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Socratika
Published by South Sulawesi Education Development
ISSN : -     EISSN : 3047020X     DOI : https://doi.org/10.58230/socratika.v1i1.31
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Socratika: Journal of Progressive Education and Social Inquiry adalah jurnal ilmiah yang berdedikasi untuk mengeksplorasi dan mendiskusikan topik-topik terkait pendidikan progresif dan penyelidikan sosial. Dengan fokus pada inovasi pendidikan dan analisis kebijakan pendidikan, jurnal ini bertujuan untuk menjadi platform bagi para peneliti, pendidik, dan praktisi untuk berbagi pengetahuan dan pengalaman mereka dalam menghadapi tantangan pendidikan dan sosial kontemporer.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 60 Documents
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Pengaruh Kemandirian Belajar, Kecerdasan Spiritual, Perhatian Orang Tua, Teman Sebaya, dan Lingkungan Belajar Terhadap Prestasi Belajar Ekonomi Siswa Sekolah Menengah Atas Silvinda Vitri; Lovelly Dwinda Dahen; Stevani Stevani
Socratika: Journal of Progressive Education and Social Inquiry Vol. 3 No. 2 (2026)
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/amcg9x07

Abstract

This study aims to analyze the influence of learning independence, spiritual intelligence, parental attention, peers, and the learning environment on the economics learning achievement of Grade X students at SMA N 5 Solok Selatan, both partially and simultaneously. The study employs a quantitative approach, with a population consisting of Grade X students and a sample of 149 students selected using proportional random sampling. Data were collected via questionnaires and analyzed using multiple linear regression with the aid of SPSS. The results indicate that learning independence, spiritual intelligence, parental attention, peers, and the learning environment each have a positive and significant partial effect on economics learning achievement. These five variables also exert a positive and significant simultaneous effect on the students' economics learning achievement. Thus, enhancing these internal and external factors can support improvements in economics learning achievement.
Pengaruh Lingkungan Keluarga, Teman Sebaya, Kompetensi Guru, Gaya Belajar, dan Kemandirian Belajar Terhadap Hasil Belajar Ekonomi Siswa Kelas XI di SMAN 1 Koto XI Tarusan Charista Fersya; Rika Verawati; Sri Wahyuni
Socratika: Journal of Progressive Education and Social Inquiry Vol. 3 No. 2 (2026)
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/aq12sy88

Abstract

This research aims to analyzethe partial and simultaneous effect of family environment, peers, teacher competence, learning styles, and independent learning on the economics learning outcomes of 11th-grade students at SMAN 1 Koto XI Tarusan. This quantitative, associative-causal study was conducted in 2026. The study population consisted of 102 students, with a sample of 81 students selected using stratified proportional random sampling based on parental income level (18 high-income students and 63 low-income students). Data were collected using questionnaires and documentation, then analyzed using multiple linear regression in SPSS. The results of the study show that the family environment, learning style, and academic independence have a positive and significant influence on students’ academic performance. This means that the more conducive the family environment, the more effective the learning style applied, and the higher the students’ academic independence, the more likely their performance in Economics is to improve. Conversely, peers and teacher competence actually show a significant negative influence, indicating that the effects of peer influence and certain teaching approaches need to be monitored closely. Collectively, these five variables have a significant effect on student learning outcomes. The coefficient of determination reveals that most of the variation in learning outcomes can be explained by the five independent variables, while the remainder is influenced by other factors outside the scope of this study. Improvements in students’ learning outcomes in economics can be achieved by strengthening the role of the family, developing effective learning styles, and fostering independent learning. On the other hand, the influence of peers and teacher competence must be managed wisely so as not to hinder student achievement. This study provides recommendations for schools and teachers to pay closer attention to the balance between internal and external factors in the learning process.
Pengaruh Lingkungan Kerja, Pelatihan, Disiplin Kerja, Kompetensi dan Komunikasi terhadap Kinerja Pegawai Dinas Bina Marga, Cipta Karya dan Tata Ruang Provinsi Sumatera Barat Rio Naldi; Dina Amaluis Amaluis; Yosi Eka Putri
Socratika: Journal of Progressive Education and Social Inquiry Vol. 3 No. 2 (2026)
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/8bjwfk28

Abstract

ABSTRAK RIO NALDI (NIM 2203090040), Pengaruh Lingkungan Kerja, Pelatihan, Disiplin Kerja, Kompetensi Dan Komunikasi Terhadap Kinerja Pegawai Dinas Bina Marga, Cipta Karya Dan Tata Ruang Provinsi Sumatera Barat. Dibawah Bimbingan Ibu Dina Amaluis, M.M dan Ibu Yosi Eka Putri, S.E., M.E Penelitian ini bertujuan untuk mengetahui 1) Pengaruh lingkungan kerja terhadap kinerja karyawan, 2) Pengaruh pelatihan terhadap kinerja karyawan, 3) Pengaruh disiplin kerja terhadap kinerja karyawan, 4) Pengaruh kompetensi terhadap kinerja karyawan, 5) Pengaruh komunikasi terhadap kinerja karyawan, 6) Pengaruh lingkungan kerja, pelatihan, disiplin kerja, kompetensi dan komunikasi terhadap kinerja karyawan. Jenis penelitian ini adalah penelitian kuantitatif. Penelitian ini dilakukan di Dinas Bina Marga, Cipta Karya dan Tata Ruang Provinsi Sumatera Barat. Data yang digunakan dalam penelitian ini adalah data primer. Teknik pengumpulan data yang digunakan adalah kuesioner dengan analisis linear berganda dengan menggunakan program SPSS. Hasil penelitian menunjukkan bahwa: 1) lingkungan kerja berpengaruh positif dan signifikan terhadap kinerja pegawai dengan nilai koefisien regresi sebesar 0,431, t hitung 4,193 > t tabel 1,978, dan signifikansi 0,000 < 0,05; 2) pelatihan berpengaruh positif dan signifikan terhadap kinerja pegawai dengan nilai koefisien regresi sebesar 0,279, t hitung 2,539 > t tabel 1,978, dan signifikansi 0,012 < 0,05; 3) disiplin kerja berpengaruh positif dan signifikan terhadap kinerja pegawai dengan nilai koefisien regresi sebesar 0,372, t hitung 4,324 > t tabel 1,978, dan signifikansi 0,000 < 0,05, serta menjadi variabel yang memberikan kontribusi dominan/terbesar (Beta = 0,283); 4) kompetensi berpengaruh positif dan signifikan terhadap kinerja pegawai dengan nilai koefisien regresi sebesar 0,315, t hitung 2,485 > t table 1,978, dan signifikansi 0,014 < 0,05; 5) komunikasi berpengaruh positif dan signifikan terhadap kinerja pegawai dengan nilai koefisien regresi sebesar 0,253, t hitung 2,865 > t tabel 1,978, dan signifikansi 0,005 < 0,05; serta 6) secara simultan, lingkungan kerja, pelatihan, disiplin kerja, kompetensi, dan komunikasi berpengaruh positif dan signifikan terhadap kinerja pegawai pada Dinas Bina Marga, Cipta Karya dan Tata Ruang Provinsi Sumatera Barat dengan nilai F hitung 33,087 > F table 2,29 dan signifikansi 0,000 < 0,05. Nilai koefisien determinasi (R2) sebesar 0,560 menunjukkan bahwa kelima variabel bebas tersebut mampu menjelaskan variasi kinerja pegawai sebesar 56,0%, sedangkan sisanya sebesar 44,0% dipengaruhi oleh faktor lain di luar model penelitian.
Farmers’ Perspectives on Agricultural Extension as Community Education Arissaryadin Arissaryadin; Wardatul Chamro; Aptika Hana Prastiwi Nareswari
Socratika: Journal of Progressive Education and Social Inquiry Vol. 3 No. 2 (2026)
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/socratika.v3i2.772

Abstract

This study examined farmers’ perspectives on agricultural extension as community education by identifying patterns across six dimensions, determining the most prominent dimension, and assessing associations among them An explanatory sequential mixed-methods design was employed in Malang Regency, East Java, Indonesia. Quantitative data were collected from 40 purposively selected farmers using a 30-item questionnaire covering learning and education, communication with extension workers, trust, group learning, innovation adoption, and local knowledge. Item validity was assessed using the Pearson product-moment item-total correlation, and internal consistency using Cronbach’s alpha. Descriptive statistics and Spearman’s rank correlation were used for quantitative analysis. Ten respondents subsequently participated in semi-structured interviews analyzed thematically. Local knowledge had the highest mean score (19.7), followed by communication with extension workers and innovation adoption (18.4 each), trust and group learning (18.2 each), and learning and education (17.7). All 30 items met the validity criterion, with item-total correlations ranging from 0.319 to 0.659. None of the 15 pairwise correlations was statistically significant at α = .05, although several positive numerical tendencies were observed. Interviews indicated that farmers interpreted extension information through previous experience, local conditions, peer interaction, perceived risks, and practical considerations. Agricultural extension is best understood as a dialogic, participatory, and socially embedded form of community education. Extension programs should integrate local knowledge, peer learning, practical demonstrations, and sustained dialogue to strengthen meaningful learning.
Pengembangan E-Modul Interaktif Berbasis Problem Based Learning (PBL) pada Mata Pelajaran Fikih untuk Meningkatkan Minat Belajar Siswa Madrasah Aliyah Muhammad Luthfi; Kartini Kartini; Dodi Ilham Mustaring
Socratika: Journal of Progressive Education and Social Inquiry Vol. 3 No. 2 (2026)
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/socratika.v3i2.773

Abstract

Fiqh instruction at Madrasah Aliyah Al-Mawasir is still dominated by conventional teaching materials and limited technology use, failing to optimally accommodate the characteristics of "digital native" students. This situation impacts student engagement and learning interest. This study aims to develop an interactive e-module based on Problem-Based Learning (PBL) that is valid, practical, and effective in increasing the learning interest of Grade X students regarding the topic of corpse management (*pemulasaraan jenazah*). This study employs the Research and Development method using the ADDIE model, comprising analysis, design, development, implementation, and evaluation phases. The research subjects consisted of expert validators and Grade X students at Madrasah Aliyah Al-Mawasir. Data were collected through observation, interviews, questionnaires, and documentation. Research instruments included validation sheets, practicality questionnaires, and learning interest questionnaires. Data were analyzed using both descriptive qualitative and quantitative methods. The developed e-module received ratings of 97.91% from subject matter experts, 92.85% from language experts, and 88.63% from media experts, placing it in the "highly valid" category. Student responses regarding the product's practicality yielded a score of 91.03%, falling into the "highly practical" category. Student learning interest after using the e-module scored 88.33%, falling into the "very good" category. The PBL-based interactive e-module meets validity and practicality criteria and demonstrates results that support increased student learning interest. This product serves as an alternative Fiqh learning medium that is contextual, interactive, and applicable for teaching corpse management at the Madrasah Aliyah level.
Technology Mastery and Self-Efficacy Are Strongly Linked to Madrasah Operator Performance Nurhalima Hamka; St. Marwiyah; Fatmaridah Sabani
Socratika: Journal of Progressive Education and Social Inquiry Vol. 3 No. 2 (2026)
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/socratika.v3i2.796

Abstract

This study investigates the relationship between technology mastery, self-efficacy, and madrasah operator performance in Salu Makarra, Luwu, Indonesia. It addresses whether technology mastery and self-efficacy are individually and jointly associated with the performance of madrasah operators in managing administrative and educational information systems. A quantitative correlational design was employed involving six madrasah operators from MI Istiqamah, MTs Istiqamah, and MA Istiqamah Salu Makarra, selected through total sampling. Data were collected using questionnaires and observation, with a 30-item instrument covering technology mastery, self-efficacy, and operator performance, and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Spearman’s rank correlation, and multiple linear regression. The findings revealed a very strong and significant positive relationship between technology mastery and operator performance (r = 0.943, p = 0.005) and between self-efficacy and operator performance (r = 0.820, p = 0.046). Jointly, technology mastery and self-efficacy were significantly associated with performance (R = 0.943, F = 12.145, p = 0.036), explaining 89.0% of its variance. These findings indicate that technological capability and confidence in personal competence are closely connected to effective madrasah administration, highlighting the importance of integrated technology training and self-efficacy development for strengthening operator performance.
Pengaruh Brand Image, Kualitas Produk, Harga, Promosi dan Social Proof terhadap Keputusan Pembelian Produk Glad2Glow (G2G) di Shopee (Studi Kasus pada Mahasiswa Universitas PGRI Sumatera Barat) Nurmainis Nurmainis; Meri Rahmania; Dina Amalius
Socratika: Journal of Progressive Education and Social Inquiry Vol. 3 No. 2 (2026)
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/socratika.v3i2.800

Abstract

This study aims to analyze and determine the influence of Brand Image (X1), Product Quality (X2), Price (X3), Promotion (X4), and Social Proof (X5)—both individually and collectively—on the Purchase Decision (Y) regarding Glad2Glow products on the Shopee marketplace among students at PGRI University of West Sumatera. This study employed a quantitative research design using a survey method. The population for this study consisted of students at PGRI University of West Sumatra who had previously purchased and used Glad2Glow products through the Shopee platform. A sample of 120 respondents was selected. The data analysis techniques used included instrument testing (validity and reliability tests), classical assumption tests, multiple linear regression analysis, the t-test (partial), the F-test (simultaneous), and the coefficient of determination (R²). The results of the study indicate that, individually, the variables Brand Image and Product Quality have a positive and significant effect on Purchase Decisions, whereas the variables Price, Promotion, and Social Proof do not have a significant effect on Purchase Decisions. Simultaneously, all five independent variables have a positive and significant effect on Purchase Decision, with a calculated F-value of 125.899 (Sig. = 0.000). The coefficient of determination (R-squared) value of 0.847 indicates that the five independent variables account for 84.7% of the variation in purchasing decisions for Glad2Glow products on Shopee, while the remaining 15.3% is explained by other factors outside the scope of this study. Brand image and product quality have a positive and significant effect on the decision to purchase Glad2Glow products on Shopee, whereas price, promotions, and social proof do not have a significant effect when considered individually. However, when considered simultaneously, these five variables have a significant effect, accounting for 84.7% of the total variance. This indicates that college students prioritize brand perception and product quality; therefore, manufacturers need to focus on strengthening these two aspects to increase purchase decisions.
Pengaruh Kemandirian, Gaya Belajar, Pola Asuh, Lingkungan, Minat pada Prestasi Belajar Ekonomi Siswa Sekolah Menengah Atas Ariana Herawati; Stevani Stevani; Yosi Eka Putri
Socratika: Journal of Progressive Education and Social Inquiry Vol. 3 No. 2 (2026)
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/845y2z49

Abstract

Purpose : This study aims to analyze the effects of self-directed learning, learning style, parenting style, and the school environment on the interest in learning and academic achievement in economics among 11 th-grade students, with interest in learning serving as an intervening variable. Method: This study is descriptive and associative in nature, employing an quantitative approach. The study population consists of all 11th-grade student at SMAN 1 Koto Balingka for the 2025/2026 academic year, totaling 97 students. The sample was selected using total sampling, so the entire population served as the respondents. The instrument used was a closed-ended questionnaire. The data analysis technique employed was path analysis, and hypothesis testing was conducted using the t-test. Results : The results of the study indicate that self-directed learning, learning styles, parenting styles, and the school environment each have a significant effect on interest in learning. Furthermore, self-directed learning, learning styles, parenting styles, the school environment, and interest in learning also have a direct effect on academic achievement. In addition, these four exogenous variables were found to have an indirect effect on academic achievement through interest in learning as an intervening variable. The coefficient values for the indirect effects are, in order, 0.304; 0.328; 0.225; and 0.200, with all calculated t-values greater than the critical t-value (1.66071). The same results were found for the direct effects, with all calculated t-values also exceeding the critical t-value, so all alternative hypotheses (Ha) were accepted. Conclusion: The academic performance of 11th-grade students in economics at Koto Balingka State High School No. 1 can be improved by strengthening independent learning, adapting learning styles, improving parenting practices, creating a supportive school environment, and increasing students’ interest in learning.
Teacher–Student Relationships Strengthen Mental Health Education in Primary Schools Rahmiyanti Rahmiyanti; Syarifah Nur Fajrin; Musbaing Musbaing
Socratika: Journal of Progressive Education and Social Inquiry Vol. 3 No. 2 (2026)
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/socratika.v3i2.808

Abstract

This study investigates the role of teacher–student relationships in strengthening mental health education in primary schools. It addresses the question of how teachers and students understand mental health, how teachers implement mental health education, and what factors support or constrain its implementation. A qualitative descriptive design was employed at UPTD SDN 80 Kuri Lompo, Maros, South Sulawesi, involving the principal, classroom teachers, and students from Grades IV–VI as participants. Data were collected through non-participant observation, semi-structured interviews, and documentation, and were analyzed through qualitative data reduction, presentation, interpretation, and triangulation. The findings show that teachers and the principal possess a positive and holistic understanding of student mental health, although this understanding has developed primarily through teaching experience and general training rather than specialized mental health training. Students generally experience school as a comfortable environment, but experiences of teasing, academic anxiety, and varying emotional regulation remain evident. Teachers strengthen mental health education through warm communication, positive reinforcement, private correction, restorative conflict resolution, and social-emotional activities embedded in P5. Strong teacher–student relationships, teacher collaboration, and supportive school leadership facilitate these practices, whereas the absence of counseling personnel and facilities, limited specialized training, time constraints, and limited parental involvement constrain them. The findings suggest that relational teacher practices can sustain mental health education, but institutional support is essential for its systematic and sustainable implementation.
Teachers' and Parents' Perspectives on Early Literacy Development in Rural ELT Classrooms Helena Putry Londowara; Gren M.O. Lasfeto; Marthisa Olivia Billik
Socratika: Journal of Progressive Education and Social Inquiry Vol. 3 No. 2 (2026)
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/2e8vf005

Abstract

Purpose : This study investigates teachers’ and parents’ perspectives on early literacy development in rural English Language Teaching (ELT) classrooms, focusing on the challenges encountered, strategies employed, and expectations for improving literacy support. Method : A qualitative approach was employed involving 10 English teachers and 10 parents of children aged 5–8 years from rural primary schools. Data were collected through semi-structured interviews, classroom observations, and field notes. The data were analyzed thematically to identify recurring patterns related to challenges, instructional and parental strategies, and expectations for early literacy development. Results : The findings reveal that early literacy development is constrained by limited English learning resources, parents’ limited English proficiency, students’ minimal exposure to English outside school, relatively large class sizes, and teachers’ administrative workload. Despite these limitations, teachers developed contextualized strategies by creating learning materials, using storytelling and role-play, and integrating local cultural elements into literacy activities. Parents also supported children’s reading habits through home-language assistance despite limited English proficiency. Both groups emphasized the need for improved learning resources, teacher professional development, parental guidance, and stronger school–family–community collaboration. Conclusion : Early literacy development in rural ELT contexts requires context-sensitive and collaborative interventions that integrate teacher creativity, culturally relevant pedagogy, accessible resources, parental participation, and sustained institutional support.

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