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Jurnal Penelitian dan Pendidikan IPS
Published by Universitas Kanjuruhan Malang
ISSN : 18584985     EISSN : 27218821     DOI : https://doi.org/10.21067
Core Subject : Education,
Education
Jurnal Penelitian dan Pendidikan IPS adalah open access jurnal, dimaksudkan untuk mendesiminasikan hasil-hasil penelitian dan pemikiran ilmiah sebagai wadah pengembangan konsep, teori, serta aplikasinya yang berkontribusi terhadap pendidikan Ilmu Pengetahuan Sosial di Indonesia. JPPI terbit dua kali dalam setahun, setiap artikel yang terbit akan melalui tahapan peer-review. JPPI diterbitkan oleh Program Pascasarjana S-2, Universitas Kanjuruhan Malang. JPPI menerima manuskrip hasil-hasil penelitian dan pemikiran ilmiah yang mencakup: School and Education Management, School Leadership, Social Studies Learning, Teaching Students with Special Education, Culture and Multicultural Society, Civic Education, Character Building Education, IPS Education Curriculum, serta bidang terkait lainnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 235 Documents
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Diferensiasi dan Startifikasi Sosial Ainindya Diva Istiklalia
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 1 (2026): Jurnal Penelitian dan Pendidikan IPS 20(1)
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i1.13473

Abstract

This study aims to explore the concepts of social differentiation and social stratification and their relationship with education as a means of social mobility in Indonesia. Using a qualitative approach based on library research, this study reviews academic literature, scholarly journals, and institutional reports from organizations like the OECD and the World Bank. The findings indicate that education plays a dual role—as an agent of upward social mobility and as an instrument of social reproduction that reinforces inequality when access to education is uneven. Social stratification in Indonesia remains influenced by economic status, Power, and educational attainment. Thus, ensuring equitable education quality is crucial For building a fair and inclusive society. The study recommends educational policies focused on social justice, equitable distribution of educational resources, and the strengthening of equality values at all educational levels.
Kontribusi Ilmu Sosiologi Terhadap Pendidikan Dan Pembentukan Kepribadian Anak Sani Shara Pratita Andani
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 1 (2026): Jurnal Penelitian dan Pendidikan IPS 20(1)
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i1.13529

Abstract

Sociology plays a crucial role in understanding the changes occurring in education and the development of children's character. By adopting sociological methods, education is seen as more than just a process of imparting knowledge; it also serves as a means to instill values, norms, and culture in society. This study aims to investigate the contribution of sociology to education, particularly in terms of children's character development. In this study, the method applied is library research, which includes analysis of various books, journals, and previous research. The results show that sociology makes a significant contribution to understanding social interactions in schools, relationships between students and teachers, family influences, and how society shapes children's character. This discussion emphasizes that education functions as a primary socialization agent that connects children to the social world. Ultimately, sociology acts as a theoretical and practical foundation in developing education that focuses not only on cognitive aspects but also pays attention to the emotional side and the formation of children's character as a whole.
PENGARUH PENGGUNAAN MEDIA SOSIAL TIKTOK DAN LITERASI KEUANGAN TERHADAP GAYA HIDUP REMAJA GEN-Z"(Survei pada SMA 1 Pusaka Jakarta Timur dan SMA Dwiwarna Boarding School) Chandra S Haratua; Andri Eriawan; Abdul Aziz; David Ricky; Hanna Novianti; Fitri Ovi Yanti; Rini Tambunan; Lisda; Susan Agustin
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 1 (2026): Jurnal Penelitian dan Pendidikan IPS 20(1)
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i1.13726

Abstract

Fenomena penggunaan media sosial TikTok yang masif dan tingkat literasi keuangan yang beragam di kalangan Generasi Z berpotensi membentuk pola konsumsi dan gaya hidup mereka. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media sosial TikTok dan literasi keuangan, baik secara parsial maupun simultan, terhadap gaya hidup remaja Gen Z di Metode penelitian yang digunakan adalah kuantitatif dengan pengumpulan data melalui kuesioner. Populasi penelitian berasal dari 2 sekolah yaitu SMA 1 pusaka dan SMA Dwiwarna Boarding School kelas X sebanyak 345 siswa, dan sampel 20% dari populasi sebanyak 69 siswa menggunakan teknik simple random sampling. Teknik analisis data menggunakan regresi linear berganda dengan bantuan software SPSS versi 22
KEARIFAN LOKAL MASYARAKAT PESISIR CIREBON DALAM MENJAGA EKOSISTEM: Praktik Kearifan Lokal Masyarakat Pesisir Cirebon dalam Menjaga MangroveB.Nilai-Nilai Sosial, Budaya, dan Agama yang Mendasari Masyarakat dalam Merawat Ekosistem MangroveC.Faktor-Faktor yang Mempermudah dan Menjadi Kendala bagi Masyarakat dalam Menerapkan Kearifan Lokal untuk Melestarikan MangroveAbstract: This study explores the local wisdom of coastal communities in Cirebon in preserving mangrove ecosystems and the social, cult Tri Oktavia Ramadhani; Faiza Nur Rachman; Ratna Puspitasari
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 1 (2026): Jurnal Penelitian dan Pendidikan IPS 20(1)
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i1.13987

Abstract

This study explores the local wisdom of coastal communities in Cirebon in preserving mangrove ecosystems and the social, cultural, and religious values that support it. Using a descriptive qualitative approach through literature review, the study finds that conservation efforts include collective planting, customary norms, ecological traditions, limited use, and community-based monitoring. While these practices strengthen environmental sustainability and social solidarity, economic pressures and limited awareness remain challenges. Collaboration among stakeholders is therefore essential to sustain mangrove preservation.
a Pengembangan Bahan Ajar Elektronik Berbasis Potensi Lokal Pada Mata Pelajaran IPS Kelas IV Sri Sugiyarti; Yurdayanti; Winda Purnama Sari
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 1 (2026): Jurnal Penelitian dan Pendidikan IPS 20(1)
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i1.13071

Abstract

Tujuan penelitian ini adalah untuk mengetahui kelayakan bahan ajar elektronik berbasis potensi lokal Bangka Belitung sebagai bahan ajar IPS Kelas IV yang telah dikembangkan. Penelitian ini merupakan penelitian pengembangan dengan model R&D dari Borg & Gall dengan Sembilan tahapan yaitu: 1) research and data gathering; 2) planning; 3) developing preliminary form of product; 4) main product revision; 5) main field test; 6) operational product revision; 7) operational field test; 8) final product revision; dan 9) dissemination and distribution. Subjek uji coba dalam penelitian ini adalah siswa kelas IV di SD N 3 dan SD N 33 Pangkalpinang. Pengumpulan data dilakukan dengan menggunakan angket kelayakan produk dan lembar penilaian produk dari pengguna. Hasil penelitian ini menunjukkan bahwa bahan ajar elektronik berbasis potensi lokal Bangka Belitung layak digunakan ditinjau dari aspek materi (kelayakan dan keakuratan; penyajian materi; relevansi fakta dan konsep; kebahasaan; dan instructional technology experiences), pendidikan dan pembelajaran IPS (didaktik; kontruksi; dan teknis), dan aspek media (kualitas tampilan dan bahasa; kemudahan pengoperasian; kehandalan; kualitas ilustrasi; dan kemudahan pengguna).
Pengaruh Media Sosial terhadap Motivasi Belajar Siswa Kelas VIII dalam Konteks Pendidikan IPS di SMPN 3 Mranggen Demak Khoirul Umam
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 2 (2026): Jurnal Penelitian dan Pendidikan IPS
Publisher : Sekolah Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i2.12341

Abstract

This article examines the reported relationship between social media use and Social Studies learning motivation among eighth-grade students at SMPN 3 Mranggen, Demak, and develops its pedagogical interpretation using recent literature. The original study was reported as a quantitative correlational survey of 60 students selected purposively for using social media for at least two hours daily. Two five-point Likert questionnaires and simple linear regression were reported. The available statistical summary is retained as an unverified record because the original questionnaire items, scoring documentation, measurement-quality evidence, and complete statistical output are unavailable. A narrative discussion of 15 publications from 2022–2024 distinguishes general social media exposure from structured educational use and considers motivation, self-regulation, information literacy, and digital safety. The discussion identifies content relevance, purposeful interaction, learning support, and time management as considerations for designing Social Studies activities. Classroom examples and evaluation indicators are proposed for future implementation and are not presented as tested interventions. The available documentation does not establish the existence, direction, statistical significance, or magnitude of the relationship in the school sample. Verifiable original records remain necessary before empirical conclusions can be drawn.
pengaruh model pembelajaran inkuiri terbimbing: pengaruh model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis siswa pada mata pelajaran IPS di SMPN 1 Pakusari tahun 2024/2025 Zakiyah Kamila Putri; Rachma Dini Fitria
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 2 (2026): Jurnal Penelitian dan Pendidikan IPS
Publisher : Sekolah Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i2.12396

Abstract

This study examined differences in critical-thinking questionnaire scores between Grade VII students receiving guided inquiry and those receiving conventional instruction in Social Studies at SMPN 1 Pakusari during the 2024/2025 academic year. A quasi-experimental comparison of nonequivalent groups was used, with class VII B as the experimental group and class VII A as the control group. The reported analysis compared scores measured after instruction on demand and supply; baseline scores were not included. The experimental instruction involved problem formulation, hypotheses, investigation, information analysis, and conclusions with teacher guidance. Data were analyzed using the Kolmogorov-Smirnov test, Levene's test, and a two-tailed independent-samples t-test at α = 0.05 in SPSS 26. The reported normality p-values were 0.596 and 0.603 for the experimental and control groups, respectively, while Levene's test yielded p = 0.508. The t-test yielded p = 0.001, indicating a statistically significant difference between the groups. However, group means, standard deviations, confidence intervals, and effect size were not reported, so the direction and magnitude of the difference cannot be determined. Without baseline adjustment and adequate documentation of questionnaire validity, the findings cannot establish improvement in demonstrated critical-thinking ability or a causal advantage of guided inquiry. Further evaluation requires validated performance measures and complete statistical reporting.
Pendidikan IPS Berperspektif Global dan Civic Engagement Siswa SMP: Sebuah Kajian Konseptual Sigit Triyono
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 2 (2026): Jurnal Penelitian dan Pendidikan IPS
Publisher : Sekolah Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i2.13574

Abstract

This article aims to formulate a globally oriented Social Studies framework to support the civic engagement of lower-secondary students. The conceptual-narrative review uses nine substantive sources selected purposively through targeted web searches during revision. Sources were selected for their relevance to global citizenship education, Social Studies inquiry, critical citizenship, or adolescent civic engagement. Extraction distinguished conceptual arguments, pedagogical guidance, and empirical findings; analysis linked source propositions to codes, categories, and four themes. Reading depth depended on accessible material, including the abstract and author summary for one digital study. The synthesis identifies four themes: local and global interconnectedness; context-sensitive global citizenship; critical dialogue across knowledge perspectives; and participation through action and digital media. The proposed framework separates knowledge, attitudes, and intentions as enabling elements from dialogue, collective decisions, and action as observable forms of engagement. Digital spaces are treated as media across activities rather than a separate outcome dimension. Pedagogical implications are illustrated through a proposed five-session project on school packaging waste, a packaging-tracing task, a portfolio, and an analytic rubric with aspect-specific descriptors. The review concludes that a global perspective can inform Social Studies designs connecting issue analysis with action for the common good, provided that students have meaningful choices and equitable access. This relationship is a conceptual proposition rather than evidence of increased student engagement. Limitations include non-exhaustive source selection, variation in source contexts and accessibility, and the absence of framework testing in Indonesian schools.
INTEGRASI PERSPEKTIF GLOBAL DALAM IPS UNTUK MENGEMBANGKAN KEPEDULIAN REMAJA TERHADAP ISU DUNIA Ayu Zahara Nur Azizah
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 2 (2026): Jurnal Penelitian dan Pendidikan IPS
Publisher : Sekolah Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i2.14250

Abstract

Kajian ini bertujuan memetakan pola pedagogis integrasi perspektif global dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) dan merumuskan kerangka konseptual untuk membahas isu dunia. Metode yang digunakan adalah structured literature review dengan sintesis tematik terhadap sepuluh artikel periode 2019–2025. Penelusuran mencakup DOAJ, ERIC, GARUDA, dan penelusuran referensi; dokumentasi numerik seleksi awal belum lengkap sehingga kajian ini tidak diposisikan sebagai systematic review yang memenuhi seluruh pelaporan PRISMA 2020. Artikel dipetakan menurut konteks, desain, temuan, dan keterlacakan pelaporan menggunakan rubrik deskriptif yang disusun untuk kajian ini. Matriks artikel–tema dan contoh kode awal digunakan untuk memperjelas hubungan antara sumber dan interpretasi. Pemetaan menghasilkan lima tema: keterhubungan lokal–global, keragaman budaya dan nilai universal, literasi kritis, pembelajaran kolaboratif/proyek, serta aksi sosial yang bertanggung jawab. Masing-masing tema dipetakan pada sembilan, enam, enam, enam, dan delapan artikel; jumlah tersebut merupakan frekuensi dalam korpus, bukan ukuran efek atau jumlah bukti yang independen. Bukti berasal dari studi empiris, kajian pustaka, serta analisis konseptual dan pengukuran sehingga tidak diberi bobot efektivitas yang sama. Kontribusi kajian terletak pada pengorganisasian unsur GCED yang telah dikenal menjadi urutan pedagogis IPS: keterhubungan, empati/penghargaan, analisis kritis, evaluasi solusi/kolaborasi, dan aksi reflektif. Urutan ini merupakan usulan konseptual. Ukuran korpus, heterogenitas desain, dokumentasi seleksi yang belum lengkap, dan penelaahan tunggal membatasi transferabilitasnya; validasi empiris pada konteks SMP dan SMA masih diperlukan.
M otivasi Belajar Mahasiswa Pada Mata Pelajaran IPS Terpadu Melalui Pemanfaatan Teknologi Digital Virma Dinartha Sinaga; Agnes Laura Simanjuntak; Putri Lestari
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 2 (2026): Jurnal Penelitian dan Pendidikan IPS
Publisher : Sekolah Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i2.14385

Abstract

This article develops a conceptual framework for designing digital Integrated Social Studies learning to support university student’s learning motivation through Attention, Relevance, Confidence, and Satisfaction (ARCS). A focused narrative synthesis examines eight selected sources: one theoretical book and seven journal articles concerning ARCS, digital learning, digital literacy, and Social Studies education. Publication details and accessible descriptions of contexts, approaches, and findings were checked through publisher and journal pages and an article repository. The synthesis connects each ARCS dimension with disciplinary learning goals, proposed activities, and evidence for future evaluation. The resulting framework links attention with guided investigation of social issues, relevance with students’ contexts and interdisciplinary concepts, confidence with staged tasks and transparent assessment criteria, and satisfaction with feedback and opportunities for revision. A proposed learning sequence uses comparison of digital sources on a social issue, analysis from multiple disciplinary perspectives, and a short evidence-based recommendation. The framework also distinguishes learning performance, observable participation, and self-reported motivational experiences. This conceptual contribution offers a basis for designing and evaluating learning activities. Its implementation and effects on motivation in Integrated Social Studies courses require subsequent empirical validation.

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