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INDONESIA
Harmoni Sosial: Jurnal Pendidikan IPS
Published by Universitas Negeri Yogyakarta
ISSN : 23561807     EISSN : 24607916     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Harmoni Sosial: Jurnal Pendidikan IPS publishes and disseminates research result and analysis on integrated social sciences, history, economics, sociology, geography, and other relevant social sciences. The journal is expected to be beneficial to the development of social sciences comprehensively and educational social sciences specifically.
Arjuna Subject : -
Articles 10 Documents
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Search results for , issue "vol. 13 no. 2 (2026): september" : 10 Documents clear
The effectiveness of group-based learning in improving elementary students’ social studies learning outcomes and cooperative attitudes Siti Rohmatul Jannah; Ariana Epi Antoh; Savira Aisah Purwandini; Maulida Rizqi Istiqomah; Ganes Gunansyah; Durrotun Nafisah
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.69587

Abstract

Group-based learning provides opportunities for elementary students to develop academic understanding while learning to interact, cooperate, and support their peers. This study examined changes in students’ social studies learning outcomes and cooperative attitudes following the implementation of group-based learning in an elementary classroom. The study employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection. Participants were 14 third-grade students at SDN Lidah Wetan IV, Surabaya, Indonesia. Data were collected through classroom observations, interviews, documentation, and a literature review and were analyzed inductively by organizing, presenting, and interpreting the evidence obtained across the research cycles. The findings showed progressive changes in students’ participation, cooperation, and understanding of social studies content. During the initial classroom observations, learning was predominantly individual and teacher-centered, and students showed signs of boredom and difficulty understanding cardinal directions and floor plans. In the first cycle, group activities encouraged students with stronger understanding to assist peers who experienced difficulties, while students became more actively involved in learning. By the second cycle, students demonstrated greater enthusiasm, social interaction, task sharing, and cooperation when completing the floor-plan activity. The classroom evidence also indicated improved understanding of cardinal directions and floor plans across the cycles. These findings suggest that group-based learning can provide a supportive classroom environment in which students develop subject-matter understanding alongside cooperative behaviors. Within the context of this classroom action research, group-based activities were particularly useful for encouraging peer support and active participation in elementary social studies learning.
Effects of project-based learning supported by articulate storyline on students’ higher-order thinking skills in junior high school social studies Rahma Mauliah; Sumarno Sumarno; Gusnardi Gusnardi
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.93602

Abstract

This study examined the effectiveness of Project-Based Learning (PjBL) supported by Articulate Storyline in improving junior high school students’ higher-order thinking skills (HOTS) in social studies and explored differences in HOTS according to students’ achievement motivation. A quantitative pre-experimental approach with a one-group pretest–posttest design was employed. The participants were 30 eighth-grade students at SMP Negeri 47 Pekanbaru, selected through purposive sampling. Data were collected using a HOTS test and an achievement motivation questionnaire and analyzed using descriptive statistics, paired- and independent-samples t-tests, and N-gain analysis. The results showed a substantial increase in students’ HOTS, with the mean score rising from 30.13 on the pretest to 83.77 on the posttest (t = 36.42, p < .001, Cohen’s d = 6.65). The mean N-gain of 0.764 further indicated improvement following the intervention. Students with high achievement motivation also achieved significantly higher posttest HOTS scores than those with low achievement motivation (t = 2.24, p = .033, Cohen’s d = 0.83). These findings suggest that PjBL supported by Articulate Storyline has potential to promote higher-order thinking in junior high school social studies. However, given the one-group design and limited sample, the findings should be interpreted within the context of this study.
Integrating interactive learning media and social digital literacy in social studies learning: A classroom action research study Lilis Isrotul Nur Afidah; Ibadullah Malawi; Muhammad Rifa'i
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.94050

Abstract

This study investigated the integration of interactive learning media and social digital literacy into Social Studies instruction to address students’ limited classroom participation and their difficulties in critically evaluating digital information. The study employed Classroom Action Research (CAR) involving 67 Grade VII students at SMP Negeri 4 Pare. The research was conducted in two cycles, each comprising planning, action, observation, and reflection. Interactive learning media were integrated with social digital literacy activities to promote active participation, collaborative discussion, critical evaluation of digital information, and responsible engagement with social issues. Data were collected through learning achievement tests, student worksheets, classroom observations, and teacher reflection notes and were analyzed descriptively across the two action cycles. The findings showed consistent improvements from Cycle I to Cycle II. The mean Social Studies achievement score increased from 72.4 to 83.1, while the proportion of students demonstrating high classroom participation increased from 25% to 55%. Similarly, the proportion of students achieving a high level of social digital literacy increased from 25% to 50%. Classroom observations further indicated greater student confidence in expressing opinions, responding to peers, collaboratively examining social issues, and critically engaging with digital information. These improvements were supported by reflective adjustments to instructional activities between cycles. The findings suggest that integrating interactive learning media with social digital literacy can provide a participatory and reflective learning environment that supports students’ academic learning, classroom engagement, and responsible use of digital information in Social Studies education.
Effects of Wordwall-based gamification on economics students’ digital literacy and numeracy skills Paijan Rambe; Wardani Purnama Sari; Suparmi Suparmi; Nopa Wilyanita; Muna Zahrah
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.94203

Abstract

The increasing demand for digital literacy and numeracy in higher education highlights the need for technology-enhanced learning approaches that actively engage students in developing these competencies. This study examined changes in economics students’ digital literacy and numeracy skills following the implementation of Wordwall-based gamification. A pre-experimental one-group pretest–posttest design was employed with 54 students at the ‘Aisyiyah Riau Institute of Education and Technology. The intervention incorporated Wordwall-based learning activities, while data were collected using a questionnaire and a numeracy test. The instruments were assessed for validity using Pearson’s product–moment correlation and demonstrated high internal consistency, with Cronbach’s alpha coefficients exceeding .98. Pretest and posttest scores were analyzed using paired-samples t-tests. The results showed significant improvements in both outcomes following the intervention. The mean digital literacy score increased from 45.69 at pretest to 63.65 at posttest, while the mean numeracy score increased from 61.20 to 72.59. The differences between pretest and posttest scores were statistically significant (p < .001). These findings indicate that Wordwall-based gamification was associated with improvements in students’ digital literacy and numeracy skills. The study highlights the potential of interactive gamified learning as a technology-enhanced instructional approach for supporting digital and quantitative competencies in higher education. However, given the absence of a control group, the findings should be interpreted as evidence of improvement following the intervention rather than definitive causal effects.
Why do rivers matter in history? Solo River in environmental historiography Dimas Aditia; Imada Cahya Septiyaningsih; Dendi Rona Purnama; Anisa Anisa; Siswantoyo Siswantoyo; Soegiarto Hartono
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.96246

Abstract

This article examines the Bengawan Solo, the longest river in Java, as a dynamic historical actor. It argues that rivers are not passive backdrops but active agents shaping environmental, social, and political transformations across time. Under Dutch and briefly British colonial rule, the Bengawan Solo was reimagined as a site of modernisation and extraction. Large-scale engineering projects, particularly the Solo Valleiwerken, sought to control flooding, expand plantation agriculture, and facilitate trade.  This study uses a historiographical essay approach to examine the development of scholarly interpretations concerning the environmental history of the Bengawan Solo River. Beyond infrastructure, the river occupies a powerful place in cultural memory. Immortalized in the song “Bengawan Solo” by Gesang Martohartono, it became an emblem of nostalgia, nationalism, and transnational circulation during and after the Second World War. Drawing on literature, images comparative and environmental historiography, this article demonstrates that the Bengawan Solo encapsulates the entangled histories of colonialism, development, and ecological change in Indonesia. Rivers matter in history because they mediate power, connect local and global processes, and continually shape while being reshaped by human societies.
The effectiveness of the Student Facilitator and Explaining (SFAE) model in improving fifth-grade students’ social studies learning outcomes Fitri Yanty Muchtar; Syarifah Aeni Rahman; Ummu Khaltsum; Syarifah Nur Fajrin
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.96287

Abstract

This study examined the effectiveness of the Student Facilitator and Explaining (SFAE) model in improving social studies learning outcomes among fifth-grade elementary school students. The study employed a quasi-experimental design involving an experimental group taught using the SFAE model and a control group taught using conventional methods. Data were collected using a learning outcome test, student activity observation sheets, and a short interview guide. Quantitative data were analyzed using prerequisite tests and a t-test, while observational and interview data were analyzed descriptively. The findings showed an improvement in students’ social studies learning outcomes following the implementation of the SFAE model. The mean posttest score reached 76.59, with 86.36% of students achieving the minimum mastery criterion. Classroom observations also indicated active student participation during the learning process, particularly in attending to instruction and completing learning activities. Overall, the findings suggest that the SFAE model can support social studies learning outcomes by providing students with opportunities to actively engage with and explain learning material to their peers. However, given the study’s limited sample and single-school setting, the findings should be interpreted within the context of this study.
Culture as capital in higher education: Toba Batak families’ interpretations of Hamoraon, Hagabeon, and Hasangapon Halyma Wynda; Siti Komariah; Sardin Sardin
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.96663

Abstract

While higher education is widely recognized as a pathway to social mobility in Indonesia, structural and economic explanations often overlook the role of cultural values in shaping educational aspirations. This study examines how Toba Batak families in Greater Jakarta interpret and mobilize the values of hamoraon (wealth), hagabeon (lineage), and hasangapon (honor), collectively known as the 3H philosophy, in relation to higher education. Drawing on Bourdieu’s concepts of cultural and symbolic capital and Weber’s theory of social action, the study employed a qualitative case study design within an interpretive paradigm. Data were collected through in-depth interviews, observations, and document analysis involving 12 informants, including parents, students, and traditional leaders, and analyzed using the Miles, Huberman, and Saldaña interactive model. The findings indicate a reinterpretation of the 3H values in the context of higher education. Hamoraon has shifted from an emphasis on physical assets toward education-based well-being; hagabeon increasingly emphasizes the educational achievements of descendants rather than their number; and hasangapon is expressed through academic credentials that confer social recognition and family prestige. These findings suggest that the 3H philosophy functions as a dynamic cultural resource through which Toba Batak families negotiate traditional values, educational aspirations, and the demands of contemporary urban life.
The effect of adaptive thinking on operational efficiency: Evidence from Nigeria’s sugar manufacturing sector Oluwayomi Omotayo Olota
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.97161

Abstract

Nigeria’s manufacturing sector is undergoing rapid transformation driven by technological advancement and the global transition toward Industry 4.0. However, empirical evidence regarding the role of adaptive thinking in improving operational efficiency, particularly within Nigeria’s sugar manufacturing sector, remains limited. This study examined the effects of strategic flexibility, resource agility, and learning from experience on operational efficiency. A descriptive survey design was employed, with a population of 388 employees from selected sugar manufacturing companies in Nigeria. A sample of 195 employees was targeted, of whom 174 provided valid responses for analysis. Data were collected using a structured questionnaire and analyzed using partial least squares structural equation modeling (PLS-SEM). The results revealed that learning from experience had the strongest positive effect on operational efficiency (β = 0.306, t = 3.275, p = .001), followed by resource agility (β = 0.259, t = 3.648, p < .001) and strategic flexibility (β = 0.247, t = 2.933, p = .004). These findings indicate that adaptive thinking contributes significantly to operational efficiency in Nigeria’s sugar manufacturing sector. The study highlights the importance of strengthening organizational learning, resource agility, and strategic flexibility to support continuous process improvement and operational performance.
The legacy of Diponegoro’s exile (1830–1855): Collective memory and its materialization at Fort Rotterdam and tomb sites in Makassar Muhamad Rizal; Wasino; Hamdan Tri Atmaja
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.97207

Abstract

This study examines the transmission of contemporary collective memory surrounding the legacy of Prince Diponegoro’s exile (1830–1855) in Makassar, focusing on the roles of his descendants, local communities, burial sites, and Fort Rotterdam in the materialization of memory. It explores how historical memory is not merely inherited but continuously constructed and reinterpreted within contemporary social contexts. Using a qualitative phenomenological approach, data were collected through in-depth interviews, observations, and documentation. The findings show that the collective memory of Diponegoro in Makassar is not static but is continuously reproduced through interactions between his descendants and local communities. The burial sites and Fort Rotterdam serve as important sites of materialized memory, bringing together genealogical memory, public memory, and the historical experience of Diponegoro’s exile in Makassar. Intergenerational transmission also varies across generations: the older generation demonstrates a strong emotional attachment, the adult generation adopts a more adaptive relationship with this memory, while the younger generation tends to engage with it symbolically and through digital representations on social media. The relationship between descendants and local communities is interdependent and dialogical. While descendants contribute to preserving the continuity and authenticity of historical narratives, local communities extend their meanings into a broader and more inclusive social sphere. These findings demonstrate that preserving the collective memory of Diponegoro’s exile in Makassar is an ongoing social process that sustains historical continuity while contributing to the formation of collective identity and historical consciousness in contemporary society.
Strengthening children's social attitudes through social education practices: A case study in a religious care institution Churiatun Nisak; Wisnu Wisnu; M. Jacky
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.100230

Abstract

Strengthening children's social attitudes is an important goal of social education in residential care institutions, particularly amid increasing individualism and changing patterns of social interaction among young people. This study examines how social education practices strengthen the social attitudes of foster children in a religious-based care institution. A qualitative case study was conducted at the Muhammadiyah Al-Amin Putri Orphanage in Malang Regency, Indonesia. Data were collected through participant observation, in-depth interviews, and documentation involving foster children, caregivers, administrators, and a social studies teacher and were analyzed using the Miles, Huberman, and Saldaña interactive model. The findings reveal that children's social attitudes are strengthened through three interconnected processes: relational guidance and emotional support from caregivers, experiential social education practices—including etiquette, muhadhoroh, student organizational activities, and Ramadan Safari—and institutional collaboration that supports children's participation and reflection. Through these processes, children develop empathy, responsibility, cooperation, discipline, and social awareness through repeated social interactions and lived experiences. The study proposes a Relational Pedagogical Process model, demonstrating that social education in residential care institutions operates as a relational and experiential pedagogical process in which caregiver–child relationships, participatory social experiences, and reflection collectively contribute to the development of children's social attitudes.

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