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Journal of Social Humanities and Education: Scripta Humanika
Published by CV SCRIPTA INTELEKTUAL MANDIRI
ISSN : 3110892X     EISSN : 31108911     DOI : 10.65310
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Journal of Social Humanities and Education: Scripta Humanika is a peer-reviewed academic journal that publishes research articles, conceptual papers, and critical reflections in the fields of social sciences, humanities, and education. The journal aims to serve as an academic platform for researchers, lecturers, students, and practitioners to share relevant, current, and solution-oriented scientific ideas in response to the dynamics of society and the world of education.The journals focus includes a wide range of disciplines such as sociology, anthropology, philosophy, communication, culture, as well as contemporary issues in education, including education policy, curriculum, law, economics, and learning innovation. All submitted manuscripts undergo a rigorous peer-review process to ensure academic quality, scientific integrity, and meaningful contribution to the development of knowledge. This journal is published regularly and is open to collaboration with scholars from both Indonesia and abroad. Scripta Humanika is committed to supporting the dissemination of inclusive, critical, and data driven scholarship.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 136 Documents
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Pembelajaran Menulis Teks Biografi “Joko Widodo” melalui metode Project Base Learning pada Siswa Kelas VIII SMP Negeri 4 Ranoyapo Ivanda Pendong; Intama Jemy Polii; Oldie Stevie Meruntu
Jurnal Sosial Humaniora dan Pendidikan Vol 1 No 4 (2026): May: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/1hgzj702

Abstract

This study examines the implementation of Project-Based Learning in teaching biography writing, focusing on the figure of Joko Widodo among eighth-grade students at SMP Negeri 4 Ranoyapo. Employing an empirical descriptive-analytical approach, the research integrates quantitative and qualitative data to capture both learning outcomes and classroom processes. Data were collected through performance tests and structured observations involving 26 students selected through total sampling. The findings indicate a significant improvement in students’ writing competence, as reflected in enhanced organization, language use, and coherence in biographical texts. The learning process also revealed increased student engagement, collaboration, and critical thinking during project execution. Project-Based Learning facilitated contextual learning by connecting instructional content with real-life figures, thereby strengthening both cognitive and affective dimensions of literacy development. The study further highlights the pedagogical relevance of integrating project-oriented strategies within language instruction to promote active learning environments. These results contribute to the growing body of evidence supporting innovative instructional models in enhancing writing proficiency and meaningful learning experiences in secondary education contexts.  
Penggunaan Media Visual dalam Meningkatkan Pemahaman Siswa Terhadap Materi Sejarah di Kelas VIII SMP Negeri 3 Duhiada’a Jailani M. Biki; Resmiyati Yunus; Iis Husnul Hotimah
Jurnal Sosial Humaniora dan Pendidikan Vol 1 No 4 (2026): May: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/3jhkw570

Abstract

This study investigates the role of visual media in enhancing students’ understanding of historical content in Social Studies among Grade VIII students at SMP Negeri 3 Duhiadaa. Employing a qualitative descriptive approach within a naturalistic framework, the research explores learning dynamics through participatory observation, in-depth interviews, and documentation. The findings reveal a progressive transformation in students’ comprehension, marked by improved conceptual articulation, increased engagement, and more active participation during the learning process. Visual media functioned as a cognitive mediator, enabling students to reconstruct abstract historical concepts into meaningful and structured knowledge. The integration of visual elements such as infographics, videos, and digital maps facilitated dual-channel information processing, strengthening memory retention and interpretative abilities. Furthermore, the study identifies the emergence of critical thinking patterns through cognitive conflict and reflective learning experiences. The results also highlight the importance of aligning instructional design with students’ visual learning tendencies to optimize learning outcomes. Theoretically, this research contributes to the development of a conceptual model of visual-based historical learning, while practically offering pedagogical insights for designing more participatory and cognitively effective classroom environments in contemporary education.
Standar Penilaian Pembelajaran pada Jenjang Sekolah Dasar Aufar Sania; Ni Made Nitha Balistha; I Wayan Lasmawan; Ni Wayan Rati
Jurnal Sosial Humaniora dan Pendidikan Vol 2 No 1 (2026): Auguss: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/wgc67g98

Abstract

This study aims to describe the implementation of learning assessment standards at the elementary school level at SD Negeri Hindu 1 Bukian. The research employed a qualitative descriptive approach. Data were collected through observations, interviews, and documentation involving the principal, classroom teachers, and learning assessment documents. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, which consists of data condensation, data display, and conclusion drawing and verification. The findings indicate that learning assessment standards have been implemented in accordance with the principles of the Merdeka Curriculum through diagnostic, formative, and summative assessments using both test and non-test techniques. The reporting of students' learning outcomes has been conducted transparently and accountably through report cards and continuous communication between teachers and parents. Several challenges remain, including limited time for conducting assessments, diverse student characteristics, and teachers' competence in developing assessment instruments. Strengthening teachers' professional competence and institutional support is essential to enhance the effectiveness, objectivity, and sustainability of learning assessment implementation.
Struktur Kekuasaan Percakapan di Platform Instagram Terkait Keterlibatan Prabowo dalam Dewan Perdamaian Najwa Aisyah Salsabila; Lintang Prameswari; Vania Areta Pitra Safa; Celvin Dwi Putra Mudianto; Linggar Apritataqwa Giandivari; Inas Yumna Depryananda
Jurnal Sosial Humaniora dan Pendidikan Vol 2 No 1 (2026): Auguss: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/9vt0cn49

Abstract

Prabowo Subianto’s involvement in the Board of Peace for post-conflict reconstruction in Gaza generated extensive public discussion on Instagram and raised questions about whether the observed uniformity of opinion emerged organically or reflected structural communication dynamics. This study examined the conversation network, identified dominant actors, and analyzed the distribution of communicative power using a quantitative big-data approach based on Social Network Analysis (SNA). Data comprised 41,552 interactions connecting 35,490 Instagram accounts collected between January 22 and March 18, 2026, and analyzed with NodeXL Pro, while sentiment was measured using the InSet lexicon. The findings revealed a semi-fragmented network consisting of three major clusters representing national politics, international peace, and public accountability. A clear distinction emerged between the center of attention and the center of power, with @prabowo attracting discussion while media and information accounts controlled information flows through brokerage positions. Negative sentiment accounted for 81% of interactions, indicating that public opinion was reinforced through networked power rather than purely organic participation.
Strategi Guru Sharaf di Pesantren: Dari Metode Klasik hingga Inovatif Muhammad Fariq Heemal Attruk; Salsabila Ramadhani; Farhan Ardhana
Jurnal Sosial Humaniora dan Pendidikan Vol 2 No 1 (2026): Auguss: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/cfvk4q58

Abstract

This study aims to identify, categorize, and synthesize teacher strategies in teaching sharaf (Arabic morphology) at pesantren through an integrative literature review approach. Literature searches were conducted using Google Scholar, DOAJ, and Scopus, resulting in 22 articles that met the inclusion criteria. The findings reveal three main strategic dimensions: material delivery, practice and reinforcement, and evaluation and feedback. Material delivery strategies include classical methods (sorogan and bandongan), inductive and deductive approaches, and innovative approaches using visual media, singing, and game-based learning. Practice strategies involve drills, memorization, individual submission, collaborative learning, gamification, and contextual projects. Evaluation strategies include kitab kuning-based assessment, formal tests, oral evaluation, and integrated assessment systems. The study concludes that sharaf learning strategies have developed from traditional approaches toward more adaptive and innovative models while maintaining classical methods’ strengths in individual guidance. These findings highlight the need for further empirical studies to develop standardized evaluation systems and optimize the integration of innovative strategies in various pesantren contexts.  
Teodise dan Teologi Kehadiran di Tengah Pergulatan Orang Tua Memahami Autisme Nuryanto Gracia
Jurnal Sosial Humaniora dan Pendidikan Vol 2 No 1 (2026): Auguss: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/wnwtrj68

Abstract

Christian parents of children with autism often ask, “God, why is my child autistic?” This question emerges within a social context that celebrates the *cult of normalcy*, where individuals are frequently measured against socially constructed standards of normality. In their search for understanding, parents receive numerous explanations from pastors through sermons and personal counseling sessions. These responses, however, are often confined to the realm of theodicy, seeking to justify suffering and disability within the framework of divine justice and providence. Yet an important question remains: Is theodicy sufficient to address the deep existential, emotional, and spiritual struggles experienced by these parents? Through this study, the author proposes a theological framework that is more adequate for Christian parents raising children with autism. Moving beyond the limitations of theodicy, this article offers a theology of presence rooted in the mystery of the Incarnation, namely, the belief that God is present in the midst of suffering not by providing definitive answers but by accompanying humanity in its vulnerability. From a practical perspective, this article recommends that parents be supported through an honest pastoral spirituality rather than being comforted by premature theological explanations. It also calls upon the Church to cultivate genuinely inclusive communities and urges pastors to develop greater sensitivity to disability theology so that they may accompany families of children with autism as facilitators of meaning-making rather than as providers of simplistic and singular answers.

Page 14 of 14 | Total Record : 136

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