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Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 29643376     DOI : Zenodo
Core Subject :
This journal focuses on general and social Education with field studies and literature. The Sospendis journal is the result of research on social theory, culture, educational studies, and critical analysis studies of research in the field of socio-culture. Articles contain research results and other scientific literature related to sociological and socio-cultural studies. The scope of this study includes; Education in the family, Education in schools (from elementary school education to high school education), Sociology Education, Humanities Education, Culture, Sociology, Community Empowerment, Character Building, Children and Family Education, Education and Learning, Classroom Action Research and studies- other studies.
Arjuna Subject : -
Articles 171 Documents
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PERAN PENDIDIKAN AGAMA KRISTEN DALAM MEMBENTUK KARAKTER DAN SPIRITUALITAS PESERTA DIDIK DI ERA MODERN Yunita Sa'buran; Novia Andreas Padidi; Windy Fridelia; Krisma Kata; Kislen
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS Vol. 4 No. 2 (2026): Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19484013

Abstract

This study aims to examine the role of Christian Religious Education in shaping the character and spirituality of students in the modern era. Technological developments, globalization, and changing values ​​in society bring various challenges to the world of education, particularly in the moral and spiritual development of the younger generation. In this context, Christian Religious Education plays a crucial role as a means of faith development that instills Christian values ​​such as love, honesty, responsibility, and concern for others. This study uses a qualitative approach with a library research method through a review of various literature sources relevant to the research topic. The results of the study indicate that Christian Religious Education plays a significant role in shaping the character and fostering the spirituality of students through integrative learning, teacher role models, and the development of spiritual activities within the educational environment. Despite facing various challenges in the modern era, strengthening contextual and reflective learning strategies can help Christian Religious Education remain relevant in shaping a generation with faith, character, and the ability to face the dynamics of modern life wisely.
ANALISIS SISTEM PENDIDIKAN KOLONIAL BELANDA DARI POLITIK ETIS HINGGA WARISAN STRUKTUR PENDIDIKAN MODERN Widya Nur Asyifa
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS Vol. 4 No. 3 (2026): Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

The education system in Indonesia is closely related to the history of Dutch colonialism. One of the most influential policies affecting the development of education in the Dutch East Indies was the Ethical Policy implemented in the early twentieth century. This policy emerged as a form of moral responsibility of the Dutch government toward the indigenous population after criticism of colonial exploitation practices. This study aims to analyze the Dutch colonial education system from the implementation of the Ethical Policy to its influence on the structure of modern education in Indonesia. This research uses a qualitative method with a literature study approach. Data were collected from books, journals, and other scientific sources related to the history of Indonesian education. The results show that the Dutch colonial education system had several main characteristics: educational policies influenced by the Ethical Policy, a discriminatory education system based on social status, and the formation of a formal education structure that later influenced the modern education system in Indonesia. Therefore, although colonial education served political and administrative purposes for the Dutch government, it also contributed to shaping the structure of education in Indonesia today.
MODEL KURIKULUM REKONTRUKSI SOSIAL: MENGUBAH KURIKULUM UNTUK MEWUJUDKAN MASYARAKAT YANG LEBIH ADIL DAN DEMOKRATIS Lutfi Nurmaidah
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS Vol. 4 No. 3 (2026): Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study aims to examine the implementation of the social reconstruction curriculum model in promoting a more just and democratic society. The main problem addressed is the low relevance of existing curricula to real social issues, such as inequality, marginalization, and the lack of democratic participation among students. The method used in this research is a literature review with a qualitative approach, analyzing various scholarly sources related to curriculum studies and critical education. The results indicate that the social reconstruction curriculum model serves as an effective alternative for integrating social issues into the learning process. This approach encourages students to think critically, participate actively, and develop social awareness toward issues in their communities. Furthermore, the role of teachers as facilitators is crucial in creating dialogical and reflective learning environments. Therefore, the implementation of a socially oriented curriculum has significant potential to foster socially conscious individuals who contribute to the development of a more democratic and equitable society.
ANALISIS MODEL KURIKULUM TEKNOLOGI  DALAM PENDIDIKAN ANTARA PENGEMBANGAN KOMPETENSI DIGITAL DAN KESIAPAN SISWA MENGHADAPI DUNIA KERJA MASA DEPAN Anggun Sarastika
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS Vol. 4 No. 3 (2026): Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

The development of curriculum in Islamic Religious Education (PAI) has undergone significant transformation in response to the rapid advancement of digital technology. This study discusses the analysis of technology-based curriculum models in education, focusing on the development of digital competencies and students’ readiness to face the future world of work. The purpose of this study is to examine how technology integration in PAI learning can enhance digital literacy while still maintaining Islamic values as its foundation. The research method used is a qualitative approach based on literature review, relying on relevant academic books to explore theoretical concepts systematically. The findings indicate that the integration of digital technology in PAI learning improves learning effectiveness, student engagement, and competency development, although it still faces challenges such as limited infrastructure and teacher readiness. Therefore, a balanced approach between technological mastery and Islamic character education is essential in preparing students for future challenges.
EFEKTIVITAS MODEL PEMBELAJARAN PENCAPAIAN KONSEP TERHADAP KEMAMPUAN MENGIDENTIFIKASI DAN MENGELOMPOKKAN KONSEP MATEMATIKA SISWA KELAS RENDAH SD Erin Yuriani
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS Vol. 4 No. 3 (2026): Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study aims to determine the effectiveness of the concept achievement learning model on the ability to identify and group mathematical concepts of lower grade elementary school students. The concept achievement learning model developed by Jerome Bruner emphasizes the inductive thinking process through the presentation of examples and non-examples. This study uses a quantitative approach with a quasi-experimental design of the nonequivalent control group design. The subjects were second-grade elementary school students consisting of an experimental class and a control class. The research instrument was a test of the ability to identify and group mathematical concepts. The results showed that there was a significant difference between the experimental class and the control class. Thus, the concept achievement learning model is effective in improving the ability to identify and group mathematical concepts of lower grade elementary school students.
CERAMAH INTERAKTIF DALAM PEMBELAJARAN TEMATIK DI SEKOLAH DASAR: DAMPAK TERHADAP PEMAHAMAN DAN PARTISIPASI SISWA TIA AULIA
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS Vol. 4 No. 3 (2026): Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

Thematic learning in elementary schools requires instructional methods that can enhance both students’ understanding and active participation. One method that can be applied is the interactive lecture method. This study aims to determine the impact of using interactive lectures in thematic learning on students’ understanding and participation in elementary schools. The interactive lecture method is a teaching approach that combines teacher explanations with active interaction between teachers and students through question-and-answer sessions, short discussions, and examples related to students’ daily lives. The results of the study indicate that the use of interactive lectures helps students understand learning materials more easily because the teacher not only explains but also involves students in the learning process. In addition, this method increases student participation as they are given opportunities to ask questions, answer questions, and express their opinions. Thus, the learning atmosphere becomes more active and engaging. Based on these findings, it can be concluded that the implementation of the interactive lecture method in thematic learning at the elementary school level has a positive impact on improving students’ understanding and participation. Therefore, this method can serve as an effective alternative teaching strategy for teachers in the classroom.
MODEL PENGAJARAN TANPA TUJUAN [ NON DIRECTIVE ] DALAM PEMBELAJARAN DI SEKOLAH DASAR PRINSIP, KARAKTER, DAN IMPLIKASINYA TERHADAP PENGEMBANGAN DIRI SISWA EUIS WIDYANINGRUM
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS Vol. 4 No. 3 (2026): Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study examines the implementation of the Non-Directive Teaching Model within the context of elementary education, a level of schooling traditionally dominated by authoritarian instructional approaches and the pursuit of rigid competency-based curricular targets. The Non-Directive Model, rooted in Carl Rogers' humanistic psychological theory, prioritizes students' personal and emotional growth over mere cognitive transfer. The discussion in this article highlights a fundamental shift in the teacher's role from an "instructor" to a "facilitator" who provides space for students to explore their interests without the pressure of externally imposed goals. Furthermore, this article provides an in-depth analysis of the model's operational mechanisms, which encompass five main phases: defining the situation, exploring the problem, developing insight, self-directed action planning, and integration of learning outcomes. The focus of the discussion is directed toward how the absence of "fixed instructional objectives" at the beginning of the session actually triggers students' intrinsic motivation to authentically establish their own learning goals. An analysis was conducted on the impact of this model on classroom dynamics in elementary schools, revealing that despite challenges in time management and teacher mental preparedness, this approach significantly reduces learning anxiety and enhances children's metacognitive abilities. The results of the study conclude that non-directive teaching is effective in shaping independent, creative student characters with high self-awareness. This model offers a solution for modern elementary education to transition from standardization toward personalization, where the meaning of learning is discovered through open dialogue and unconditional positive regard within the classroom ecosystem.
PENERAPAN MODEL INTERAKSI SOSIAL DALAM MENINGKATKAN KETERAMPILAN KOMUNIKASI DAN KERJA SAMA SISWA SEKOLAH DASAR Ananda Nurtasya
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS Vol. 4 No. 3 (2026): Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study aims to describe the classroom meeting model pattern as a strategy for strengthening character values in thematic learning at the elementary school level. The background of this research is based on the importance of character education in shaping students’ attitudes and behavior from an early age. This study employs a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The results indicate that the implementation of the classroom meeting model is able to enhance students’ character values, such as discipline, responsibility, cooperation, honesty, and mutual respect. Classroom meetings are conducted through discussions, joint reflection, and the habituation of positive behaviors involving active student participation. In addition, the teacher’s role as a facilitator is crucial in guiding the activities to ensure they run effectively and conducive. In conclusion, the classroom meeting model can be an effective strategy for integrating character education into thematic learning in elementary schools.
PENERAPAN MODEL PEMBELAJARAN LANGSUNG DALAM MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA SEKOLAH DASAR Luthfianti
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS Vol. 4 No. 3 (2026): Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study discusses the application of the direct instruction model in improving elementary school students’ understanding of mathematical concepts. The background of this study is based on the importance of developing students’ conceptual understanding in mathematics, especially at the elementary level, where learners still require structured and concrete learning processes. The purpose of this study is to describe the concept, steps, roles of teachers and students, as well as the advantages and disadvantages of the direct instruction model in mathematics learning. The method used in this study is a literature review, which relies on relevant educational books as the main source of data. The findings show that the direct instruction model can help students understand mathematical concepts more systematically through clear explanations, guided practice, and independent exercises. However, this model also has limitations, particularly in reducing students’ active participation if not combined with other learning strategies. Overall, the direct instruction model is effective in improving students’ basic understanding of mathematics when applied appropriately and balanced with other methods.
PENERAPAN MODEL MASTERY LEARNING DALAM MENINGKATKAN PENGUASAAN KOMPETENSI DASAR MATEMATIKA SISWA SEKOLAH DASAR Annisa
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS Vol. 4 No. 3 (2026): Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study aims to analyze the implementation of the Mastery Learning model in improving the mastery of basic mathematics competencies among elementary school students. The background of this research is based on the low level of students’ understanding of fundamental mathematical concepts, which affects their learning outcomes. The Mastery Learning model is chosen because it emphasizes learning completeness through structured instruction, sufficient learning time, and continuous feedback and remedial activities until students achieve mastery standards. The research method used is Classroom Action Research (CAR), conducted in two to three cycles, each consisting of planning, implementation, observation, and reflection stages, with elementary school students as the research subjects. Data were collected through learning outcome tests, student activity observation sheets, and documentation, and analyzed using descriptive quantitative and qualitative approaches. The results show that the implementation of the Mastery Learning model significantly improves students’ mastery of basic mathematics competencies, as indicated by the increase in students’ average scores and the percentage of learning mastery in each cycle, along with improved student learning activities reflected in more active participation in the learning process. In conclusion, the Mastery Learning model is effective in improving elementary school students’ mastery of basic mathematics competencies and can be used as an alternative student-centered learning strategy to achieve optimal learning outcomes.

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