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INDONESIA
INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE)
Published by Universitas Islam Negeri Fatmawati Sukarno Bengkulu
ISSN : 26556278     EISSN : 26556588     DOI : http://dx.doi.org/10.29300/ijsse.v5i1.4090
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Indonesian Journal of Social Science Education (IJSSE) is an open-access, peer-reviewed academic journal established to disseminate state-of-the-art knowledge in the field of Social Science Education. Published by the Pusat Publikasi Ilmiah of UIN Fatmawati Sukarno Bengkulu, Indonesia. The journal serves as a scholarly platform that bridges theory and practice across diverse areas of Social Science Education. It aims to publish and disseminate high-quality research and is committed to providing a space for professionals, educators, teachers, college students, practitioners of Social Science Education and researchers to share their knowledge, innovations, and experiences in the dynamic and evolving field of Social Science Education. This journal focuses on empirical, theoretical, and conceptual issues surrounding Social Science Education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 125 Documents
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FROM DOCTOR TO WARRIOR: A.K. GANI'S ROLE IN INDONESIA'S PHYSICAL REVOLUTION Diko Ardhana; Dedi Irwanto
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 1 (2026): January 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i1.9361

Abstract

This article aims to describe the role of Dr. Adnan Kapau Gani (AK Gani) in the Indonesian Physical Revolution (1945–1950) both in South Sumatra and throughout the country. As Military Governor of Southern Sumatra and Commander of SUBKOSS, he led defense strategy, guerrilla warfare, and consolidated the People's Security Army and the struggle troops. At the national level, he served as Minister of Prosperity, managed resources, formed the Planning Council, and built international cooperation through the American-Indonesian Corporation to counter the Dutch blockade. To gain recognition of Indonesian sovereignty and maintain central-regional coordination, he was also active in political diplomacy, including the Linggarjati Agreement. Using a national history approach and literature study, this research shows that AK Gani greatly helped maintain independence, create stability, and strengthen Indonesia's position in the world.
The Influence of the Learning Model (Quantum Learning) in Sociology Subject Phase E on Student Learning Outcomes at SMAN 1 Suliki Aisyah Rasyidah; Sri Rahayu; Yanti Sri Wahyuni
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 1 (2026): January 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i1.8910

Abstract

This study was motivated by the low academic achievement of 10th-grade students in the sociology course. This is evident from the final exam scores for the first semester of the 2024/2025 academic year. The purpose of this study is to determine the effect of using the quantum learning model in the sociology course (Phase E) on student learning outcomes at SMAN 1 Suliki. The method used in this study was a quantitative method with a quasi-experimental design. The research data obtained showed that the normality test was conducted using SPSS with the Shapiro-Wilk test; since the sample size was 36 < 50, the results of the normality test indicated that the Shapiro-Wilk values for the control and experimental classes were < 0.05, the control class pretest was 0.031, the control posttest was 0.034, and the experimental class pretest was <0.001, while the experimental posttest was 0.003; the data were categorized as non-normal. In the homogeneity test, the data showed that the mean was <0.05 (0.017 < 0.05), so the data was categorized as non-homogeneous. Meanwhile, in the results of the hypothesis test conducted using the Mann-Whitney Test, we can see that the Asymp.Sig (2-tailed) was <0.05 (specifically <0.001), indicating a significant difference between the control and experimental classes. Since the result of the Asymp.Sig (2-tailed) test is when the Asymp.Sig (2-tailed) value is less than 0.05, it can be concluded that the use of the quantum learning model has an effect on student learning outcomes at SMAN 1 Suliki.
THE PIG SLAUGHTER TRADITION AS A SYMBOL OF LOCAL WISDOM IN THE MARIND TRIBE Farida Nugrahaeni; Sudrajat Sudrajat; Raras Gistha Rosardi; Khoirul Khoirul
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 2 (2026): July 2026 (In Press)
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11127

Abstract

This study aims to analyze the meaning, implementation process, and values of local wisdom in the pig slaughter tradition among the Marind community in Merauke Regency. This study uses a qualitative approach with descriptive methods. Data were collected through semi-structured interviews, observation, and documentation. The results show that the pig slaughter tradition has multidimensional functions, namely as a symbol of gratitude, a means of strengthening social solidarity, and legitimacy in customary law, particularly in land release. This tradition also contains local wisdom values such as reciprocal cooperation, deliberation, and social division. The role of traditional leaders is very important in maintaining the sustainability of the tradition, while cultural inheritance is carried out informally through the involvement of the younger generation. This study confirms that the pig slaughter tradition is a form of local wisdom that is relevant in strengthening the cultural identity and social integration of indigenous communities amidst the current of modernization.
EVALUATING THE SCHOOL LITERACY MOVEMENT PROGRAM THROUGH THE CIPP MODEL: EVIDENCE FROM STATE JUNIOR HIGH SCHOOL 1 SEMANU, INDONESIA Utami Dwi Ratna Asih; Victor Novianto; Esti Setiawati; Sukadari Sukadari
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 2 (2026): July 2026 (In Press)
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11147

Abstract

This study aims to: (1) describe the context that underpins the implementation of the school literacy  movement program at State Junior High School 1 Semanu, including policies, needs, and program objectives; (2) analyze the inputs supporting the implementation of the school literacy  movement program, including human resources, facilities and infrastructure, funding, and strategies used; (3) evaluate the process of the school literacy  movement program, including planning, implementation, as well as monitoring and follow-up mechanisms; (4) assess the products or outcomes of the school literacy  movement program, both in terms of students' literacy achievement and its impact on the school's literacy culture; (5) formulate improvement recommendations to enhance the effectiveness of the school literacy  movement program based on the CIPP evaluation model. This study uses a qualitative approach. Data collection techniques include interviews, observation, and document studies. Data validity is tested through source and method triangulation. Data analysis uses the interactive model of Miles and Huberman model which consists of 3 stages, namely: data reduction, data display, and conclusion drawing. In terms of context, the program is already in accordance with policies, needs, and program objectives. In terms of input, resources are available, but facilities and funding are still lacking. In terms of process, most of the program is already running, but it still requires the involvement of all parties. In terms of product, there has been an increase in reading interest and literacy skills, but it is still weak in shaping student character. In conclusion, the program is running well and can be continued with some improvements to operate optimally.
INTEGRATION OF GEOPARK LOCAL CONTENT IN SOCIAL STUDIES LEARNING: A QUALITATIVE STUDY OF STRENGTHENING LOCAL IDENTITY AND ENVIRONMENTAL AWARENESS AT SMP NEGERI 1 CISOLOK Andi Priyatna; Sudrajat Sudrajat; Raras Gistha Rosardi
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 2 (2026): July 2026 (In Press)
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11132

Abstract

This study aims to analyze the integration of geopark-based local content in social studies learning and its implications for strengthening students' local identity and environmental awareness. The study employs a qualitative approach with a case study design conducted at SMP Negeri 1 Cisolok. The research subjects include social studies teachers, eighth-grade students, and school stakeholders selected purposively. Data collection techniques consist of semi-structured interviews, participatory observation, Likert-scale questionnaires, and documentation. Data analysis applies the interactive model of Miles, Huberman, and Saldaña as well as thematic analysis.The findings reveal three main results. First, geopark-based learning improves students' understanding as the material is connected to real-life experiences in their surrounding environment. Second, the learning process encourages active student engagement through observation activities and contextual discussions. Third, there is a strengthening of local identity and environmental awareness, reflected in students' environmental care attitudes and pride in their region.These findings indicate that geopark integration is effective in creating contextual, meaningful, and character-oriented social studies learning. Theoretically, this study reinforces constructivist approaches and place-based learning. Practically, the results can serve as a reference for teachers and schools in developing environment-based learning. Future research is recommended to test the effectiveness of this model quantitatively and in broader contexts.
Google Earth Media-Assisted Contextual Learning Strategies in Improving Social Studies Learning Outcomes of Junior High School Students Shasliani Shasliani; Ilma Indriasri Pratiwi
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 1 (2026): January 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i1.11131

Abstract

This study aims to determine the effectiveness of using Google Earth in a contextual learning strategy on students' social studies learning outcomes. The problem in this study is the low learning outcomes of students in social studies due to the lack of use of interactive learning media and learning strategies that do not connect the material to real-life contexts. Therefore, learning innovations are needed to improve student understanding and learning outcomes. This study used a quantitative approach with a One Group Pretest-Posttest design. The subjects were ninth-grade students totaling 30 students. Data collection was conducted through learning outcome tests administered before (pretest) and after (posttest) the treatment. Data were analyzed using descriptive and inferential statistics, namely paired sample t-tests to determine differences in learning outcomes before and after the treatment. The results showed an increase in student learning outcomes after implementing the contextual learning strategy with Google Earth. This was demonstrated by a higher average posttest score compared to the pretest, as well as the results of the hypothesis test, which showed a significant difference. Therefore, it can be concluded that using Google Earth in a contextual learning strategy is effective in improving students' social studies learning outcomes.
A COMPARATIVE STUDY OF THE IMPLEMENTATION OF DEEP LEARNING IN INDONESIA AND MALAYSIA BASED ON BIGGS AND TANG'S THEORY Ahmad As&#039;ari; Sudrajat Sudrajat; Raras Gistha Rosadi
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 2 (2026): July 2026 (In Press)
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11151

Abstract

This study aims to analyze and compare the implementation of deep learning in Indonesia and Higher Order Thinking Skills (HOTS) in Malaysia using the constructive alignment framework proposed by Biggs and Tang. This research employs a qualitative approach with a comparative study design through literature review. The data sources include official curriculum documents as well as relevant academic journals and literature. Data analysis was conducted using content analysis by examining the alignment between learning objectives, learning activities, and assessment. The findings indicate that Indonesia implements deep learning through the Merdeka Curriculum with a mindful, meaningful, and joyful approach, while Malaysia integrates HOTS systematically through the Malaysia Education Blueprint (PPPM) 2013–2025. Both countries share similar goals in developing 21st-century skills, but differ in terms of implementation and consistency. Malaysia demonstrates a higher level of alignment, whereas Indonesia is still in a transitional phase with several challenges. Therefore, strengthening constructive alignment through teacher capacity building, instructional design development, and assessment reform is necessary.
STRENGTHENING NATIONALISM VALUES IN SOCIAL SCIENCES LEARNING AT STATE MIDDLE SCHOOL 10, SORONG DISTRICT Pintje Falila; Sudrajat Sudrajat; Raras Gistha Rosardi Gistha Rosardi
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 2 (2026): July 2026 (In Press)
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11194

Abstract

ABSTRACT: Nationalism remains one of the most pressing character-education goals in Indonesian schools, particularly in regions where dual identity presents a structural challenge to civic cohesion. This qualitative descriptive study examines how Social Studies (IPS) teachers at SMP Negeri 10, Sorong Regency, Papua, strengthen nationalism values through classroom instruction, and what obstacles they face in doing so. Data were gathered through semi structured interviews with the school principal, an extracurricular supervisor, three IPS teachers, and twelve students, supplemented by non-participant classroom observation and document analysis of lesson plans and curriculum materials. Thematic analysis reveals three interconnected findings. First, the teacher applies the structured three-phase approach of planning, execution, and evaluation. Second, learners reflect measurable understanding, though uneven, of the indicators, but is reflected in the concrete behavior of the class. Third, the four categories that are the roadblock to teacher competence gap, extra curriculum burdens, the limitations of infrastructure tools, and the lack of emphasis from families which collectively reduces the depth of nationalism study. The study argues that cultural response, structured professional development of teachers, and a closer partnership between school and family are essential requirements for sustainable nationalism education in a diverse ethnic border community.
THE INFLUENCE OF BLENDED LEARNING ON SOCIAL STUDIES LEARNING OUTCOMES OF EIGHTH-GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL 7 BLORA REGENCY CENTRAL JAVA PROVINCE Lilik Muharromah Rosyidyati; Sudrajat Sudrajat; Raras Gistha Rosardi
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 2 (2026): July 2026 (In Press)
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11282

Abstract

Pembelajaran Ilmu Sosial memainkan peran penting dalam mengembangkan pemahaman siswa terhadap fenomena sosial; namun, hasil belajar masih belum optimal karena penggunaan metode pengajaran yang kurang bervariasi. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran campuran terhadap hasil belajar Ilmu Sosial siswa kelas VIII di SMP Negeri 7 Blora. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimental berdesain kelompok kontrol tidak setara, yang melibatkan kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes (pretest dan posttest), observasi, dan dokumentasi, serta dianalisis menggunakan uji normalitas, uji homogenitas, uji-t sampel independen, dan gain score dengan bantuan perangkat lunak Jamovi. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan dalam hasil belajar antara kelompok eksperimen dan kelompok kontrol; (2) kelompok eksperimen mencapai nilai rata-rata posttest yang lebih tinggi daripada kelompok kontrol; (3) skor gain kelompok eksperimen berada pada kategori sedang, sedangkan kelompok kontrol berada pada kategori rendah. Oleh karena itu, dapat disimpulkan bahwa model pembelajaran campuran efektif dalam meningkatkan hasil belajar Ilmu Sosial siswa.
Beyond Student Misconduct: A Literature Review on School Discipline, Teacher Modeling, and Social Attitude Formation Dini Mulyani; Tri Gunawan; Sudrajat Sudrajat; Raras Gistha Rosardi
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 2 (2026): July 2026 (In Press)
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11124

Abstract

This study aims to examine student misconduct in secondary education as a phenomenon shaped not solely by individual factors, but by the interaction of school discipline practices, teacher modeling, school culture, and hidden curriculum processes. Using a literature review approach, the study analyzes peer-reviewed journal articles published between 2015 and 2026, sourced from databases such as Scopus, ERIC, and Google Scholar. The selection focused on studies related to school discipline, teacher behavior, and social attitude formation, particularly within secondary education contexts. Data were analyzed using thematic analysis to identify recurring patterns and conceptual relationships across the literature. The findings indicate that contemporary scholarship increasingly conceptualizes discipline as a relational and developmental process rather than merely a mechanism of control. Teacher behavior plays a critical role in shaping student discipline by modeling the moral legitimacy of rules through daily interactions. In addition, school culture and hidden curriculum significantly influence students’ understanding of fairness, authority, and social norms. Supportive and consistent disciplinary environments are associated with positive outcomes such as empathy, responsibility, and social engagement, while punitive and inconsistent practices tend to produce alienation and negative attitudes. Overall, the study highlights that student misconduct is structurally influenced, requiring integrated, whole-school approaches to discipline reform. This study contributes by offering an integrative framework that links discipline, teacher modeling, and school culture as a unified system of social attitude formation.

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