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Public Service: Jurnal Ilmu Sosial dan Pendidikan
Published by Penerbit Hellow Pustaka
ISSN : -     EISSN : 30636590     DOI : https://doi.org/10.61166/service.v2i1.6
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences
Public Service: Jurnal Ilmu Sosial dan Pendidikan provides scientific articles developed in attending through the article publications, original research report, reviews, and scientific commentaries in the field of social sciences and education. SCOPE Public Service: Jurnal Ilmu Sosial dan Pendidikan encompasses research papers from researcher, academics, and practitioners. In particular, papers which consider the following all areas of social and education fields with the following scope: Political Science, Public Administration, Governmental Science, Educational Research, Educational Case Studies Innovative Learning Techniques, Teaching and Education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 24 Documents
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The Reality of Guidance and Counseling Services Implementation at SMAN 1 Lemahabang Denissa Aulia Ramadhan; Ega Najwa Ismail; Ellsya Endany Anie Ramadhani; Yusriya Ni’matul’Izzah; Nur Aini Farida
Public Service: Jurnal Ilmu Sosial dan Pendidikan Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/service.v2i2.34

Abstract

This study aims to describe the reality of implementing Guidance and Counseling (GC) services at SMAN 1 Lemahabang, covering the types of services, their conformity with national standards, and the supporting and inhibiting factors. The research employed a qualitative descriptive approach through observation and interviews with the counseling teacher and three twelfth-grade students. The results show that the GC services at SMAN 1 Lemahabang cover four main areas personal, social, learning, and career, and are in line with the Ministry of Education Regulation No. 111 of 2014. Supporting factors include strong support from the principal, teacher collaboration, and active student participation. However, the main obstacle lies in the limited number of counselors, with one teacher serving approximately 545 students, resulting in less optimal individual guidance. Nevertheless, the counselor optimizes services through group approaches, cooperation with Islamic Education teachers in character development, and the use of online communication media. The study emphasizes the need to increase the number of counselors and strengthen collaborative systems to make GC services more effective and responsive to students’ needs.
Implementation of Deep Learning and Utilization of Artificial Intelligence at SMPN 15 Mataram Dhea Kapril Amanda; Bila Anggraini; Mohamad Mustari
Public Service: Jurnal Ilmu Sosial dan Pendidikan Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/service.v2i2.35

Abstract

This study aims to provide a detailed description of the implementation of deep learning and the utilization of Artificial Intelligence (AI) in the learning process at SMPN 15 Mataram. This research is based on the demands of 21st-century education, which emphasize critical thinking, creativity, collaboration, and digital literacy. A descriptive qualitative method was employed, with data collected through direct observation of classroom activities and interviews with subject teachers. The findings reveal that deep learning has been implemented through various learning strategies, including classroom discussions, group collaboration, interactive questioning, and project-based learning assignments that encourage students to think independently and develop problem-solving skills. However, the use of AI in the learning process remains limited. This is due to the school policy that restricts students from using personal mobile devices during lessons, resulting in AI mainly being utilized by teachers, particularly for preparing teaching materials, searching for references, and planning instructional activities.Several challenges also hinder the optimization of AI integration, including limited technological facilities, uneven internet access, insufficient digital literacy skills among teachers and students, and the lack of training related to AI-based learning tools. Therefore, it can be concluded that deep learning is already being practiced effectively in SMPN 15 Mataram, supporting the development of students’ competencies. However, the integration of AI still requires improvement through enhanced technological support and the provision of digital literacy training for both teachers and students.
Independent Curriculum and SPMI: Two Pillars Driving the Progress of SMPN 15 Mataram City Dewi Ratna Hidayati; Deni Saputra; Mohamad Mustari
Public Service: Jurnal Ilmu Sosial dan Pendidikan Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/service.v2i2.36

Abstract

This research aims to deeply analyze the role of the implementation of the Merdeka Curriculum and the application of the Internal Quality Assurance System (SPMI) as key pillars driving progress at SMPN 15 Mataram City. The school faces challenges in improving the quality of education to be relevant to 21st-century needs. A qualitative approach with a case study method was used to understand this phenomenon holistically and contextually. Data collection involved in-depth interviews with the principal and the curriculum vice principal, Ms. G. Ayu S. Astuti, observation of teaching and learning activities and quality assurance meetings, as well as analysis of documents related to the Merdeka Curriculum and the SPMI cycle. The findings indicate that the integration of the Merdeka Curriculum and SPMI has created a significant positive synergy. The Merdeka Curriculum provides flexibility and encourages student-centered learning innovation, while SPMI ensures that these innovations are planned, measurable, andsustainable through the planning, implementation, evaluation, control, and improvement (PPEM) cycle. The Merdeka Curriculum's implementation has successfully enhanced student competencies in Pancasila student profile reinforcement projects (P5) and enriched formative assessment. Meanwhile, the SPMI cycle, particularly in the evaluation and control stages, plays a crucial role in identifying areas for Merdeka Curriculum improvement and formulating effective follow-up actions. The conclusion of this study confirms that the Merdeka Curriculum and SPMI are not just programs, but are two fundamental pillars supporting a culture of quality and driving educational transformation at SMPN 15 Mataram City. Furthermore, SMPN 15 Mataram City faces a challenge in implementing the Merdeka Curriculum Based on Deep Learning, specifically that a few teachers have not yet been able to fully transition from the previous curriculum. However, the percentage of these teachers is very small, only about 3–4 individuals, equivalent to 5% of the majority of teachers, 90%, who are adaptable and capable of implementing the Merdeka Curriculum optimally. Such a minor challenge does not prevent SMPN 15 Mataram City from maintaining its status as a superior, favorite, quality, and competitive school.
Implementation of Guidance and Counseling Service Management System at SMPN 15 Mataram Naya Safitri; Aditra Wahyuda; Mohamad Mustari
Public Service: Jurnal Ilmu Sosial dan Pendidikan Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/service.v2i2.37

Abstract

The implementation of Guidance and Counseling (GC) services in schools plays a crucial role in assisting students in dealing with developmental, academic, social, and emotional challenges, especially in the digital era where behavioral changes among adolescents are becoming increasingly complex. This condition requires a well-planned, structured, and needs-based management system for GC services. Based on this urgency, this study aims to describe the implementation of the management system of Guidance and Counseling services at SMPN 15 Mataram, including program planning, forms of coordination among related parties, and the obstacles encountered during its implementation. This research employed a descriptive qualitative approach with data collected through in-depth interviews, direct observations, and documentation. The findings indicate that the GC program is planned based on the Student Needs Assessment Questionnaire (AKPD), enabling the services to remain flexible and relevant to students’ needs. The implementation includes individual counseling, classroom guidance, case assistance, and student development activities. Coordination among the GC teacher, homeroom teachers, subject teachers, and parents runs effectively through open and continuous communication. The challenges encountered mainly relate to the diversity of student characteristics and the influence of social media on adolescent behavior. This study contributes as an evaluation reference and provides insights for improving GC management to be more adaptive and responsive to the dynamics of students’ development.

Page 3 of 3 | Total Record : 24

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