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Lalu Syamsul Hak Elsani
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josse.gemacendekia@gmail.com
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Jl. Biduri Sandik Atas Desa Sandik, Kec. Batu Layar, Lombok Barat - NTB, Indonesia 83355
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Journal of Social Studies Education
Published by Gema Cendekia Institute
ISSN : -     EISSN : 30909104     DOI : https://doi.org/10.71094/josse
Core Subject : Education, Social, Engineering,
Engineering Social Sciences Other
Journal of Social Studies Education (JOSSE) is scholarly open access, peer-reviewed and fully refereed journal focusing on theories, methods and applications in Social Studies Education. As an online-only journal it is devoted to the publication of original, primary research (theoretical and empirical papers) as well as practical applications relating to Social Studies Education. Published by Gema Cendekia Institute with online version of e-ISSN: 3090-9104, this journal is open to various disciplines, including Economic Education, Geography Education, Historical Education, Sociology Education, Social Sciences, Economics, Geography, History, Sociology, Anthropology, Philosophy and other relevant topics on the focus of JOSSE. The articles published in JOSSE journal have been double blind-reviewed by peer reviewers. The decision on whether the scientific article is accepted or not in this journal will be the Editorial Boards right based on peer reviewer recommendation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Transformation of Social Studies Education Based on Digital Citizenship in Shaping the Social Character of Generation Z in the Era of Society 5.0 Ahmad Ramdan Pratama; Diah Lestari Prameswari; Fajar Mulki Santoso
Journal of Social Studies Education Vol. 2 No. 1: Journal of Social Studies Education, May 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/josse.v2i1.431

Abstract

This study examines the transformation of Social Studies education based on digital citizenship in shaping the social character of Generation Z within the framework of Society 5.0. The research is motivated by the increasing influence of digital environments on students’ social behavior and the need for educational adaptation to support responsible civic development in the digital era. The study applies a quantitative explanatory design using Structural Equation Modeling-Partial Least Squares (SEM-PLS) to analyze the relationships between digital citizenship-based Social Studies education, Society 5.0 learning environments, and Generation Z’s social character. Data were collected from Generation Z students through structured questionnaires measuring digital citizenship competencies, perceptions of the learning environment, and social character indicators such as responsibility, tolerance, collaboration, and civic awareness. The results indicate that digital citizenship-based Social Studies education has a significant positive effect on students’ social character. In addition, the Society 5.0 learning environment strengthens this relationship by providing a human-centered digital ecosystem that supports interactive and value-based learning. The model demonstrates strong explanatory power, confirming that educational transformation plays a crucial role in shaping students’ civic and social behavior. The findings highlight that integrating digital citizenship into Social Studies education is essential for developing socially responsible and ethically aware learners. This integration enables students to navigate digital spaces more critically while maintaining strong social values. The study contributes to educational discourse by offering an integrated model of Social Studies transformation aligned with the demands of Society 5.0 and the characteristics of Generation Z.
Integration of Local Wisdom and Digital Literacy in Social Studies Learning as a Strategy to Strengthen Students' Civic Responsibility Ilham Mufid; Yuni Candra Wibowo; Siti Nurhaliza
Journal of Social Studies Education Vol. 2 No. 1: Journal of Social Studies Education, May 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/josse.v2i1.432

Abstract

The rapid advancement of digital technology has transformed the ways students access information, communicate, and participate in social life. While these developments create new opportunities for learning and civic engagement, they also present challenges related to misinformation, unethical online behavior, declining social sensitivity, and weakening civic responsibility. In this context, Social Studies learning plays a strategic role in developing students’ citizenship competencies. This study aims to analyze the integration of local wisdom and digital literacy in Social Studies learning as a strategy for strengthening students’ civic responsibility. Employing a quantitative approach with an explanatory survey design, the study examined the relationships among local wisdom integration, digital literacy, and civic responsibility among junior high school students. Data were collected through questionnaires, observations, documentation, and interviews and analyzed using descriptive and inferential statistical techniques, including multiple regression analysis. The findings indicate that the integration of local wisdom and digital literacy contributes positively to the development of civic responsibility. Local wisdom provides cultural values that encourage social awareness, mutual cooperation, tolerance, and responsibility, while digital literacy equips students with the skills needed to access, evaluate, and utilize information ethically and responsibly. The combination of these dimensions creates meaningful learning experiences that enable students to connect local cultural values with contemporary social realities. The study concludes that integrating local wisdom and digital literacy within Social Studies learning can serve as an effective educational strategy for fostering civic awareness, responsible participation, and ethical behavior among students in the digital era. The findings offer practical implications for the development of contextual, culturally responsive, and digitally oriented citizenship education.
Reconstruction of Humanistic Social Studies Learning through a Socio-Cultural Learning Approach to Increase Students' Multicultural Awareness Rani Maharani; Mahardika Saputra Wijaya; Nanda Pratomo Utomo
Journal of Social Studies Education Vol. 2 No. 1: Journal of Social Studies Education, May 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/josse.v2i1.433

Abstract

The increasing cultural diversity of contemporary society requires educational practices that not only develop students’ cognitive competencies but also strengthen their multicultural awareness and social responsibility. This study aimed to reconstruct humanistic Social Studies learning through a socio-cultural learning approach to enhance students’ multicultural awareness. The research employed a Research and Development (R&D) design consisting of four stages: preliminary investigation and needs analysis, model design and development, expert validation and revision, and field testing and evaluation. The study involved Social Studies teachers, junior secondary school students, curriculum experts, and multicultural education specialists. Data were collected through observations, interviews, questionnaires, and document analysis, and were analyzed using qualitative and quantitative techniques. The findings revealed that existing Social Studies learning practices tended to focus on cognitive achievement and provided limited opportunities for meaningful multicultural interaction. Based on the identified needs, a reconstructed learning model was developed by integrating humanistic learning principles, socio-cultural learning theory, and multicultural education. The model consists of cultural exploration, collaborative dialogue, social inquiry, reflective interpretation, and multicultural action as its core instructional phases. Expert validation indicated that the model possessed strong theoretical relevance, instructional feasibility, and practical applicability. Field testing further demonstrated positive improvements in students’ multicultural awareness, particularly in the dimensions of cultural appreciation, tolerance, empathy, respect for diversity, and inclusive social attitudes. The study concludes that the integration of humanistic and socio-cultural perspectives in Social Studies learning provides an effective framework for fostering multicultural awareness and preparing students to participate constructively in diverse societies.
Strengthening Democratic Values and Tolerance through a Social Studies Learning Model Based on Contemporary Social Issues Dewi Kartika Sari; Arif Rahman Hakim; Ridwan Hidayat
Journal of Social Studies Education Vol. 2 No. 1: Journal of Social Studies Education, May 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/josse.v2i1.434

Abstract

The increasing complexity of contemporary social issues, including intolerance, social polarization, misinformation, discrimination, and identity-based conflicts, highlights the need for educational approaches that strengthen democratic values and tolerance among students. This study aimed to develop and evaluate the effectiveness of a Contemporary Social Issues-Based Social Studies Learning Model in strengthening democratic values and tolerance among junior high school students. The study employed a Research and Development (R&D) approach using the ADDIE framework, consisting of analysis, design, development, implementation, and evaluation stages. The effectiveness of the developed model was examined through a quasi-experimental design involving experimental and control groups. Data were collected through observations, questionnaires, interviews, and documentation and were analyzed using both quantitative and qualitative techniques. The findings revealed that the developed learning model achieved a very high level of validity based on expert evaluations. Furthermore, students who participated in the model demonstrated significantly higher improvements in democratic values and tolerance compared to students who received conventional instruction. The learning process encouraged active participation, democratic dialogue, critical inquiry, collaborative problem-solving, and reflective thinking through the exploration of authentic contemporary social issues. Students also reported highly positive responses toward the learning experience, particularly regarding learning relevance, participation opportunities, and collaborative activities. The study concludes that the Contemporary Social Issues-Based Social Studies Learning Model is an effective instructional innovation for promoting democratic citizenship and tolerance. The model contributes both theoretically and practically to the advancement of Social Studies education by providing a contextual and participatory framework for preparing students to become democratic, responsible, and tolerant citizens in diverse societies.
Transformative Social Studies Education as an Instrument for Civic Character Development in Facing Digital Social Disruption Muhammad Farhan; Lilis Putri Handayani; Eka Putra Pratama
Journal of Social Studies Education Vol. 2 No. 1: Journal of Social Studies Education, May 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/josse.v2i1.435

Abstract

The rapid development of digital technology and the emergence of increasingly complex contemporary social issues have created significant challenges for the cultivation of democratic values and tolerance among students. Social Studies Education plays a strategic role in preparing young citizens to respond to these challenges through meaningful learning experiences that connect academic knowledge with real social realities. This study aimed to examine the effectiveness of a contemporary social issues-based Social Studies learning model in strengthening democratic values and tolerance among students. The study employed a mixed-methods approach with an embedded experimental design involving secondary school students participating in Social Studies courses. The research procedure consisted of needs assessment, model development, expert validation, pilot testing, implementation, and evaluation stages. Quantitative data were collected through democratic values and tolerance questionnaires administered before and after the intervention, while qualitative data were obtained through classroom observations, interviews, reflective journals, and documentation. The findings indicated that the implementation of the learning model contributed positively to the enhancement of students’ democratic values, including participation, openness, equality, social responsibility, and respect for differing opinions. The model also improved students’ tolerance attitudes by fostering empathy, intercultural understanding, appreciation of diversity, and willingness to engage in constructive dialogue. Learning activities centered on contemporary social issues encouraged critical thinking, collaborative problem-solving, democratic deliberation, and reflective evaluation. The study concludes that a contemporary social issues-based Social Studies learning model is an effective instructional innovation for promoting democratic character and tolerance while supporting the development of active, responsible, and socially aware citizens in a pluralistic society.

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