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Social Sciences and Humanities Reviews
Published by CV. Dyoqu Management and Publishing
ISSN : 31097685     EISSN : 31097685     DOI : https://doi.org/10.64780/sshr.v1i4.125
Core Subject : Humanities, Social,
Humanities Law, Crime, Criminology & Criminal Justice Social Sciences
aims to be a scientific platform for academics, researchers, policy makers, and cultural practitioners to exchange critical perspectives and research results that can enhance theoretical understanding and practical contributions in diverse social and cultural contexts, especially in multicultural countries such as Indonesia.
Arjuna Subject : -
Articles 35 Documents
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Authentic Assessment as a Catalyst for Student Engagement and Contextual Learning: A Qualitative Study of Classroom Practices in Secondary Education Jelli Anggriana; Maghdahalena Tjalla
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.193

Abstract

Background: Traditional assessment often emphasizes memorization and standardized testing, offering limited insight into students’ ability to apply knowledge in meaningful contexts. Authentic assessment has emerged as an alternative approach that connects evaluation with real-world tasks and more student-centered learning experiences. Aims: This study examined how authentic assessment influences teaching practices, student engagement, and contextual learning in secondary education classrooms. Methods: A qualitative descriptive design was employed. Data were collected through semi-structured interviews and classroom observations involving English teachers from two secondary schools in Indonesia. Participants were selected purposively based on their experience in applying authentic assessment. Data were analyzed through reduction, display, and interpretation to identify recurring themes in classroom practice. Results: The findings show that authentic assessment encouraged more contextual, interactive, and reflective learning. Teachers reported that real-world tasks increased students’ participation in discussion, collaboration, and problem-solving activities. Classroom observations also indicated higher motivation and stronger engagement when students were asked to apply knowledge rather than reproduce information. Conclusion: Authentic assessment functions not only as an evaluation tool but also as a pedagogical driver that supports meaningful learning, critical thinking, and active classroom participation. Its successful implementation, however, depends on teacher readiness, institutional support, and clear assessment criteria. These findings reinforce the relevance of authentic assessment for educational reform and contemporary classroom practice
Translating Curriculum Reform into Classroom Practice: A Qualitative Evaluation of the Merdeka Curriculum in English Language Teaching Using the CIPP Framework. Andi Husni A. Zainuddin; Sahraini; Magfirah Thayyib
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.194

Abstract

Background: Curriculum reform has become an important strategy for improving educational quality and promoting student-centered learning in many education systems. In Indonesia, the Merdeka Curriculum was introduced to provide greater flexibility in teaching, encourage learner autonomy, and strengthen twenty-first-century competencies such as collaboration, communication, and critical thinking. However, translating curriculum policy into effective classroom practice remains challenging, particularly in English language teaching where pedagogical approaches, assessment practices, and learning resources must adjust to new instructional orientations. Aims: This study aims to evaluate how the Merdeka Curriculum is implemented in English language classrooms using the Context, Input, Process, and Product (CIPP) evaluation framework. Method: The research employed a qualitative design. Data were collected through semi-structured interviews with English teachers, classroom observations, and analysis of instructional documents related to curriculum implementation. Participants were selected purposively based on their involvement in applying the Merdeka Curriculum. The data were analyzed thematically according to the four dimensions of the CIPP model. Result: The findings indicate that the Merdeka Curriculum aligns conceptually with national education policies and institutional goals. Nevertheless, contextual adaptation remains limited, teacher training often emphasizes policy understanding rather than pedagogical application, and unequal digital resources influence instructional effectiveness. Classroom observations also reveal that teacher-centered practices still partially persist. Conclusion: The study concludes that successful curriculum reform requires sustained teacher professional development that prioritizes practical pedagogical transformation. Stronger institutional support, contextual adaptation, and equitable learning resources are essential to ensure that the principles of the Merdeka Curriculum can be translated into meaningful and student-centered classroom practices.
Exploring Linguistic and Psychological Barriers to English Speaking Proficiency: A Qualitative Analysis of Abu Hamid Muhammad; Muflihah
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.195

Abstract

Background: English speaking proficiency remains a significant challenge for junior highschool students in non-native English contexts. Many learners encounter both linguistic andpsychological barriers that limit their ability to communicate effectively. Although speakingcompetence is essential for global communication and academic development, the underlyingfactors influencing students’ speaking performance in Indonesian classrooms remaininsufficiently examined.Aims: This study aims to identify the linguistic and psychological challenges that hinder juniorhigh school students’ English Speaking proficiency. In addition, it investigates how classroompractices influence student participation and speaking performance in English learningactivities.Methods: This research employed a qualitative descriptive design. Data were collected throughclassroom observations, semi-structured interviews with students and teachers, anddocumentation analysis. The participants were eighth-grade students at a junior high school inPurwokerto, Indonesia. The collected data were analyzed using thematic coding to identifyrecurring patterns related to speaking difficulties and classroom interaction.Results: The findings reveal that students’ speaking difficulties are primarily associated withlimited vocabulary, pronunciation problems, anxiety, and low self-confidence. These linguisticand psychological barriers reduce students’ willingness to participate in oral communication.The study also shows that teacher-centered instructional practices tend to limit opportunitiesfor student interaction, which further constrains speaking development. Conversely, the use ofinteractive classroom activities significantly increases students’ engagement and willingness tospeak.Conclusion: The study concludes that improving English speaking proficiency requiresaddressing both linguistic competence and students’ psychological readiness. Teachers shouldadopt communicative teaching approaches, provide constructive feedback, and foster asupportive classroom atmosphere. Increased opportunities for peer interaction and regularspeaking practice are essential for strengthening students’ confidence and participation inEnglish communication.
Negotiating Engagement and Digital Distraction: English Teachers’ Pedagogical Adaptation for Generation Z in Secondary Classrooms Aulia Rachmad Pidie Saputra; Suhaimi; Reko Hary Putra
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.196

Abstract

Background: The emergence of Generation Z has significantly transformed English language classrooms by introducing learning preferences shaped by digital immersion, rapid information access, and interactive communication environments. These characteristics challenge conventional teacher centered pedagogy and create a complex tension between learning engagement and digital distraction in secondary education settings. Aims: This study examines how English teachers adapt their pedagogical practices to engage Generation Z learners while simultaneously managing the challenges of digital distraction within secondary school classrooms. Methods: A qualitative descriptive design was employed. Data were collected through semi structured interviews, classroom observations, and instructional document analysis involving English teachers who regularly teach digitally oriented learners. The collected data were analyzed using thematic analysis to identify recurring patterns of instructional challenges and adaptive pedagogical strategies. Results: The findings indicate that multimedia materials, collaborative learning tasks, and technology integrated activities increase student participation, motivation, and classroom interaction. Nevertheless, teachers continue to encounter persistent difficulties in maintaining sustained student attention, controlling off task digital behavior, and ensuring that technological tools remain aligned with pedagogical objectives. Conclusion: The study demonstrates that effective instruction for Generation Z learners requires adaptive pedagogy that integrates digital technology with learner centered instructional design, structured interaction, and guided participation. Teachers must strategically transform digital engagement into productive learning opportunities rather than uncontrolled technological use. Strengthening teachers’ digital pedagogical competence and providing institutional support are therefore essential to ensure that technology enriched classrooms promote sustained engagement, meaningful communication, and deeper language learning outcomes.
Interaction-Driven Reading Comprehension Development in EFL Classrooms: A Qualitative Study of Collaborative MeaningMaking in Secondary English Education Raynesa Noor Emiliasari; Emi Emilia; Budi Hermawan
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.197

Abstract

Background: Reading comprehension is a core component of EFL learning, yet many secondary classrooms still rely on teacher-centered instruction that limits interaction, engagement, and deeper interpretation of texts. Recent pedagogical perspectives suggest that collaborative classroom interaction can strengthen students’ comprehension and critical reading development. Aims: This study investigates how interaction-driven instructional practices support reading comprehension development in EFL classrooms, with particular attention to collaborative meaning-making during reading activities. Methods: A qualitative descriptive design was employed. Data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of instructional documents. Participants were selected purposively based on their involvement in interactive reading instruction. The data were analyzed using thematic coding and interpretative analysis. Results: The findings show that collaborative discussion and guided questioning increased student participation and supported deeper interpretation of texts. Students became more confident in expressing ideas and negotiating meaning with peers. Teachers also reported that interactive activities reduced reading anxiety and created a more supportive learning environment. However, differences in vocabulary mastery and learning motivation influenced the level of participation. Conclusion: Interaction-driven pedagogy plays an important role in improving reading comprehension in EFL classrooms by promoting collaborative meaning-making, reflective engagement, and active participation. The study highlights the value of structured interaction and scaffolded discussion in creating more inclusive, meaningful, and pedagogically effective reading instruction in secondary English education.
Religious Education and the Crisis of Moral Formation in Ghanaian Schools: Negotiating Ethics, Pluralism, and Social Responsibility Adam Konadu; Charles Kofi Twene; Dennis Tawiah; Francis Xavier Kabir Mwinkom; Collins Boafo
Social Sciences and Humanities Reviews Vol. 2 No. 2 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i2.221

Abstract

Background: Religious education remains an integral component of Ghana’s educational system through Religious and Moral Education (RME), which is intended to promote ethical values, discipline, tolerance, and responsible citizenship among students. However, increasing concerns regarding indiscipline, dishonesty, intolerance, and moral decline among students have raised critical questions about the actual effectiveness of religious education in shaping moral behaviour within contemporary Ghanaian schools. Aims: This study aims to examine the influence of religious education on moral development in Ghanaian schools by exploring how moral values are taught, interpreted, and practiced within diverse educational contexts. Methods: The study employed a qualitative multiple-case study design involving selected public and faith-based schools in Ghana. Data were collected through semi-structured interviews, focus group discussions, classroom observations, and document analysis involving teachers, students, school administrators, and religious leaders. The data were analyzed using thematic analysis through coding, categorization, and theme development procedures. Results: The findings indicate that religious education contributes significantly to the promotion of honesty, respect, discipline, responsibility, tolerance, and peaceful coexistence among students. Interactive teaching approaches such as discussions, storytelling, and reflective dialogue were found to strengthen students’ moral reasoning and ethical awareness. Nevertheless, challenges including doctrinal bias, exam-oriented teaching, inadequate teacher preparation, and limited critical engagement reduce the effectiveness of moral instruction in some schools. Conclusion: Religious education continues to play an important role in moral formation and social cohesion in Ghanaian schools. However, its effectiveness depends on inclusive pedagogy, critical reflection, balanced curriculum implementation, and sensitivity toward religious diversity within contemporary educational environments.
Digital Marketing Entrepreneur Education for MSMEs Dwi Putranto Riau; Abdurrahman Rahim Thaha
Social Sciences and Humanities Reviews Vol. 2 No. 3 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i3.243

Abstract

Background: Digital marketing entrepreneur education for Micro, Small, and Medium Enterprises (MSMEs) is essential to developing digital businesses. With technological advances and the internet, digital marketing offers various opportunities for MSMEs to expand their markets and increase sales. In this digital era, many MSMEs still need to utilize online sales or are constrained by limited resources ranging from human resources, budget, infrastructure, and understanding of MSMEs in digital marketing. Aims: This study describes and analyzes the importance of digital marketing entrepreneur education for MSMEs. Methods: The method used in this study is descriptive qualitative. Primary data was collected on MSME batik artisans, and secondary data was collected through websites, mass media, journals, books, and others. Data analysis uses interactive analysis by performing data reduction steps, data presentation, and drawing conclusions or verification Result: The research is expected to produce concrete steps that can be taken in education to improve MSME businesses, namely Introduction to Digital Technology, Utilization of Social Media, Search Engine Optimization (SEO) and Search Engine Marketing (SEM), E-commerce and Online Sales Platforms, Performance Analysis and Measurement, Customer Relationship Management (CRM), Continuous Learning and Adaptation and Mentoring and Mentoring. Conclusion: Education is a crucial tool to enhance digital entrepreneur skills and guide MSME business growth.  
Representation of Psychological Experiences of Children from Broken Homes in Indonesian Song Lyrics: A Freudian Psychoanalytic Analysis Nur Fauziah; Subekti Masri; Andi Batara Indra
Social Sciences and Humanities Reviews Vol. 2 No. 2 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i2.255

Abstract

Background:Broken homes can impact a child's emotional and psychological development, leading to experiences such as sadness, anxiety, trauma, and difficulty managing emotions. These experiences emerge not only in social life but are also represented through popular culture, including song lyrics. Therefore, song lyrics can be used as a resource to understand how the psychological experiences of children from broken homes are constructed and expressed. Aims:This study aims to identify the forms of psychological disorders of children from broken homes represented in Indonesian song lyrics and analyze these representations using Sigmund Freud's psychoanalytic theory, particularly the structures of the id, ego, and superego. Methods:The study employed a qualitative approach with a library research design and content analysis methods. The primary data consisted of three song lyrics: "Diary Depresiku" and "Sekuat Hatimu" by Last Child, and "Beautiful Tak Sempurna" by Stand Here Alone. The data were analyzed through the process of identifying, classifying, interpreting forms of psychological disorders, and mapping their representations based on the concepts of id, ego, and superego in Sigmund Freud's psychoanalytic theory. Result:The research results identified four forms of psychological disorders represented in the three songs: trauma, depression, anxiety, and emotional disturbance. Diary Depresiku represents trauma and depression; Indah Tak Sempurna represents depression, anxiety, and emotional disturbance; while Sekuat Hatimu represents depression, anxiety, and emotional disturbance. Depression is a category found in all songs. Based on psychoanalytic analysis, Diary Depresiku shows elements of id and ego, while Indah Tak Sempurna and Sekuat Hatimu show elements of ego and superego. Ego is the only personality structure found consistently in all three songs. Conclusion:Indonesian song lyrics about broken homes represent complex psychological experiences, particularly depression, anxiety, emotional disturbances, and trauma, which can be more deeply understood through the dynamics of the id, ego, and superego. These findings suggest that song lyrics can serve as a source of analysis for understanding the psychological experiences of children with broken homes, while also broadening the application of psychoanalytic approaches in psychology, counseling, and popular culture.
The Relationship Between PUBG Online Game Use and Academic Achievement Among Communication Science Students at Semarang University Yuli Andriyanto; Firdaus Azwar Ersyad; Kharisma Ayu
Social Sciences and Humanities Reviews Vol. 2 No. 2 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i2.256

Abstract

Background:The increasing use of online games among students has the potential to impact learning activities and academic achievement. PUBG is one of the online games widely played by students, characterized by competitive gameplay with long playtimes. Aims:This study aims to analyze the influence of the use of the PUBG online game on the academic achievement of Communication Science students at Semarang University. Methods:This study employed a quantitative approach with a survey design. The study population consisted of 110 Communication Science students from the 2017 intake, with a sample of 87 students determined using cluster random sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, normality tests, simple linear regression, and t-tests with a significance level of 0.05. Result: The results of the analysis show that the use of PUBG online games has a negative and significant relationship with students' academic achievement, with a regression coefficient of B = −0.279, t = −3.035, and p = 0.003. The values ​​of R = 0.313, R² = 0.098, and Adjusted R² = 0.087 indicate that the use of PUBG online games explains approximately 9.8% of the variation in academic achievement, while the rest is explained by other factors outside the research model. Conclusion:Higher engagement in the online game PUBG is associated with a tendency for lower academic achievement, although its contribution to the variance in academic achievement is relatively small. Therefore, managing the intensity and time of play is important to maintain a balance between digital entertainment activities and students' academic demands.
Stress Levels and Coping Strategies in Thesis Writing among Islamic Guidance and Counseling Students: A Qualitative Study Devi Handayani Pohan; Kamaluddin kamaluddin; Maslina Daulay
Social Sciences and Humanities Reviews Vol. 2 No. 2 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i2.257

Abstract

Writing a thesis is a crucial step in completing undergraduate studies, but the process can be stressful for students. Students in the Islamic Guidance and Counseling (BKI) study program face various challenges, such as limited references, limited understanding of scientific writing, the revision process, and difficulties with guidance, all of which can trigger stress during the thesis writing process. Aims:This study aims to identify the level of stress experienced by BKI students in compiling their theses and to explore the efforts made to overcome this stress. Methods:The study employed a qualitative approach with a descriptive design. The primary participants consisted of 10 BKI students from the 2017 intake selected through purposive sampling, supported by eight additional informants consisting of close friends, roommates, and friends with the same supervisor. Data were collected through participant observation, unstructured interviews, and documentation. Analysis was conducted through data review, data reduction, data presentation, and drawing and verifying conclusions. Data validity was checked through triangulation. Result:The results of the study showed that of the 10 key informants, three students experienced mild stress, five experienced moderate stress, and two experienced severe stress. Stress triggers came from both internal and external factors. Students dealt with stress through two groups of strategies: general coping strategies such as relaxation, refreshing, a healthy lifestyle, time management, and discussions with friends, and Islamic coping strategies such as prayer, dhikr, supplication, reading the Quran, fasting, and vows. Conclusion:Thesis writing stress among BKI students exhibits varying levels and impacts, with moderate stress being the most prevalent. Students manage this stress through a combination of psychological, behavioral, social, and religious strategies, demonstrating the importance of an integrative coping approach to supporting the completion of their final assignment.

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