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Rahmat Purnomo
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Archipel: Journal of Indonesian Interdisciplinary Studies
Published by PT. Avid Media Indonesia
ISSN : -     EISSN : 31246621     DOI : 10.65739
Core Subject : Economy, Humanities, Education, Social,
Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences
Archipel: Journal of Indonesian Interdisciplinary Studies is an open-access scientific journal dedicated to advancing research and knowledge through interdisciplinary studies, with a focus on the diverse social, cultural, economic, and environmental dynamics of Indonesia and their global connections. The journal publishes high-quality empirical research, theoretical analyses, and case studies that explore the complexities of Indonesian society, its historical and contemporary issues, and its interactions with the global context. This journal is published monthly (12 months). There are at least 60 articles published per year. With a broad interdisciplinary approach drawing from fields such as sociology, anthropology, history, economics, environmental studies, and cultural studies, Archipel aims to foster critical dialogue and innovative perspectives to address multifaceted challenges in Indonesia. The journal invites contributions that deepen the understanding of social change, cultural heritage, economic development, environmental sustainability, and interdisciplinary intersections in Indonesia and beyond.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 5 (2026): Archipel - January" : 5 Documents clear
The Dynamics of Social Capital in Urban Communities in Facing Social Change in the Digital Era Ahmad Mubarok
Archipel: Journal of Indonesian Interdisciplinary Studies Vol. 1 No. 5 (2026): Archipel - January
Publisher : PT. AVID MEDIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65739/archipel.v1i5.29

Abstract

This study aims to analyze the dynamics of social capital in urban communities in the face of social change triggered by the development of digital technology. The shift in social interaction patterns from relationships based on physical proximity to virtual connectivity has influenced the structure of social networks, trust-building mechanisms, and the validity of social norms in urban environments. A qualitative approach with a descriptive design was used to explore the meanings, experiences, and social practices of communities in utilizing digital spaces. Data were collected through in-depth interviews, participant observation, and documentation, then analyzed thematically to identify patterns of social capital transformation. The results show that social capital has not experienced an absolute weakening, but rather has undergone a transformation in form and function. Social networks have become broader but tend to be fragmented, while social trust is more fluid and situational due to the mediation of digital technology. Social capital plays a crucial role as an adaptive resource that supports the ability of urban communities to respond to rapid social change. The sustainability of social cohesion is largely determined by the quality of social relations, digital literacy, and the role of communities and social institutions in managing social interactions. These findings confirm that strengthening social capital based on an adaptive and inclusive approach is a crucial strategy for the social resilience of urban communities in the digital era.
Implementation of Project-Based Learning in Improving Critical Thinking Skills of Middle School Students Ahmad Nur Kholis
Archipel: Journal of Indonesian Interdisciplinary Studies Vol. 1 No. 5 (2026): Archipel - January
Publisher : PT. AVID MEDIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65739/archipel.v1i5.30

Abstract

This study aims to examine the implementation of project-based learning in improving the critical thinking skills of high school students through a qualitative approach. The background of the study stems from the demands of 21st-century education that emphasize higher-order thinking skills, while conventional learning practices still tend to be memorization-oriented and teacher-centered. The project-based learning approach is considered relevant because it provides authentic learning experiences that require active student involvement in problem-solving. This study used a case study design with teachers and students directly involved in project-based learning. Data collection was conducted through classroom observations, in-depth interviews, and analysis of learning documents. Data analysis was conducted thematically through the stages of reduction, presentation, and drawing conclusions. The results show that project-based learning encourages a change in the role of teachers to facilitators and increases student participation, independence, and reflective abilities. Project activities train students in analyzing problems, evaluating information, and making decisions based on arguments. The collaborative learning environment and evaluation that emphasizes the thinking process strengthen the development of critical thinking skills. This study concludes that project-based learning is an effective and relevant pedagogical strategy for developing high school students' critical thinking skills in a sustainable manner.
Internalization of the Values of Religious Moderation through Islamic Religious Education Learning in Secondary Schools Lia Puji Astuti
Archipel: Journal of Indonesian Interdisciplinary Studies Vol. 1 No. 5 (2026): Archipel - January
Publisher : PT. AVID MEDIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65739/archipel.v1i5.31

Abstract

This study aims to describe the process of internalizing the values of religious moderation through Islamic Religious Education (ISE) learning in secondary schools. The background of the study is based on the complexity of student diversity and the need to strengthen balanced, tolerant, and inclusive religious attitudes during adolescence. The research approach used was qualitative with a descriptive design, which allows for in-depth exploration of learning practices and social dynamics in the school environment. The research subjects included Islamic Religious Education teachers, students, and school officials directly involved in the learning process. Data collection techniques were carried out through observation, in-depth interviews, and documentation studies, while data analysis was carried out interactively through data reduction, data presentation, and drawing conclusions. The results show that internalization of religious moderation values occurs through reflective, dialogic, and contextual learning strategies, supported by teacher role models and an inclusive school culture. The synergy between formal learning and school social practices strengthens the meaning of values in a sustainable manner. Islamic Religious Education plays a strategic role in shaping students' religious attitudes that are adaptive to the reality of diversity and able to contribute to the creation of social harmony.
The Influence of Collaborative Learning Environment on Motivation and Learning Outcomes of Elementary School Students Isna'atul Rizqi Kusumawardan
Archipel: Journal of Indonesian Interdisciplinary Studies Vol. 1 No. 5 (2026): Archipel - January
Publisher : PT. AVID MEDIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65739/archipel.v1i5.32

Abstract

A collaborative learning environment is considered a relevant learning approach for improving the quality of elementary school education. This study aims to describe the influence of a collaborative learning environment on the motivation and learning outcomes of elementary school students through a deeper understanding of the learning process. A qualitative approach with a descriptive design was used to explore the dynamics of learning interactions, student experiences, and the role of teachers in creating a collaborative learning environment. The research subjects consisted of elementary school teachers and students actively involved in group-based learning. Data collection techniques were carried out through learning observations, in-depth interviews, and documentation studies, then analyzed using an interactive analysis model. The results showed that a collaborative learning environment encourages positive social interactions, increases learning engagement, and strengthens students' intrinsic motivation. Continuously developing learning motivation contributes to improved learning outcomes, both in cognitive, affective, and social skills. Collaborative learning also builds students' self-confidence, critical thinking skills, and cooperative attitudes. The teacher's role as a facilitator is an important factor in maintaining the effectiveness of a collaborative learning environment. This study concludes that the implementation of a collaborative learning environment has the potential to comprehensively improve the quality of learning processes and outcomes in elementary schools
The Role of Teachers' Digital Literacy in the Quality of Learning in the Independent Curriculum Era Eni Setyo Rahayu
Archipel: Journal of Indonesian Interdisciplinary Studies Vol. 1 No. 5 (2026): Archipel - January
Publisher : PT. AVID MEDIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65739/archipel.v1i5.33

Abstract

The development of digital technology has driven a paradigm shift in learning, requiring teachers to possess adequate digital literacy, particularly in the implementation of the Independent Curriculum, which emphasizes flexibility, differentiation, and student-centered learning. This study aims to analyze the role of teachers' digital literacy on the quality of learning in the Independent Curriculum era. The research approach used a qualitative method with a descriptive design to explore in-depth teachers' experiences, understandings, and practices in utilizing digital technology in the learning process. Research subjects were purposively selected from teachers who have implemented the Independent Curriculum. Data collection techniques included in-depth interviews, learning observations, and documentation studies, while data analysis was conducted through inductive thematic analysis. The results show that teachers' digital literacy plays a strategic role in improving the quality of the learning process through adaptive planning, interactive learning implementation, and continuous and authentic assessment. Digital literacy also encourages the transformation of teachers' roles as reflective and innovative learning facilitators. Challenges to strengthening digital literacy include competency gaps, limited access to technology, and individual teacher readiness. This research confirms that continuously strengthening teachers' digital literacy is a crucial prerequisite for achieving quality and relevant learning, in line with the demands of the Independent Curriculum.

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