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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.
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Articles 153 Documents
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Improving motivation in Social Sciences subjects using powerpoint media : Study at SMP Negeri 2 Karau Kuala, Barito Selatan, Kalimantan Tengah Ahmad Effendi; Saliman 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

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.

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