematic Literature Review (SLR) method following the PRISMA guidelines. Articles were collected from several reputable academic databases and analyzed using descriptive and thematic approaches. The findings indicate that gamification in Social Studies learning tends to improve students’ cognitive learning outcomes, including conceptual understanding and academic achievement, while also having positive effects on affective aspects such as motivation, interest, and learning participation. However, the effectiveness of gamification largely depends on instructional planning and teachers’ pedagogical competence. It can be concluded that gamification has the potential to serve as an effective instructional strategy in elementary Social Studies learning when implemented appropriately and sustainably.

Page 4 of 4 | Total Record : 36

 1   2   3   4 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2025): Oktober Vol. 7 No. 1 (2025): April Vol. 6 No. 2 (2024): Oktober Vol. 6 No. 1 (2024): April