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INDONESIA
JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Published by Universitas Negeri Yogyakarta
ISSN : 23550139     EISSN : 26157594     DOI : -
Core Subject : Education, Social,
Education Social Sciences
JIPSINDO, an academic journal that centered in social studies i.e social education (curriculum, teaching, instructional media, and evaluation), moral education, and multicultural education. We are interested in scholarship that crosses disciplinary lines and speaks to readers from a range of theoretical and methodological perspectives.
Arjuna Subject : -
Articles 153 Documents
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The Influence of Teachers' Pedagogical Competence on the Implementation of Differentiated Instruction at Muhammadiyah Senior High School Imogiri Wulandari, Fitria; Sudrajat
JIPSINDO Vol. 12 No. 2 (2025): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v12i2.87960

Abstract

This research is motivated by the implementation of the Independent Curriculum which requires the creation of a flexible and student-centered learning approach. Teacher competence in carrying out differentiated learning is an important component for achieving a maximum educational process. This research seeks to examine the extent to which teachers’ pedagogical competence affects the application of differentiated instruction at Muhammadiyah Senior High School Imogiri. This research employs a descriptive quantitative approach. The data were analyzed using several techniques, including tests for validity, reliability, and normality, as well as simple linear correlation and regression analysis. The subjects in this study amounted to 22 teachers with the main instrument in the form of questionnaires. The findings indicate that teachers’ pedagogical competence exerts a positive and significant impact on the implementation of differentiated instruction at SMA Muhammadiyah Imogiri. This is supported by the regression analysis results, which indicate that teachers’ pedagogical competence accounts for 54.4% of the effectiveness in implementing differentiated learning. These findings also show that aspects such as understanding student characteristics, selecting appropriate learning methods, and being able to design adaptive learning are important factors. Teachers with higher levels of pedagogic competence tend to be able to build a responsive, inclusive, and student-oriented learning environment. Therefore, enhancing pedagogical competence is a strategic effort to support the successful enactment of the Independent Curriculum within schools.
The Social Construction of the Use of Artificial Intelligence (AI) in Learning and Character Formation Shasliani, Shasliani; Septiantoko, Riko
JIPSINDO Vol. 12 No. 2 (2025): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v12i2.89299

Abstract

This research examines the social construction process of Artificial Intelligence (AI) usage and its contribution to character formation at SMAN 4 Makassar, responding to the duality this technology presents in education: its potential for personalized learning versus its risk to human interaction. Using a qualitative method with a phenomenological approach, this study dissects the essence of the subjective experiences of teachers, students, and stakeholders. Data were collected through in-depth interviews, participant observation, and documentation studies, with the credibility of the findings ensured through source and method triangulation. The collected data were analyzed phenomenologically and interpreted using the theoretical framework of social construction by Berger and Luckmann.The primary findings indicate that AI implementation is not merely a technical adoption but a complete social process that unfolds through three dialectical stages: externalization, where ideas are manifested through policies and infrastructure; objectivation, when AI is institutionalized into routine practices and concrete social structures; and internalization, where students accept AI as part of their subjective consciousness and academic identity. Furthermore, this research reveals the dual role of AI, not only as a learning instrument but also as an effective mediator in character formation that instills values of responsibility, integrity, and discipline. The main contribution of this study is a deep understanding of how technology integrates into the school's social system, while also highlighting that the success of this process fundamentally depends on the crucial role of teachers as facilitators who align technological potential with humanistic values.
Democratic process in Pakistan: causes of failure and development Nandmehar, Sarita
JIPSINDO Vol. 12 No. 2 (2025): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v12i2.89646

Abstract

Pakistan's strategic significance in the global arena, especially in the aftermath of the September 11 attacks, stands in stark contrast to the ongoing political turbulence that has characterised the nation for decades. The intricate political landscape is primarily influenced by entrenched military and bureaucratic forces, overshadowing the aspirations for genuine democratic governance. This dynamic has led to a climate of persistent unrest, where the struggle between democratic ideals and authoritarian practices manifests in numerous ways. Historically, Pakistan has experienced a tumultuous back-and-forth between democracy and authoritarianism, resulting in a fragmented political structure that coups and the frequent replacement of leadership have marred. These disruptions have led to a lack of cohesive political consensus, a disregard for constitutional principles, and ineffective electoral mechanisms—all of which have severely undermined the foundations of democracy in the country. The military's intervention in politics has been a recurring theme, with significant coups occurring in 1958, 1969, 1977, and 1999. Each of these episodes ushered in periods of military rule that, while sometimes resulting in short-term economic growth and a semblance of political unity, paradoxically bred deeper authoritarian tendencies and stifled democratic progress. As a result, the nation has struggled with fragmented political factions and escalating violence, which now pose significant threats to its stability. These issues reflect the deep-rooted challenges within Pakistan's political system, making it a complex and often unstable landscape.
The development of Virtual Reality (VR) Micro Teaching Laboratory to improve TPACK skills of FISIP-UNY education students Isfian, Arief Oky; Deni Hardianto; Laila Fatmawati
JIPSINDO Vol. 12 No. 2 (2025): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v12i2.89743

Abstract

This study aims to develop a Virtual Reality (VR)-based learning media in the form of a Micro Teaching Laboratory to enhance the Technological Pedagogical Content Knowledge (TPACK) of pre-service teacher students at the Faculty of Social and Political Sciences, Yogyakarta State University.The research employed a Research and Development (RnD) approach using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The research trial involved 48 pre-service teacher students from FISIP UNY.  Effectiveness testing was carried out through quantitative analysis, including prerequisite testing (data normality using the Shapiro-Wilk test), effectiveness testing using the Wilcoxon Signed Rank Test, and calculation of Normalized Gain (N-Gain).  The results show that the developed VR media is highly feasible based on expert validation. A total of 88% of students showed increased learning scores after using the media. The Wilcoxon test result yielded a significance value of 0.000 (p < 0.05), indicating a significant difference between pre-test and post-test scores. The average pre-test score of 70 increased to 93.33 in the post-test, with an N-Gain score of 0.82, indicating a “high” level of improvement. This media can be accessed anytime and anywhere via the link: https://unyku.id/VirtualRealityUNY. In conclusion, the developed Virtual Reality Micro Teaching Laboratory learning media is proven to be feasible, effective, and innovative in supporting the enhancement of students’ TPACK. These findings contribute to the integration of immersive technology in higher education learning, particularly in the context of micro teaching training.
Community participation in the Equality Education Program at PKBN Sultan Thaha Saipudin, Tebo Regency Yunisri, Yunisri; Hiryanto, Hiryanto; Hermawan, Yudan
JIPSINDO Vol. 12 No. 2 (2025): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v12i2.88432

Abstract

The equality education program is one of the important efforts to increase access to education for people who cannot participate in formal education. In Tebo Regency, especially in PKBM Sultan Thaha Saipudin, community participation plays a strategic role in the success of this program. However, community involvement in various aspects of implementation still needs to be increased so that the goal of equality education can be achieved optimally. This research aims to identify forms of community participation in equality education programs and government strategies in supporting their implementation. The method used in this study is a qualitative approach with data collection techniques through observation, interviews, and documentation studies. Data were analyzed descriptively to illustrate the overall form of community participation and government support.  The results of the study show that community participation in PKBM Sultan Thaha Saipudin is not only in the form of financial support, but also in the form of providing facilities and infrastructure, taking advantage of programs, and providing constructive ideas and suggestions. The Aburan Batang Tebo Village Government actively allocates a budget for skills training and business capital for the community that participates in the program. In addition, cooperation with the Education Office, the PMD Office, and the business and industry world provides significant technical training and support. Synergy between village governments, private partners, and communities is the key to increasing the active participation and success of equality education programs, which has a positive impact on improving the welfare of local residents
Implementing the Quantum Teaching to improve Social Studies learning outcomes at Junior High School Rusabeata, Rusabeata; Saliman, Saliman; Rahman, Rusyda Nasyita
JIPSINDO Vol. 12 No. 2 (2025): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v12i2.89904

Abstract

This research aims to investigate the improvement of learning outcomes of Social Studies in class VIII-D of SMP Negeri 1 Dusun Selatan by the method Quantum Learning. Pre-cycle data shows that the majority of students (61%) are below the Minimum Completion Criteria (KKM) due to passive and unmotivated learning processes. The research uses the Classroom Action Research (CAR) method, which is implemented in two cycles with 31 students. The research stages include gradual interventions, where Cycle I showed initial but not optimal improvements. Based on reflection, corrective actions in Cycle II were refined by optimizing the learning environment through spatial arrangement and music, and strengthening individual accountability through independent worksheets (LKPD) before group discussions. The main findings show a very significant increase in learning outcomes: the number of students in the "High" and "Very High" categories jumped drastically from only 22.5% in the pre-cycle to 84% at the end of Cycle II. It was concluded that the implementation of the adaptive and holistic Quantum Teaching model has proven to be very effective in transforming the learning process and fundamentally improving student learning outcomes.
Improving Social Studies learning activity and outcomes through multimedia-based learning Winarsi, Winarsi; Azizah, Primanisa Inayati; Rosardi, Raras Gistha; Setya Dhewantoro, Happri Novriza
JIPSINDO Vol. 12 No. 2 (2025): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v12i2.89925

Abstract

This research was motivated by the low learning activity and low learning outcomes of social studies of class VII/B students in the second semester at SMP Negeri 2 Dusun Selatan. Indicators of low learning activity include a lack of enthusiasm for learning and a tendency to be apathetic in participating in learning. This can be seen from students' responses to teacher questions, their activeness in expressing opinions or ideas, and low student participation in learning. Meanwhile, indicators of low learning outcomes are seen from classical completeness, which is still below 75% with the KKM value of Social Studies for Class VII in the second semester of the 2024/2025 Academic Year at SMP Negeri 2 Dusun Selatan being 70. To overcome this problem, a Classroom Action Research was conducted that focused on increasing activity and improving learning outcomes through the use of multimedia-based learning media. This Classroom Action Research (CAR) used the Kemmis and McTaggart model, which was implemented in 2 (two) cycles on 31 students. Data was collected through learning activity observations, learning outcome tests, and student response questionnaires. The results showed a significant increase in learning activity, learning outcomes, and classical mastery. Learning activity increased by 17.4%, from 68.9% pre-cycle to 75.4% in Cycle 1 and 86.3% in Cycle 2. Student learning outcomes increased by 13.9%, from 72.6% in the pre-cycle to 80.3% in Cycle 1 and 87.7% in Cycle 2. Classical mastery percentage increased by 29%, from 65% in the pre-cycle to 83% in Cycle 1 and 94% in Cycle 2. It was concluded that the use of multimedia-based learning media can improve the social studies learning activity and learning outcomes of grade VII/B students in the 2024/2025 academic year at SMP Negeri 2 Dusun Selatan.
Improving Student’s Critical Thinking Through Recitation Method in Social Studies Classroom Widiyanti Widiyanti; Aman Aman; Primanisa Azizah; Rusyda Rahman
JIPSINDO Vol. 13 No. 1 (2026): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v13i1.92117

Abstract

Developing students' critical thinking has become an important objective of social studies education, yet classroom instruction often provides limited opportunities for students to engage in inquiry, collaborative reasoning, and evidence-based argumentation. This study explored how structured recitation activities fostered students' critical thinking during social studies learning through a qualitative classroom inquiry. The study involved eight junior high school students and employed classroom observations, semi-structured interviews, students' learning artifacts, and classroom documentation as primary data sources. Data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing. The findings revealed four interconnected themes characterizing the development of students' critical thinking: (1) developing collaborative learning engagement, (2) building learning confidence through peer support, (3) developing evidence-based critical thinking, and (4) strengthening independent inquiry through structured recitation activities. Students gradually shifted from passive participation toward active engagement by collaboratively seeking information, discussing ideas, constructing arguments, and defending their conclusions using evidence. These qualitative findings were supported by improvements in students' critical thinking achievement throughout the learning process. The study concludes that structured recitation activities provide meaningful learning experiences that extend beyond improving academic achievement by promoting collaboration, learner autonomy, analytical reasoning, and reflective participation. The findings offer practical implications for social studies teachers seeking to design more student-centered learning environments that effectively foster critical thinking.
Improving Students Critical Thinking Skills Through Problem Solving Methods Ilaina Ilaina; Sudrajat Sudrajat; Anggi Nayla Najihah; Cahayuna Kalonika Zahra; Yazid Bustomi
JIPSINDO Vol. 13 No. 1 (2026): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v13i1.92616

Abstract

This research was motivated by the low critical thinking skills and learning outcomes of  Social Studies subjects of SMP Negeri 1 Karau Kuala, Barito Selatan which are caused by the dominance of conventional learning methods. To address this problem, this study focuses on analyzing the effectiveness of implementing the problem-solving method as an effort to improve both competencies. This study uses the Classroom Action Research (CAR) design of the Kemmis and Taggart model, which was implemented in two cycles on 19 students. Data collection was carried out through essay tests to measure critical thinking skills and learning outcomes, as well as observations to monitor learning activities. The results of the study showed a significant progressive increase. The level of student learning completion increased from only 15.79% in the pre-cycle, to 42.11% in Cycle I. The turning point occurred in Cycle II, where replacing the media from less effective videos to more focused static images successfully increased the completion rate to 78.95% and individual critical thinking competencies reached 84.21%. It was concluded that the problem-solving method is proven to be effective, but its success is highly dependent on the selection of the right media. The synergy between active learning models and focused visual media is the main key to improving students' critical thinking skills.
The Effect of Video-Based Learning Media on Social Studies Learning Outcomes Vivit Sriwatie; Raras Gistha Rosardi; Moh Irsyad Fahmi MR; Agustina Tri Wijayanti; Saliman
JIPSINDO Vol. 13 No. 1 (2026): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v13i1.90934

Abstract

This study was motivated by the low Social Studies learning outcomes of Grade IX students at SMPN X di Gunung Bintang Awai, where 40% of students failed to meet the minimum mastery criteria (KKM) due to monotonous, lecture-dominated teaching methods. This study aimed to examine the effect of video-based learning media, integrated with structured discussion and interactive quizzes, on students’ Social Studies learning outcomes. A pre-experimental one-group pretest-posttest design was employed, involving 28 students (12 male, 16 female) selected through total sampling. The intervention was implemented over five months (March–July 2025) and combined video-based instructional media with structured group discussions using guided worksheets (Lembar Kerja Peserta Didik) and interactive gamified quizzes. Learning outcomes were measured using a cognitive achievement test administered before (pretest) and after (posttest) the intervention. Data were analyzed using a chi-square test of association to examine the difference in classical completeness proportions between the two measurements. Results showed that the proportion of students achieving learning completeness increased significantly from 35.7% at pretest to 92.8% at posttest, χ²(1) = 17.50, p < .001, with a large effect size (φ = 0.60). These findings indicate that video-based learning media, when embedded within an active pedagogical design, significantly improves cognitive learning outcomes. However, because instructional components were introduced progressively within a single group and no control group was included, causal attribution to video media in isolation should be interpreted with caution. Further quasi-experimental research incorporating a control group is recommended to confirm these findings.

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