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Yudhie Suchyadi
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JHSS (Journal of Humanities and Social Studies)
Published by Universitas Pakuan
ISSN : 2598117X     EISSN : 2598120X     DOI : https://doi.org/10.33751/jhss.v9i1
Core Subject : Economy, Humanities, Education, Social,
Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences
JHSS (Journal of Humanities and Social Studies) is a journal that publishes scientific papers in the field of humanities and social studies. This Journal, run by Lembaga Penelitian dan Pengabdian Pada Masyarakat, Universitas Pakuan, Bogor. The Journal provides opportunities for scholars to submit papers in humanities and social studies, and also management policies related to education, teaching, and learning fields which will be published online. The internet connection will add to the richness of information and scientific knowledge derived mainly from research. This journal is published three times a year, well documented in the form of books, which include a variety of humanities and social studies papers by writers of various backgrounds. In addition, we also have partners from local editor who graduated as profesor from some university who will review each article before publication. Each article or paper published in this Journal will definitely be useful to all visitors and readers. Articles submitted to this journal will be reviewed by reviewers before publication by double blind-review. e-ISSN: 2598-120X and p-ISSN : 2598-117X
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 41 Documents
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Enhancing Teacher Performance In Digital Era: A Study On Transfomational Leadership, Creativity, And Motivation: Indrawati, Nina; Hidayat, Nandang; Hendarman
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 1 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i1.84

Abstract

This study analyzed the influence of transformational leadership, teacher creativity, and work motivation on teacher performance in the digital age, motivated by challenges in adapting to technological development and the Merdeka Curriculum policy. The study used a quantitative approach with survey methods and statistical analysis, including path analysis. The sample comprised 254 permanent foundation teachers at private junior high schools in Bogor City. Results showed positive direct influences between: Transformational leadership on teacher performance (βy1 = 0.385). Teacher creativity on teacher performance (βy2 = 0.305). Work motivation on teacher performance (βy3 = 0.341).Transformational leadership on work motivation (β31 = 0.257). Teacher creativity on work motivation (β32 = 0.203). Transformational leadership showed indirect influence on teacher performance through work motivation (βy31 = 0.098). Teacher creativity on teacher performance through work motivation (βy32 = 0.061). The study concluded that transformational leadership, teacher creativity, and work motivation significantly influence teacher performance, with work motivation mediating the effects of leadership and creativity. These findings inform strategies to enhance teacher performance through leadership, pedagogical creativity, and motivation.
Analysis Of The Influence Of Social Media Influencers, Herding Bias, Information Quality On Student Invesment Decisions UPN ‘Veteran’ East Java Mediated By Fear Of Missing Out (FOMO) Winda Amalia Sari; Takarini, Nurjanti
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 2 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.86

Abstract

This study examines the effects of social media influencers, herding bias, and information quality on the investment decisions of 119 UPN Veteran East Java students, with FOMO as a mediator. Using PLS-SEM analysis via SmartPLS, results show that herding bias (β = 0,002, p < 0.05) and information quality (β = 0,001, p < 0.05) directly influence investment decisions, while social media influencers affect decisions indirectly through FOMO (β = 0,331, p < 0.05). FOMO significantly mediates the relationship between these factors and investment behavior, highlighting the key role of social and psychological influences in students’ digital investment choices.
Analysis Of Saving Behavior In Influencing Smoking Behavior Among Young People In Surabaya Faradilla, Nafalia Dini; Yuniningsih, Yuniningsih; Khoirotunnisa, Fani
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 2 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.87

Abstract

The purpose of this study is to analyze the impact of saving on smoking habits, especially vape use among young people in Surabaya. Using quantitative methods, this study collected data from 100 respondents through purposive sampling, focusing on teenagers who have vaped at least once a month. Measurements were taken using a likert scale questionnaire analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS version 4 software. The analysis was conducted by testing validity and construct reliability, namely outer loading, cross loading, composite reliability, and AVE values, and testing the structural model, namely R-square and path coefficient values. The findings from this study indicate that the habit of saving money has a negative impact but is not significant in relation to smoking habits. This shows that the practice of saving money in the context of financial management does not directly strengthen a person's ability to exercise self-control in reducing vape use. Individuals who are accustomed to saving money still tend to spend part of their money on vape products due to the influence of the desire for immediate gratification and pressure from their social environment. These findings indicate that although saving is a crucial element in financial management, this habit has not been successful in controlling smoking behavior
Increasing interest in writing and ability to write explanatory texts through project-based learning models in students Afrizal, Eri; Syamsi, Kastam
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 2 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.88

Abstract

This study aims to increase interest in writing explanatory texts through a project-based learning model in class XIC students of SMA Negeri 1 Bunyu and improve the ability to write explanatory texts through a project-based learning model in students of class XIC of SMA Negeri 1 Bunyu. The research conducted is a Classroom Action Research (PTK) developed by Kemmis and Taggart. The research design consists of four stages, namely: (a) planning, (b) action, (c) observation, and (d) reflection. The subject of the study was 31 students of class XIC of SMA Negeri 1 Bunyu. The research was carried out in two cycles, each cycle consisted of two meetings. Data collection uses observation sheets, interview guidelines, questionnaires, learning outcome tests, activity documentation, and field notes. Data analysis techniques include the process of classroom actions carried out qualitatively and the results of action analysis in the form of scores and scores quantitatively. The results of this study concluded that after learning using a project-based learning model, students' interest in writing and ability to write explanatory texts increased. The increase in students' interest in writing, the average initial condition was 53.03, which was in the low category. In the first cycle, it increased to 76.22, in the medium category. In the second cycle, it increased to 104.42, which is in the high category. The improvement of students' ability to write explanatory texts from the initial condition averaged 49.52, increased in the first cycle to 71.19 and in the second cycle to 83.39. It is proven that the Project-Based Learning Model is able to increase students' interest in writing and ability to write explanatory texts.
IA Qualitatif Phenomenology Experience and Meaning of Physical Education Obesity Education in Students Mursaling; Yudanto
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 2 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.89

Abstract

This study aims to increase interest in writing explanatory texts through a project-based learning model in class XIC students of SMA Negeri 1 Bunyu and improve the ability to write explanatory texts through a project-based learning model in students of class XIC of SMA Negeri 1 Bunyu. The research conducted is a Classroom Action Research (PTK) developed by Kemmis and Taggart. The research design consists of four stages, namely: (a) planning, (b) action, (c) observation, and (d) reflection. The subject of the study was 31 students of class XIC of SMA Negeri 1 Bunyu. The research was carried out in two cycles, each cycle consisted of two meetings. Data collection uses observation sheets, interview guidelines, questionnaires, learning outcome tests, activity documentation, and field notes. Data analysis techniques include the process of classroom actions carried out qualitatively and the results of action analysis in the form of scores and scores quantitatively. The results of this study concluded that after learning using a project-based learning model, students' interest in writing and ability to write explanatory texts increased. The increase in students' interest in writing, the average initial condition was 53.03, which was in the low category. In the first cycle, it increased to 76.22, in the medium category. In the second cycle, it increased to 104.42, which is in the high category. The improvement of students' ability to write explanatory texts from the initial condition averaged 49.52, increased in the first cycle to 71.19 and in the second cycle to 83.39. It is proven that the Project-Based Learning Model is able to increase students' interest in writing and ability to write explanatory texts.
Increasing Reading Interest And Ability To Read Explanatory Texts Through The Circ Method In Students Marlian; Syamsi, Kustam
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 2 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.90

Abstract

This study aims to investigate the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) method in enhancing students’ reading interest and their ability to comprehend explanatory texts. The research employed a quasi-experimental design with pre-test and post-test control groups. The participants were students at the secondary school level, divided into an experimental class that received CIRC-based instruction and a control class that was taught using conventional methods. Data were collected through questionnaires measuring reading interest and reading comprehension tests specifically designed for explanatory texts. The results showed that the CIRC method significantly improved both reading interest and reading comprehension ability compared to the conventional approach. Students in the experimental group demonstrated higher motivation, active engagement in collaborative learning, and improved critical understanding of the text. These findings indicate that the CIRC method is an effective pedagogical strategy to foster reading interest and strengthen reading skills, particularly in the context of explanatory texts. The study contributes to the development of innovative literacy teaching practices and highlights the importance of cooperative learning models in supporting students’ language development
Improving the Ability to Write Short Stories through the Problem Based Learning Method with Educational Film Media for Students Sri Rahayu Rachman; Esti Swatika Sari
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 2 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.91

Abstract

This study aims to describe the improvement of the learning process in writing short stories through the problem based learning method with the educational film media of grade XI students of SMA Negeri 14 Malinau and to describe the improvement of the results of short story writing skills through the problem based learning method with the educational film media of grade XI students of SMA Negeri 14 Malinau. This research is a Class Action Research (PTK). The subject of the study was grade XI students of SMA Negeri 14 Malinau consisting of 8 students. This research was carried out in the odd semester of the 2023/2024 academic year, from January to June This action research was carried out in two cycles where in each cycle there were four components, namely planning, implementation of actions, observation, and reflection. Data collection techniques are in the form of observations, interviews, questionnaires, tests, and documentation. Data analysis techniques use qualitative and quantitative descriptive analysis techniques. Qualitative analysis is used for qualitative data in the form of interviews, field notes, and documentation of student assignments. Quantitative analysis is used for quantitative data obtained from the results of students' short story writing tests before and after being given actions as evidenced by average scores. The results of this study show that the application of educational film media can improve the ability to write short stories in learning to write short stories for grade XI students of SMA Negeri 14 Malinau. This is based on the results of the short story writing practice test of students from pre-action to cycle II has increased by 30.4. Thus, the ability to write short stories for grade XI students of SMA Negeri 14 Malinau has improved both the process and the results after being subjected to action using educational film media.
Improving the Ability to Read Biographical Texts Through a Student Process Approach Rajatman; Kastam Syamsi
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 2 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.93

Abstract

This study aims to find out the improvement of the learning process in reading biographical texts through the process approach and the improvement of the results of the ability to read biographical texts through the process approach method in students. The method used in this study is a process approach. The subjects taken were 35 students in class X DKV B SMK Negeri 1 Nunukan. This Classroom Action Research is carried out with a process approach The steps taken in reading learning through a process approach, namely the preparation stage are (1) choosing the text; (2) relate the text to personal experience and previous reading experience; (3) predict the content of the text; and (4) conduct a preliminary review of the text. There is a second stage, namely reading, students read the text in its entirety. In the third stage, responding, students respond to their reading activities and continue to try to understand the content. Data collection uses documentation, interviews, observations and tests. The data analysis techniques used in this study are descriptive statistical analysis and quantitative data are analyzed with a flow model. The results of this study concluded that the process approach of increasing interest and reading ability to read biographical texts was seen from 34 students whose interest increased from cycle to cycle, both those whose students' interest was classified as less to sufficient, from sufficient to high, or from high to very high. It can also be seen that only one student whose interest has not increased. (2) The process approach is able to improve the ability to read biographical texts as evidenced by the initial conditions, cycle I, and cycle II, there are 28 students or around (75%) whose grades increase from cycle to cycle, there are 3 students whose grades are fixed, and there are 4 students whose grades decrease.
E-Government And Citizen Engagement: A Qualitative Study Of Developing And Developed Countries Reynilda; Khusnul Khotimah; Aat Ruchiat Nugraha; Diah Fatma Sjoraida; Bucky Wibawa Karya Guna; Umar Sako
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 2 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.95

Abstract

This study explores the relationship between e-government implementation and citizen engagement by comparing practices in both developing and developed countries. Using a qualitative research approach, the study analyzes policy documents, government reports, and previous empirical studies to identify patterns, challenges, and opportunities in digital governance. The findings reveal that developed countries tend to achieve higher levels of citizen engagement due to advanced technological infrastructure, stronger institutional frameworks, and higher digital literacy among citizens. In contrast, developing countries often face barriers such as limited internet access, lack of trust in government institutions, and insufficient resources, which constrain the potential of e-government to foster participation. Nevertheless, innovative strategies such as mobile-based platforms and community-driven initiatives demonstrate that developing countries can leverage contextual strengths to enhance digital engagement. This research highlights the critical role of socio-political contexts, governance structures, and technological readiness in shaping the effectiveness of e-government initiatives. The study concludes that while the pathways differ, both developed and developing countries share a common goal: building inclusive, transparent, and participatory governance through digital transformation.
The Influence of Self-Regulation on General Self-Efficacy: The Mediating Role of Mental Well-Being among University Students Mayenti , Yelvia Septi; Zahra, Faradilla Asyifa; Hakam, Kama Abdul; Malihah, Elly; Mupid
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 2 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.96

Abstract

Mental health has become a pressing issue in higher education, with university students increasingly vulnerable to stress, anxiety, and reduced academic engagement. While self-regulation and general self-efficacy are recognized as key determinants of academic adjustment, the mechanisms linking these constructs remain underexplored. This study investigates the influence of self-regulation on general self-efficacy, emphasizing the mediating role of mental well-being among university students. A total of 380 valid responses were collected from undergraduate students in Pekanbaru, Indonesia, using validated scales for self-regulation, mental well-being, and general self-efficacy. Structural Equation Modeling (SEM) with AMOS 26 was employed to test the hypothesized relationships. The findings reveal that self-regulation significantly predicts both mental well-being and general self-efficacy. Furthermore, mental well-being demonstrates a positive and significant mediating effect on the relationship between self-regulation and general self-efficacy. These results underscore the importance of mental well-being as a psychological resource that strengthens the pathway between self-regulatory competence and efficacy beliefs. Theoretically, this study extends self-regulated learning models by integrating mental health as a mediating construct, while practically, it highlights the need for higher education institutions to design interventions that foster both self-regulatory skills and psychological well-being. By positioning mental well-being as both an outcome of self-regulation and a driver of self-efficacy, the study provides actionable insights for enhancing student resilience and academic success, particularly in the post-pandemic era

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