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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 158 Documents
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Improving Motivation in Social Sciences Subjects Using Powerpoint Media: Study at SMP Negeri 2 Karau Kuala Ahmad Effendi; Saliman Saliman; Hanif Nur Rokhim; Satriyo Wibowo
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.v13i1.92106

Abstract

This study aims to improve students’ learning motivation in Social Studies through the use of PowerPoint media among ninth-grade students at SMP Negeri 2 Karau Kuala. The background of this research is the low learning motivation of students in Social Studies classes, which affects their participation and learning outcomes. Therefore, it is necessary to innovate the learning process by utilizing interactive digital media to make learning more engaging and meaningful. This research employed a Classroom Action Research (CAR) design conducted in three cycles, including planning, implementation, observation, and reflection stages. The subjects of this study were 32 students of class IX A at SMP Negeri 2 Karau Kuala in the 2025 academic year. Data were collected through observation, interviews, and documentation, while data analysis was carried out using descriptive qualitative methods focusing on ten aspects of learning motivation. The instrument validation results indicated that all items were valid and reliable for measuring students’ motivation levels. The results showed that the use of PowerPoint media significantly improved students’ learning motivation in each cycle. The percentage of students with high motivation increased from 6.3% in the pre-cycle to 16% in the first cycle, 25% in the second cycle, and 63% in the third cycle. The average motivation score also rose from the low category (16.9) in the pre-cycle to moderate (23.9) in the first cycle, high (28.3) in the second cycle, and very high (34.3) in the third cycle. Students became more active, enthusiastic, and participative during lessons. Therefore, PowerPoint media is proven to be effective in enhancing students’ motivation in Social Studies learning and in creating an engaging, interactive, and enjoyable classroom environment.
An Exploratory Study on Students’ Experience in Using Chat-GPT for Problem-Based Learning Trio Ardhian; Taryatman; Khotim Hanifudin Najib; Eka Ridha Nofrida
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.v13i1.88403

Abstract

This study is motivated by the growing use of artificial intelligence (AI) technology, particularly ChatGPT, to support Problem-Based Learning (PBL). It aims to explore students' experiences in utilizing ChatGPT as a learning aid in PBL, including their perceptions of its effectiveness, encountered challenges, and its impact on critical and independent thinking skills. This research employed a descriptive quantitative approach, involving 176 purposively selected university students as respondents. Data were collected using Likert-scale questionnaires and open-ended questions, then analyzed using descriptive statistics and thematic analysis. The findings indicate that students have positive perceptions toward using ChatGPT across all measured dimensions (Understanding Problems, Planning Solutions, Evaluating Results, Critical Thinking, Collaboration, and Metacognition), with mean scores falling into the high category. Nevertheless, some challenges were identified, such as limited answer accuracy, access constraints, and a tendency toward dependence that might reduce critical thinking engagement. Overall, ChatGPT was perceived as helpful in accelerating material comprehension, enhancing learning independence, and supporting idea development, although its use requires appropriate guidance and sufficient digital literacy. This study highlights the importance of wise AI utilization so it can serve as effective scaffolding to support PBL.
A Applying Neuroscience Principles in a Tamansiswa-Aligned PBL Model to Enhance Fifth-Grade Students’ Learning Engagement: A Two-Cycle Classroom Action Research at SD Negeri 1 Depok, Kulon Progo, Yogyakarta Heri Maria Zulfiati; Susan Chandra Mukti
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.v13i1.89223

Abstract

This study was motivated by the low level of student learning activeness despite the implementation of various learning models. The aim of this research was to enhance student engagement through the application of neuroscience theory in the Problem Based Learning (PBL) model integrated with the Tamansiswa philosophy. The study employed Classroom Action Research (CAR) conducted in two cycles. The research subjects were 26 fifth-grade students of SD Negeri 1 Depok, Kulon Progo. Data were collected using observation, questionnaires, interviews, and documentation, and analyzed through data reduction, display, and conclusion drawing. The findings revealed that the average student learning activeness increased from 55.22% in the first cycle (moderately active) to 77.20% in the second cycle (active). These results indicate that integrating neuroscience theory into PBL based on Tamansiswa’s philosophy effectively fosters active learning, enhances student self-confidence, and improves conceptual understanding.
Implementing Project-Based Learning to Enhance Students' Social Skills at MTs Teladan Ujung Kubu Nurul Azmi Aziz; Ponidi
JIPSINDO Vol. 13 No. 2 (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.v13i2.101163

Abstract

The development of social skills has become increasingly important as one of the key competencies required in the twenty-first century. However, classroom instruction in many schools continues to rely on teacher-centered approaches that provide limited opportunities for students to interact and collaborate actively. This study investigated the application of Project-Based Learning (PjBL) in Social Studies classes and explored its contribution to the enhancement of students' social skills at MTs Teladan Ujung Kubu, Batu Bara Regency, Indonesia. A qualitative descriptive design was adopted to gain a comprehensive understanding of the learning process and participants' experiences. Data were gathered through classroom observations, semi-structured interviews with the principal, the Social Studies teacher, and students, as well as document analysis. The collected data were analyzed using the interactive model proposed by Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. To ensure the trustworthiness of the findings, source, technique, and time triangulation were employed. The findings indicated that the implementation of PjBL followed a structured sequence consisting of planning, group formation, project execution, presentation, evaluation, and reflection. This learning model promoted an active and collaborative classroom atmosphere by encouraging students to engage in authentic learning experiences. Moreover, students demonstrated noticeable improvements in communication, collaboration, responsibility, and self-confidence while working together to complete projects and present their outcomes. Overall, the findings indicate that Project-Based Learning is an effective instructional approach for promoting meaningful Social Studies learning while strengthening students' social competencies. This study provides empirical evidence on the implementation of PjBL in an Islamic junior secondary school context and offers practical insights for educators aiming to enhance students' social skills through collaborative learning practices.
Effectiveness of Unemployment Reduction Strategies at the Manpower and Transmigration Office of Pohuwato Regency Gretty Syatriani Saleh; Hasman Umuri
JIPSINDO Vol. 13 No. 2 (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.v13i2.89783

Abstract

The instability of unemployment rates indicates challenges in the implementation of policies at the Manpower and Transmigration Office of Pohuwato Regency. Therefore, this study aims to identify the strategies applied by the Office in improving the effectiveness of employment programs to reduce unemployment, referring to Muasaroh’s (2010) theory of effectiveness. The indicators used include aspects of task and function implementation, plans or programs, regulations and provisions, as well as goal achievement. The method employed is qualitative with a descriptive approach. The findings reveal that the Manpower and Transmigration Office of Pohuwato Regency has carried out its duties and functions in accordance with regulations, although unemployment rates have fluctuated due to external factors such as the Covid-19 pandemic and climate conditions. Skills training programs, the requirement for companies to recruit 70% of local workers, and job fair activities are considered effective in enhancing workforce competence. In addition, free training policies and cross-sector collaboration broaden public access. Nevertheless, there remain challenges related to the mindset of the younger generation, who perceive decent jobs as being limited to the formal sector. Thus, efforts are needed to shift this paradigm toward a broader understanding of employment opportunities in the non-formal sector and entrepreneurship
Effectiveness of Google Maps and Flat Map on Fifth-Grade Elementary School Students’ Ability to Determine Geographic Locations Refalina Febriani; Nurdinah Hanifah; Ani Nur Aeni
JIPSINDO Vol. 13 No. 2 (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.v13i2.99135

Abstract

Digitalization within the scope of the Independent Curriculum mandates the integration of technology in Natural and Social Sciences (IPAS) learning in Elementary Schools. This study aims to empirically compare the effectiveness of using Digital Maps (Google Maps) and Conventional Maps (Flat Map) on the accuracy of determining geographical locations of fifth-grade elementary school students. The research method used is a quantitative quasi-experimental design with a Nonequivalent Control Group Design. The research sample consisted of 60 fifth-grade students at SDN 102 Cikudayasa selected using purposive sampling technique, divided into an Experimental Class (n = 30) and a Control Class (n = 30). The data collection instrument was a geographical location cognitive ability test in the form of essays. Since the data distribution was not normally distributed based on the Shapiro-Wilk test (p < 0,05), the hypothesis testing was analyzed using non-parametric statistics. The Wilcoxon Signed Rank Test results showed that Google Maps was significantly effective (p < 0.001) with a high N-Gain increase (0.82). The Flat Map medium was also significantly effective (p < 0.001) with a moderate N-Gain increase (0.68). The Mann-Whitney U test results confirmed a significant difference in effectiveness (p = 0.015 < 0.05) where the Mean Rank of the experimental class outperformed the control class (35.97 > 25.03). The findings of the study indicate that Google Maps is more effective than a flat map in improving students' ability to determine geographical locations.
The Effectiveness of STEAM-Based Learning on Elementary School Students' Cultural and Civic Literacy Skills Arin Suandari; Afrijal
JIPSINDO Vol. 13 No. 2 (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.v13i2.100976

Abstract

Mastery of cultural and civic literacy is one of the competencies that need to be developed since elementary education as a provision for students in understanding cultural diversity and carrying out their roles as citizens. Efforts to develop these competencies can be done through the application of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach that integrates various disciplines in the learning process. This study aims to evaluate the effectiveness of the application of STEAM-based learning on students' cultural and civic literacy skills in cultural diversity material. The study used a quantitative approach with a pre-experimental method through a One Group Pretest–Posttest Design . All 20 fourth-grade students of Ploso Rejo Public Elementary School were involved as research subjects using a saturated sampling technique. Data collection was carried out through essay tests compiled based on cultural and civic literacy indicators. The feasibility of the instrument has been proven through validity and reliability testing with a Cronbach's Alpha coefficient of 0.79. Data analysis was carried out using descriptive statistics and the N-Gain test . Analysis of the research results showed an increase in student abilities after participating in STEAM-based learning. The average score increased from 41.50 in the initial measurement to 79.25 in the final measurement. The N-Gain calculation produced an average score of 0.65, which is included in the moderate category. Most students experienced an increase in ability, with 40% in the high category, 55% in the moderate category, and 5% in the low category. These results show that the implementation of STEAM-based learning can strengthen cultural literacy and citizenship through learning activities that involve active student participation, connect material to real situations, and encourage collaboration during the learning process. These conditions help students understand cultural diversity more deeply while developing positive citizenship attitudes.
Predicting Elementary Students' Learning Outcomes: A Multiple Regression Analysis of Technology Utilization, Parental Involvement, and Learning Engagement Diaudin; Imam Sujono; Muhamad Abdul Roziq Asrori
JIPSINDO Vol. 13 No. 2 (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.v13i2.101295

Abstract

Elementary students' learning outcomes are commonly assumed to depend on classroom instruction alone, yet a growing body of research suggests that outcomes are better explained as a joint product of school-based, family-based, and student-based factors. This study examined how learning technology utilization, parental involvement, and learning engagement jointly predict the learning outcomes of fifth-grade students across eight elementary schools in the Semangat Cluster, Ringinrejo District. Using a quantitative, ex post facto, causal-correlational design, data were collected through questionnaires from the entire population of 140 students (total sampling) and analyzed with multiple linear regression in Jamovi 2.7. The instrument showed strong item validity (item-rest correlation .479–.686) and excellent reliability (Cronbach's alpha = .962). Classical assumption checks indicated normally distributed residuals, a linear relationship between predictors and outcome, no multicollinearity (tolerance > .10, VIF < 10 for all predictors), and homoscedastic residuals. Partial tests showed that technology utilization (B = .275, t = 7.18), parental involvement (B = .218, t = 6.23), and learning engagement (B = .361, t = 9.21) each predicted learning outcomes positively and significantly (p < .001 for all). The three predictors jointly explained 79.9% of the variance in learning outcomes (R = .894, R² = .799, F(3, 136) = 181.00, p < .001), with learning engagement emerging as the strongest predictor. These findings suggest that raising elementary students' learning outcomes is unlikely to succeed through any single lever alone, and instead calls for coordinated attention to classroom technology use, family involvement, and students' active participation in learning learning technology utilization

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