Journal of Humanities, Social Sciences, and Education
Journal Identity Journal : Journal of Humanities, Social Sciences, and Education Initials : JHUSE Language : English (preferred), Indonesia Frequency : Each Month Publisher : FKIP UNSULTRA E-ISSN : 3089-7246 SK ISSN BRIN JHUSE (Journal of Humanities, Social Sciences, and Education) is an academic journal dedicated to publishing innovative research and theoretical studies in the fields of humanities, social sciences, and education. This journal serves as a platform for academics, researchers, and practitioners to share insights and discuss current issues related to societal development, culture, and education systems in both global and local contexts. JHUSE publishes scholarly articles derived from empirical research, literature reviews, and conceptual studies with a multidisciplinary approach. The journal is committed to delivering high-quality publications that contribute to the advancement of knowledge and practices in its respective fields.
Peran Pendidikan Agama Dalam Keluarga Sebagai Filter Dampak Negatif Konten Toxic Masculinity Dan Femininity Di Media Sosial
This study aims to analyze the role of religious education in families as a filter against the negative impacts of toxic masculinity and toxic femininity content on social media. The development of social media has brought significant changes in the formation of adolescent gender identity and relations, where digital content often reproduces toxic gender stereotypes. This study used a qualitative approach with library research methods. Data were collected through 23 scientific literature sources consisting of journals, books, and previous research results relevant to Islamic religious education, social media, and digital gender construction. Data analysis was conducted using content analysis techniques through the stages of data reduction, categorization, interpretation, and drawing conclusions. The results show that social media has become a primary space for the spread of toxic masculinity and toxic femininity, which impacts adolescent behavior, psychology, and identity. Toxic masculinity encourages dominant, aggressive behavior, and lack of empathy, while toxic femininity gives rise to social pressures regarding beauty standards, self-validation, and body image. Research findings indicate that religious education within the family acts as a moral filter through the instilling of worship habits, religious communication, guidance on social media use, and parental role models in daily life. Religious education also helps foster self-control, digital literacy, and spiritual resilience in adolescents in the face of the influence of digital culture. The concepts of tarbiyah (Islamic education), ta'lim (Islamic study), and ta'dib (Islamic guidance) have proven relevant in developing moderate and moral Muslim character in the digital age. Thus, religious education within the family is a crucial strategy in facing the challenges of a digital culture rife with negative values.
Copyright (c) 2026 Intan Dewi (Author) https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Materi PAI Berbasis Kontekstual Untuk Meningkatkan Pemahaman Peserta Didik
The development of contextual-based Islamic Religious Education (PAI) materials is an important strategy in improving students' understanding of Islamic values in a more meaningful and applicable way. This study aims to analyze various literature reviews related to the development of contextual-based PAI materials in improving students' understanding. The study used a library research method by examining 24 scientific articles, national journals, and relevant academic sources that discuss contextual learning in PAI. Data were analyzed using content analysis techniques to find patterns, concepts, and main findings from various previous studies. The results of the study indicate that the development of contextual-based PAI materials is able to: (1) connect learning materials with students' real experiences; (2) increase students' active involvement and learning motivation; (3) strengthen students' critical and reflective thinking skills; (4) help internalize Islamic values in everyday life; and (5) improve learning outcomes and a deeper understanding of religious concepts. For example, teachers can implement contextual-based PAI materials through discussions of daily life cases, integration of local cultural values, and the use of digital learning media in classroom activities. The contextual approach also allows teachers to integrate local culture, social environment, and digital technology into learning materials so that learning becomes more relevant to the needs of students in the modern era. Thus, developing contextual Islamic Religious Education (PAI) materials can be an innovative alternative for creating effective, meaningful, and real-life-oriented religious learning for students.
Copyright (c) 2026 Andi Fitriani Djollong, Kurnia Alex, Fitriani Muh Amin, Nursia Nursia, Yenni Yenni, Juhariati Juhariati, Misbah Misbah (Author) https://creativecommons.org/licenses/by-sa/4.0
Pemanfaatan Cerita Rakyat Banten dalam Meningkatkan Keterampilan Membaca Siswa Sekolah Dasar
This study aims to analyze the use of Bantenese folktales in improving elementary school students’ reading skills through a literature review approach. The focus of this study is on the utilization of folktales as part of local wisdom that contain educational, moral, and cultural values in Indonesian language learning. This research employs a literature review method by analyzing various relevant scientific sources, including journal articles, books, educational documents, and research studies related to folktales, reading literacy, and culture-based learning, particularly those published within the last ten years. The findings indicate that Bantenese folktales can enhance students’ reading interest due to their close connection with students’ social and cultural environments. In addition, folktales with simple plots, engaging characters, and easily understood moral messages are effective in improving students’ reading comprehension skills, especially in understanding text content and expanding vocabulary. Discussion and story interpretation activities also contribute to the development of students’ critical thinking skills. The integration of Bantenese folktales into classroom instruction not only improves reading skills but also strengthens students’ character formation, such as honesty, responsibility, cooperation, and appreciation of local culture. The main finding highlights that Bantenese folktales are more effective as contextual literacy media due to their cultural proximity to students compared to general reading materials. Teachers play an important role in selecting appropriate stories based on students’ developmental levels and implementing interactive learning strategies. Therefore, Bantenese folktales represent an effective, contextual, and culturally meaningful literacy learning medium that also supports the preservation of local culture in elementary education.
Copyright (c) 2026 Yoma Hatima, Rina Yuliana (Author) https://creativecommons.org/licenses/by-sa/4.0
Masuknya Islam Di Nusantara: Teori, Saluran, Dan Pola Islamisasi
The arrival of Islam in the Indonesian archipelago was a gradual historical process influenced by various social, economic, cultural, and political factors. Studies on Islamization in the Indonesian archipelago have given rise to various theories explaining the origins of Islam, the routes of its spread, and the patterns of local acceptance of Islamic teachings. This study aims to analyze theories on the arrival of Islam in the Indonesian archipelago, the channels through which Islam spread, and the patterns of Islamization that developed in various regions of the archipelago. The study used a literature study method by examining various scientific sources in the form of books, journals, articles, and relevant historical documents. The results of the study indicate that there are several main theories regarding the arrival of Islam in the Indonesian archipelago, namely the Arab theory, the Gujarat theory, the Persian theory, and the Chinese theory. Each theory has a different basis for argument based on historical, archaeological, and cultural evidence. Furthermore, the process of spreading Islam occurred through various channels, such as trade, marriage, education, Sufism, art, and power politics. The pattern of Islamization in the Indonesian archipelago occurred peacefully, accommodating, and adaptive to local culture, so that Islam was accepted by society without causing major conflict. This process also demonstrates that Islamization was not solely religious in nature, but also influenced social, cultural, educational, and governmental transformations in the Indonesian archipelago. Thus, the arrival of Islam in the Indonesian archipelago was a multidimensional process that shaped the moderate, tolerant, and acculturated character of Indonesian Islam.
Copyright (c) 2026 Nurul Jubaedah Amalia, Risma Risma, Idrus L. (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Personal Archival Management in Enhancing Public Archival Awareness
This study aims to analyze the role of personal archival management in enhancing public archival awareness. The main issue addressed in this research is the low level of public archival awareness and the suboptimal practice of personal archival management, which often results in administrative difficulties, document loss, and inefficiencies in accessing information. This study employs a conceptual literature review approach by examining various scientific publications, archival regulations, and previous studies related to personal archives, archival literacy, and public archival awareness. The findings indicate that personal archival management plays a significant role in supporting administrative effectiveness and shaping archival awareness within society. However, the implementation of systematic personal archival management remains limited due to low archival literacy, lack of orderly administrative habits, and limited digital literacy. In addition, efforts to enhance public archival awareness require adaptive strategies, including digital-based archival education and active community participation. This study also highlights that effective personal archival management can reduce administrative barriers and strengthen public understanding of the value and function of archives in everyday life. The study concludes that personal archival management is a key factor in enhancing public archival awareness and in supporting the development of a sustainable archival culture in society.
Copyright (c) 2026 Nafiisah Famela Kurniasari, Fani Tri Yuliyanti, Nunung Aliyati Fajer (Author) https://creativecommons.org/licenses/by-sa/4.0
Konstruksi Makna Toleransi Pada Individu Dengan Tingkat Openness Berbeda
This study aims to analyze the construction of the meaning of tolerance among individuals with varying levels of openness to experience. Tolerance, as a fundamental value in a multicultural society, is understood not only as an acceptance of differences but also as an active process involving understanding, empathy, and openness to diversity. This study used a qualitative approach with a phenomenological design to explore individuals' subjective experiences in interpreting tolerance. Subjects were selected through purposive sampling, with 3 participants with high and low levels of openness identified using the Big Five Inventory-2 (BFI-2). Data collection involved in-depth interviews, observation, and documentation, while thematic analysis was used. The results show that individuals with high levels of openness interpret tolerance as an active, inclusive, and reflective attitude involving dialogue, empathy, and involvement in diverse social interactions. Conversely, individuals with low levels of openness tend to interpret tolerance as a passive attitude oriented toward conflict avoidance and maintaining social distance. These differences are also evident in the individuals' social behavior, cognition, and social experiences. Individuals with high openness demonstrate greater flexibility of thought and broader social experiences, while those with low openness tend to have more rigid thought patterns and limited social experiences. These findings suggest that tolerance is a construct of meaning influenced by an individual's personality and social experiences. Therefore, developing tolerance in education needs to consider personality aspects and provide diverse social experiences so that the value of tolerance can be internalized more deeply and meaningfully.
Copyright (c) 2026 Astri Aroma, Sri Nurhayati Selian (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategi Efektif Pembelajaran Pendidikan Agama Islam di Era Digital
This research aims to examine effective strategies for teaching Islamic Religious Education (PAI) in the digital era through a literature review approach. Developments in information and communication technology have brought significant changes to the world of education, including in Islamic Religious Education (PAI) learning methods and media. The main challenge faced is how to integrate Islamic values ​​with the optimal use of digital technology without compromising the essence of spiritual and moral learning. The method used in this research is a literature review, reviewing various sources such as scientific journals, books, and relevant research reports from the past 10 years. The results of the study indicate several effective strategies that can be implemented, including the use of interactive digital media, the use of online learning platforms, strengthening digital literacy based on Islamic values, project-based learning approaches, and improving teacher competency in educational technology. These strategies have been proven to increase student engagement, material understanding, and the internalization of Islamic values ​​in everyday life. Therefore, Islamic Religious Education (PAI) learning in the digital era requires continuous innovation to remain relevant and able to meet the challenges of the times. This research is expected to serve as a reference for educators in developing adaptive and effective PAI learning in the digital era.
Islamic Religious Education (PAI) Learning
Copyright (c) 2026 St. Maryam (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategi Think-Talk-Write dalam Pembelajaran Menulis untuk Mengembangkan Kreativitas Siswa Sekolah Menengah Pertama
This study aims to assess the effectiveness of the Think-Talk-Write (TTW) strategy in teaching writing to develop the creativity of junior high school students. The method used was a literature review, analyzing various scientific sources, including national and international journals, books, and research reports relevant to the topic of TTW and writing. The results of the study indicate that the Think-Talk-Write strategy significantly contributes to improving students' writing skills, particularly in the areas of idea development, writing organization, and creative expression. The "think" stage helps students process ideas independently, the "talk" stage allows for social interaction to enrich perspectives, and the "write" stage provides a means for actualizing ideas in a more structured written form. Furthermore, the implementation of TTW has been shown to increase students' confidence in writing and encourage active involvement in the learning process. Student creativity develops through freedom of expression, collaborative discussions, and broader exploration of ideas. However, the effectiveness of this strategy is influenced by the teacher's readiness to manage the learning process and the availability of adequate time. Therefore, the Think-Talk-Write strategy can be an innovative alternative in teaching writing in junior high schools to optimally develop student creativity.
Copyright (c) 2026 Anita Candra Dewi (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrasi Kurikulum dan Pembelajaran melalui Optimalisasi Komponen-Komponen Kurikulum
This study aims to analyze the integration of curriculum and learning through the optimization of curriculum components, including objectives, content, methods, and learning evaluation. Curriculum and learning are two interrelated elements in the education system, where the curriculum serves as a planning guideline, while learning is the actual implementation in the classroom. This study employed a library research method with a descriptive qualitative approach. Data were obtained from various scientific sources, including national and international journals, academic books, and relevant research findings from the past ten years. Data collection techniques were conducted through database searches of Google Scholar, SINTA, and other reputable journals, with selection criteria based on the relevance and novelty of the sources. Data analysis was conducted through the stages of data reduction, data presentation, and systematic conclusion drawing. The study results indicate that the integration of curriculum and learning is largely determined by the alignment between curriculum components. The objectives component serves as the primary direction of learning, the content component determines the relevance of the material, the methods component determines effective learning strategies, and the evaluation component serves as a measuring tool for the achievement of learning objectives. Optimizing these four components has been proven to increase learning effectiveness and encourage the holistic achievement of student competencies. Furthermore, the role of teachers as curriculum implementers is a key factor in ensuring integration between planning and implementation of classroom learning. In the 21st-century era of education, the use of technology and learning innovations is also a crucial support in strengthening the integration of curriculum and learning. Therefore, it can be concluded that optimizing curriculum components is a fundamental strategy in creating effective, meaningful, and relevant learning that meets students' needs.
Copyright (c) 2026 Nursia Nursia, Misbah Misbah, Dadang Sumarna (Author) https://creativecommons.org/licenses/by-sa/4.0
Sastra Anak Berbasis Studi Kebantenan sebagai Media Pembelajaran Bahasa Indonesia di Sekolah Dasar
This study aims to examine the role of Bantenese-based children's literature as a medium for Indonesian language learning in elementary schools through a literature study approach. Children's literature that integrates local values, including Bantenese culture, has great potential in improving the quality of contextual, meaningful learning, and is oriented towards building students' character. The method used is a literature study by reviewing various scientific sources in the form of journals, books, and relevant research results published in the last ten years. The results of the study indicate that the use of Bantenese-based children's literature can improve students' language skills, especially in the aspects of reading, writing, listening, and speaking. In addition, this approach also strengthens local cultural identity and instills moral values ​​and character in students from an early age. Bantenese-based children's literature provides a more contextual learning experience because it links learning materials to students' daily lives. Other findings indicate that the use of local folktales, legends, and traditions in Indonesian language learning can increase students' learning motivation and develop their imagination and creativity. Thus, Bantenese-based children's literature can be used as an alternative, innovative and effective learning medium in improving the quality of Indonesian language learning in elementary schools. The implications of this research are the need to develop teaching materials based on local culture and to improve teacher competency in integrating children's literature into learning.
Revitalisasi Pembelajaran Menulis pada Generasi Digital: Kajian Pustaka tentang Strategi Pengajaran dalam Konteks Pembelajaran Abad 21
The development of digital technology has brought significant changes to the world of education, particularly in the teaching of writing to secondary school students. The digital generation tends to be more interested in visual and interactive media than conventional texts, resulting in low interest in reading and writing. This study aims to analyze various innovative and relevant writing learning strategies to address the challenges of 21st-century learning. This study used a qualitative approach with a library research method sourced from scientific journals, academic books, and other relevant publications. The results of the study indicate that the integration of digital technology in writing learning can increase student engagement and creativity. In addition, the implementation of the Project-Based Learning model, collaborative approaches, and contextual learning have proven effective in significantly improving students' writing skills. Strengthening literacy through children's literature also contributes to developing students' imagination, vocabulary, and expressive abilities. However, various challenges remain, such as limited access to technology, differences in student abilities, and a lack of variety in learning methods. Therefore, the role of teachers is crucial in designing innovative, adaptive, and student-centered learning strategies. By integrating technology, collaboration, and real-life contexts, writing learning is expected to be more effective, meaningful, and able to continuously improve students' literacy skills.
Copyright (c) 2026 Anita Candra Dewi, Irma Satriani (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Personality on Students' Interpersonal Communication Skills and Intercultural Adaptation: Integration of the Big Five and Berry Acculturation Models: PLS-SEM Analysis
This study examines the influence of personality on interpersonal communication skills and cross-cultural adaptation of students from Sumatra studying in East Java. This phenomenon is important because of differences in communication norms between the two regions that could potentially create adaptation barriers. The study used an ex-post facto cross-sectional design with 85 respondents, analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that interpersonal communication skills significantly influenced Big Five personality (β = 0.626; p < 0.01) and cross-cultural adaptation (β = 0.287; p < 0.05). Big Five personality also contributed strongly to cross-cultural adaptation (β = 0.489; p < 0.001), with an R² value of 0.818 for adaptation. Conversely, acculturation strategies were not proven to have a direct effect on personality or adaptation. These findings confirm that interpersonal communication plays a key role in bridging the influence of personality on successful cultural adaptation. Theoretically, this study expands the integration of the Big Five Personality Traits with the Berry Acculturation Model in the context of domestic migrant students in Indonesia, a relatively understudied area. Practically, the results encourage universities to strengthen communication soft skills development programs and provide multicultural interaction spaces to support student adaptation.
Copyright (c) 2026 Sulaiman Abdul Rasid, M. Fadli Al Azhari (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrasi Teknologi Deep Learning Dalam Analisis Teks Dan Pembelajaran Bahasa Indonesia Di Sekolah Menengah
This study aims to analyze the integration of deep learning technology in text analysis and Indonesian language learning in secondary schools. The method used is a qualitative descriptive approach with a library research approach. Data were obtained from various secondary sources, including books, national and international journal articles, and relevant educational policy documents from 2023 to 2025. Data collection techniques were carried out through documentation and literature reviews, while data analysis used content analysis techniques. The results show that deep learning technology plays a significant role in improving the quality of text analysis, including identifying linguistic structures, understanding contextual meaning, and automatically detecting language errors. Furthermore, this technology can also improve students' writing skills, learning motivation, and critical thinking skills through adaptive and personalized learning. The integration of deep learning is also in line with the implementation of the Merdeka Curriculum, which emphasizes digital literacy and project-based learning. However, several challenges in its implementation exist, such as the digital divide, limited teacher competency, and ethical issues regarding the use of artificial intelligence in education. Therefore, an appropriate strategy is needed to optimize the use of this technology to support the sustainable improvement of the quality of Indonesian language learning in the digital era.
Copyright (c) 2026 Nurafiqa Nugrah (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrasi Pembelajaran Mendalam Dengan Materi Membaca Cerita Di Kelas Rendah SD
This study aims to analyze the integration of deep learning into story reading activities in elementary schools as an effort to improve students' literacy skills and character development. The study used a qualitative approach with a library research approach that examined various theories and relevant research findings from 2020–2025. Data were obtained from accredited national journals, scientific books, and research reports related to reading literacy, deep learning, and character education. The data analysis technique used an interactive analysis model, which included data reduction, data presentation, and conclusion drawing. The results of the study indicate that the integration of deep learning into story reading fosters integration of students' cognitive and emotional aspects. This learning encourages students to understand the text more deeply through reflection, discussion, and active involvement in the learning process. Furthermore, this approach also strengthens reflective literacy and helps students internalize the moral values ​​contained in the story. The teacher's role as a facilitator is key to creating interactive, dialogic, and meaningful learning. Furthermore, the implementation of collaborative strategies such as group discussions and creative activities has been shown to improve students' reading comprehension and social skills. Other impacts include increased reading motivation, critical thinking skills, and the development of positive character traits such as empathy, responsibility, and honesty. Therefore, integrating immersive learning into story reading is a relevant and effective approach to supporting the holistic development of literacy and character in elementary school students, in line with the demands of 21st-century education.
Copyright (c) 2026 Ray Santi Pratiwi (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategi Scaffolding dalam Pengajaran Menulis untuk Siswa dengan Kemampuan Heterogen
This study aims to analyze the application of scaffolding strategies in teaching writing to elementary school students with heterogeneous abilities. This study used a qualitative approach with descriptive methods to obtain an in-depth overview of the learning process taking place in the classroom. The research subjects consisted of teachers and students involved in writing learning activities. Data collection techniques were conducted through observation, interviews, and documentation, while data analysis utilized the stages of data reduction, data presentation, and drawing conclusions. The results showed that the implementation of scaffolding strategies significantly improved students' writing skills. Teachers provided gradual support through providing sample texts, discussing ideas, developing writing outlines, and providing feedback throughout the writing process. This support was tailored to the students' ability levels and gradually reduced to encourage independent learning. Furthermore, this strategy also increased student engagement, motivation, and confidence in writing. Students who previously struggled to develop ideas became more active and able to organize their writing systematically. The findings of this study indicate that scaffolding strategies are effective in accommodating differences in student abilities and creating more inclusive and student-centered learning. Therefore, this strategy can be used as a relevant learning alternative for improving writing skills in elementary schools.
Copyright (c) 2026 Baharman Baharman, Anita Candra Dewi (Author) https://creativecommons.org/licenses/by-sa/4.0
Sastra Anak Berbasis Kearifan Lokal Banten untuk Meningkatkan Kemampuan Membaca Pemahaman Siswa Sekolah Dasar
This study aims to analyze the effect of using children's literature based on Bantenese local wisdom on elementary school students' reading comprehension. This study used a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The study subjects were 60 fifth-grade elementary school students, consisting of 30 in the experimental group and 30 in the control group. The experimental group received reading instruction using children's literature based on Bantenese local wisdom, while the control group used conventional reading materials from Indonesian language textbooks. Data collection techniques included reading comprehension tests, observation, and documentation. Data were analyzed using descriptive and inferential statistics with independent samples t-tests after meeting prerequisite tests for normality and homogeneity. The results showed that students' reading comprehension skills in the experimental group improved significantly compared to the control group. The average score for the experimental group increased from 62.10 in the pretest to 82.35 in the posttest, while the control group's score increased from 61.75 to 70.40. The results of the hypothesis test showed a t-value of 8.21 with a significance level of 0.000 (p < 0.05), indicating a significant difference between the two groups. This finding indicates that the use of children's literature based on Bantenese local wisdom is effective in improving elementary school students' reading comprehension skills. The integration of stories containing local cultural values ​​not only improves students' literacy skills but also strengthens their understanding of regional cultural values.
Copyright (c) 2026 Yoma Hatima (Author) https://creativecommons.org/licenses/by-sa/4.0
Analisis Strategi Pembelajaran dalam Meningkatkan Pemahaman Konsep Bangun Datar di Sekolah Dasar
This study aims to examine various learning methods that can improve elementary school students' understanding of plane geometry concepts using a literature review method. The basis of this study is the limited understanding of plane geometry concepts among students, which is often caused by the application of traditional teaching methods and the limited use of real-world media. Information was obtained from several national research articles published between 2020 and 2025, then analyzed qualitatively by looking for patterns, similarities, and differences in the research results. The findings indicate that active learning methods such as STAD-type Cooperative Learning, Discovery Learning, Probing Prompting, Inquiry, and Problem-Based Learning have proven effective in improving students' understanding of plane geometry concepts. In addition, the use of concrete and innovative learning media, such as geoboards, tangrams, puzzles, and RUSBADAR media based on Realistic Mathematics Education (RME), as well as approaches that emphasize local culture, have been proven to help students better understand the concepts of area, perimeter, and the characteristics of plane geometry. Active learning strategies encourage students to be directly involved through discussion, exploration, and problem-solving, in line with constructivist theory which emphasizes the formation of knowledge through learning experiences. Therefore, the implementation of various student-centered learning strategies and media is highly recommended to improve understanding of mathematical concepts at the elementary school level.
Cheisya Anastasya, Safrida Napitupulu, Dalimawaty Kadir, Beta Rapita Sillalahi, Isnan Nisa Nasution
Copyright (c) 2026 Cheisya Anastasya, Safrida Napitupulu, Dalimawaty Kadir, Beta Rapita Sillalahi, Isnan Nisa Nasution (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran IPS dalam Meningkatkan Literasi Sosial dan Karakter Siswa
Social Studies (IPS) plays a strategic role in developing social literacy and character in elementary school students, particularly in facing social challenges in the global and digital era. Social literacy encompasses the ability to understand social phenomena, think critically, and participate actively and responsibly in community life. Character education through IPS learning is directed at internalizing moral values ​​such as responsibility, empathy, honesty, tolerance, and social awareness. This study aims to comprehensively examine the role of IPS learning in improving social literacy and character in elementary school students through a literature study approach. The method used is a literature review by examining relevant national and international journal articles published between 2018 and 2025, obtained through Google Scholar, Sinta, and Scopus databases. The analysis was conducted descriptively and analytically by grouping research findings based on learning strategies, learning media, pedagogical approaches, as well as supporting factors and obstacles to IPS implementation. The study results indicate that social studies learning that integrates group discussions, case studies, problem-based learning, thematic learning, and the use of digital media and local wisdom has proven effective in improving social literacy and strengthening student character development. Furthermore, teacher competence, curriculum flexibility, the availability of learning media, and parental support are key supporting factors, while limited time, facilities, and teacher training are barriers to implementation. This study concludes that social studies is not only a cognitive subject but also a strategic tool in developing students with character, critical thinking, and social awareness. Further research is recommended to empirically examine the implementation of technology-based social studies and local wisdom.
Copyright (c) 2026 Ahmad Ahmad (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategi Pembelajaran Andragogi dalam Meningkatkan Kualitas Pembelajaran di Pusat Kegiatan Belajar Masyarakat Panrita
This study aims to analyze the implementation of andragogy learning strategies and their impact on improving the quality of learning among students at the Panrita Community Learning Center (PKBM). The research approach used was quantitative with a quasi-experimental method, involving 50 adult learners selected using purposive sampling techniques, then divided into experimental (andragogy) and control (conventional) groups. The independent variable in this study was the andragogy-based learning strategy, while the dependent variable was the quality of learning, which included active participation, material understanding, and practical skills. Data were collected through Likert-scale questionnaires, formative tests, and observation sheets, then analyzed using normality tests, homogeneity tests, and independent t-tests. The results of the descriptive analysis showed a more significant increase in posttest scores in the experimental group compared to the control group. The normality and homogeneity tests met parametric assumptions, while the independent t-test showed a significant difference between the two groups (p < 0.05). These findings confirm that andragogy strategies can significantly improve the quality of learning compared to conventional methods. Therefore, a learning approach that focuses on experience, learners' needs, and active participation has proven effective in non-formal education contexts. The implementation of andragogy at the Panrita Community Learning Center (PKBM) helps learners internalize the material more deeply and enhances practical skills and learning motivation, thus supporting the goal of lifelong learning. Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2021). Introduction to research in education (10th ed.). Cengage Learning. Broek, S., Kuijpers, M. A. C. T., Semeijn, J. H., & van der Linden, J. (2024). 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Paedagogi: Jurnal Kajian Ilmu Pendidikan, 17(1). https://jurnal.unimed.ac.id/2012/index.php/PAEDAGOGI/article/view/66714 Hanifah, A., Siregar, D., Toraja, J. A., Rahmadilah, N., & Lubis, P. R. (2025). Strategi pembelajaran orang dewasa di era digital untuk pendidikan luar sekolah. Paedagogi: Jurnal Kajian Ilmu Pendidikan, 11(1), 89–97. https://doi.org/10.24114/paedagogi.v11i1.66714 Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications. Kholisussa’di, Rosyanafi, R. J., & Purwoko, B. (2025). Implementasi pendekatan andragogi untuk meningkatkan kemandirian santriwati di Pondok Putri Ridwan Anwarul Halimy Lombok Barat. Transformasi: Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal, 11(2), 312–321. https://doi.org/10.33394/jtni.v11i2.16044 Knowles, M. S. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge. Manurung, E., Hasibuan, J., Hutabarat, M. A., Fitra Suci, N. M., Simanjuntak, R. M. Y., Siburian, S. Z., & Sirait, W. W. P. (2025). Implementasi pendekatan andragogi di PKBM Budi Utomo. Jurnal Pendidikan Untuk Semua, 9(1), 60–66. https://doi.org/10.26740/jpus.v9n1.p60-66 Manurung, E., Pratama, I. G. A., & Salim, A. (2025). Implementasi pendekatan andragogi di PKBM Budi Utomo. JPUS: Jurnal Pendidikan Untuk Semua, 11(1). https://journal.unesa.ac.id/index.php/jpls/article/view/17585 Merriam, S. B. (2014). Adult learning: Linking theory and practice. Jossey Bass. Naumčiuk, T., & Baranova, S. (2025). Effective teaching methods for developing adult learners’ spoken foreign language skills: A systematic review. Andragogy Adult Education and Social Marketing, 5(5). https://doi.org/10.15503/andr2025.8 Rahmawati, D. (2023). Implikasi konsep andragogi dalam berbagai konteks pendidikan komunitas: Tinjauan literatur. Empowerment: Jurnal Ilmiah Pendidikan Luar Sekolah, 15(1), 23–36. https://e-journal.stkipsiliwangi.ac.id/index.php/empowerment/article/view/3916 Sari, I. N., Wahyudin, D., & Rusman, R. (2024). Analysis of e-learning implementation in adult learning (andragogy). Inovasi Kurikulum, 21(2), 1027–1040. https://doi.org/10.17509/jik.v21i2.66034 Shatila, S. L. (2024). Not alone when I’m feeling stressed: Online adult learner connection and retention. Adult Education Quarterly, 74(1), 43–61. https://doi.org/10.1177/07417136231184570 Sugiyono. (2021). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta. Sudjana, N. (2017). PKBM sebagai wadah pemberdayaan masyarakat: Perspektif pendidikan nonformal. Alfabeta. UNESCO. (2022). Global report on adult learning and education. UNESCO Publishing. Vaculíková, J., Kalenda, J., & Kočvarová, I. (2024). Participation in non-formal adult education within the European context: Examining a multilayer approach. Frontiers in Education, 9, 1380865. https://doi.org/10.3389/feduc.2024.1380865 Yahya, A. (2024). Penerapan prinsip andragogi dalam meningkatkan motivasi belajar peserta dewasa di PKBM. Jurnal Pendidikan Nonformal Indonesia, 16(1), 12–27. https://jurnal.ciptamediaharmoni.id/index.php/ptk/article/download/505/252 Yahya, A. I. B., Purnama, S., & Supeno, S. (2023). Eksplorasi prinsip andragogi dalam pendidikan orang dewasa: Sebuah studi kualitatif pada pendidikan formal dan non-formal di STIP Jakarta. PTK: Jurnal Tindakan Kelas, 5(1), 136–152.
Copyright (c) 2026 Eli Eli, Ihwan Ridwan, Salmia Salama, Nursaidah Nursaidah (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementasi Pendidikan Antikorupsi melalui Kurikulum Kearifan Lokal di Sekolah
The purpose of this study is to analyze the implementation of anti-corruption education through a local wisdom-based curriculum in schools as an effort to build integrity in the young generation. This research employs a literature review method by examining various scientific sources and previous studies relevant to anti-corruption education and local wisdom in Indonesia. The findings indicate that integrating local wisdom values such as honesty, mutual cooperation , responsibility, and justice into the anti-corruption education curriculum has proven effective in enhancing students' understanding and attitudes toward anti-corruption. Implementation strategies include transparent and accountable school management, integration of anti-corruption values into relevant subjects, local content, personal development, and fostering an anti-corruption culture through extracurricular activities. These findings suggest that local wisdom-based anti-corruption education strengthens students' cultural identity while shaping an integrity-driven generation capable of addressing future corruption challenges.
Copyright (c) 2026 Anco Anco (Author) https://creativecommons.org/licenses/by-sa/4.0
Penanaman Nilai Toleransi Melalui Pembelajaran IPS di Sekolah Dasar
Character education is a crucial foundation for developing responsible, honest, and disciplined individuals capable of interacting harmoniously with their social environment. This study aims to analyze the implementation of character education values ​​in Social Studies (IPS) learning at SD Inpres Arso 9. The study employed a qualitative descriptive method with a content analysis approach and a systematic literature review. Data were obtained through interviews with the principal and fifth-grade teachers, as well as documents in the form of thematic IPS textbooks based on the 2013 Curriculum. Data triangulation was conducted to ensure validity through the involvement of the researcher as an instrument, careful observation, and theory verification. The results indicate that the implementation of character education is carried out through three main phases: planning, implementation, and assessment. During the planning phase, the school socializes the curriculum, develops regulations, and plans the integration of character values ​​into the syllabus and lesson plans. The implementation phase includes instilling positive character values ​​through classroom learning, habituation, conditioning the school environment, as well as integrating local culture and the use of visual media. Assessment is conducted by observing student behavior during learning, so that the internalization of values ​​can be monitored and developed. Social studies learning has been proven effective in instilling moral principles, such as religiosity, honesty, discipline, responsibility, tolerance, cooperation, patriotism, and social awareness. The success of character education is influenced by teacher readiness, school conditions, and family involvement. Therefore, developing a robust character education ecosystem requires collaboration between schools, families, and the community. The planned, contextual, and integrated implementation of character education produces students who excel academically while also being socially, emotionally, and morally mature, and able to face global challenges without losing their local cultural identity.
Copyright (c) 2026 Ika Novita Maharani, Alma Pratiwi Husain (Author) https://creativecommons.org/licenses/by-sa/4.0
Pembelajaran Matematika Berbasis Proyek Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa SMA Kelas XI
Mathematical problem-solving ability is one of the important competencies that high school students, especially grade XI students, must have to face the demands of 21st-century learning. However, mathematics learning in schools still tends to be oriented towards memorizing formulas and solving routine problems, so that students' problem-solving abilities have not developed optimally. This study aims to determine the effectiveness of project-based mathematics learning (PBL) in improving mathematical problem-solving abilities of grade XI high school students. This study used a qualitative approach with an explanatory sequential design. The subjects were 30 grade XI high school students. Data collection was carried out through pre-tests and post-tests, observations, questionnaires, interviews, and documentation. Quantitative data analysis was carried out using t-tests and N-Gain Scores, while qualitative data were analyzed descriptively through data triangulation. The results showed that project-based mathematics learning was able to significantly improve students' mathematical problem-solving abilities. Students became more active in understanding problems, planning solution strategies, carrying out calculations, and evaluating results. In addition, project-based learning also increased students' independence, creativity, cooperation, and motivation towards learning mathematics. Although there were still challenges in time management and group assignments, overall, project-based mathematics learning proved effective and could be used as an alternative learning strategy to improve the mathematical problem-solving skills of eleventh-grade high school students.
Copyright (c) 2026 Rizka Maulidatun Nadifah, Rahayu Nugraheni, Ubaidillah Aisy Kodir, Nur Wiji Sholikin (Author) https://creativecommons.org/licenses/by-sa/4.0
Studi Komparatif Pengaruh Model kontekstual terhadap Kemampuan Pemecahan Masalah Persamaan Linier Satu Variabel Siswa Kelas IX SMP
This study aims to examine the effect of the contextual learning model on students’ learning outcomes in the topic of Linear Equations in One Variable (LEOV). The research employed a quantitative approach with a pre-experimental design using a one-group pretest–post-test model. The participants consisted of 30 students who were given a pretest before the implementation of contextual learning and a post-test after the learning process. The research instrument was a learning achievement test developed based on the indicators of LEOV competencies. Data were analysed using a paired samples t-test and N-Gain analysis to determine the significance and effectiveness of the learning model. The results showed that the mean pretest score of students was 55.00, which increased to 84.00 in the post-test. The paired samples t-test indicated a significance value of 0.000 < 0.05, revealing a significant difference between students’ learning outcomes before and after the implementation of contextual learning. Furthermore, the N-Gain value of 0.64 was classified as moderate. These findings indicate that the contextual learning model has a significant and fairly effective impact on improving students’ learning outcomes in Linear Equations in One Variable, although the improvement was not evenly distributed among all students.
Copyright (c) 2026 Linda Permata Sari, Sabrinatur Rasyidah, Rizal Kurniawan, Nur Wiji Sholikin (Author) https://creativecommons.org/licenses/by-sa/4.0
Tajdid Dan Transformasi Pendidikan Islam Di Era Revolusi Industri 4.0
The development of the Industrial Revolution 4.0 has brought about major changes in various sectors of life, including education. Islamic education, as a system based on Islamic values, is required to be able to adapt dynamically without losing its normative identity. This article aims to examine the concept of tajdid (renewal) and the transformation of Islamic education in responding to the challenges of the digital era through a literature study approach. The method used is a literature review of scientific articles, books, and research reports relevant to the themes of Islamic education, tajdid, and the Industrial Revolution 4.0. The results of the study indicate that Islamic education faces serious challenges in the form of technological disruption, changes in the character of digital generation students, and the demands of 21st-century competencies that emphasize creativity, critical thinking, collaboration, and digital literacy. In this context, tajdid is understood as a contextual and progressive renewal effort without abandoning the basic principles of Islamic teachings. The transformation of Islamic education is reflected in changes to the curriculum, learning methods, the role of educators, and the use of digital technology as a medium and learning resource. The integration of Islamic values ​​with digital technology is key to ensuring that the educational process not only produces individuals who are intellectually and technologically proficient but also possess Islamic character. The conclusion of this article emphasizes that the renewal and transformation of Islamic education are strategic imperatives to address the challenges of the Industrial Revolution 4.0 while maintaining the primary mission of Islamic education to develop individuals of faith, knowledge, and noble character.
Copyright (c) 2026 Indriana Try Meliwatdani, Asnia Asnia, St. Nurhayati Ali, Muhammad Nur Maallah (Author) https://creativecommons.org/licenses/by-sa/4.0
Etika Islam dalam Menyikapi Tantangan Pendidikan Abad ke-21
21st-century education faces complex challenges due to rapid technological developments, globalization, and changing patterns of social interaction, which require character formation based on moral and ethical values. This study aims to analyze the role of Islamic ethics in addressing the dynamics of modern education through a literature study approach. Data were collected from Islamic education textbooks, national and international journal articles, and educational policy documents. The results of the study indicate that Islamic ethical values ​​such as honesty (ṣidq), trustworthiness (amanah), justice (‘adl), responsibility (mas’uliyyah), and moderation (wasathiyah) are highly relevant in shaping the character of intelligent, adaptive, and virtuous students. Islamic ethics provides guidelines for the wise use of digital technology, addressing the impact of globalization, and fostering social awareness and ecological awareness. The holistic integration of ethical values ​​into the curriculum, learning methods, and school culture is crucial to ensure education produces individuals with character and noble morals. This study concludes that Islamic ethics is not merely a normative norm, but also a practical strategy in modern, humanistic, and sustainable education. The implications of this research encourage the implementation of Islamic values-based education integrated with digital literacy, 21st-century skills, and comprehensive student character development.
Copyright (c) 2026 Jamil Jamil, Maraina Maraina, St. Nurhayati Ali, Muhammad Nur Maallah (Author) https://creativecommons.org/licenses/by-sa/4.0
Upaya Layanan Bimbingan dalam Meningkatkan Disiplin dan Perilaku Positif Siswa Kelas V SDN 58 Baubau
This study aims to describe the implementation and analyze the effectiveness of guidance use of gadgets or the phenomenon of staying up late, as well as minor services in improving discipline and positive behavior of fifth-grade students at SDN 58 Baubau. The main problems found in the field are low student learning concentration due to excessive disciplinary violations such as arriving late. This study uses a qualitative approach with a case study design to explore the phenomenon in depth. Data were collected through in-depth interviews with class teachers and students, direct participant observation, and documentation studies. Data analysis techniques follow the interactive model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions. The results show that the implementation of guidance services is carried out holistically by prioritizing the instillation of manners and morals before knowledge, intensive collaboration with parents, and practical interventions in the classroom proved very effective in improving student discipline. Significant behavioral changes are seen in increased punctuality in attendance, responsibility in carrying out cleaning duties, and students' ability to focus during the learning process without disturbing their peers in class.
Copyright (c) 2026 Adel Adel, Anju Sanjena, Mika Nultisari, Berlian Putri Saudjana, Dawis Dawis, Haliadi Haliadi (Author) https://creativecommons.org/licenses/by-sa/4.0
Dampak Kurangnya Fasilitas Terhadap Proses Belajar Mengajar Di Sekolah Luar Biasa Swasta (SLBS) Al-Halim
Education is a basic right of every citizen, including children with special needs (ABK) who require special education services to develop their potential optimally. One important factor in supporting successful learning is the availability of educational facilities and infrastructure, however, in reality, there are still special schools with limited facilities. This study aims to analyze the impact of the lack of facilities on the teaching and learning process at the Al Halim Private Special Needs School (SBLS). The study used a descriptive qualitative approach. Data collection was conducted through observation, interviews, and documentation on November 21, 2025. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results show that limited classroom space, a lack of learning media, and a lack of supporting facilities have an impact on the suboptimal implementation of learning and individual services for students according to their special needs. These conditions limit the variety of learning methods that can be applied by teachers. However, the availability of dormitory facilities and free shuttle services are supporting factors for the continuity of student education. This study has limitations in the number of subjects and the scope of the study. Therefore, support from schools and the government is needed to improve facilities and infrastructure to enhance the quality of education for children with special needs.
Copyright (c) 2026 Ayu Ayu, La ode Abdul Habib Kadir, Reza Faizal Suhaimin, Nurul Wahyuni, Izla Swasty, Haliadi Haliadi (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Guru Bimbingan Konseling Dalam Meningkatkan Kedisiplinan Dan Tanggung Jawab Siswa SDN 1 Watiginanda
This study aims to describe the role of Guidance and Counseling (BK) teachers in improving student discipline and responsibility at SDN 1 Watiginanda. Discipline and responsibility are fundamental character traits that must be instilled from elementary school, as they form the foundation for students' future attitudes and behavior. This study employed a descriptive qualitative approach. The research subjects consisted of BK teachers as primary informants, along with homeroom teachers, principals, and students as supporting informants. Data collection techniques included observation, semi-structured interviews, and documentation. Data analysis employed the Miles and Huberman model, which encompasses data reduction, data presentation, and conclusion drawing, with validity tested through triangulation of sources and techniques. The results indicate that BK teachers play a significant role in improving student discipline and responsibility through classroom guidance services, individual counseling, group counseling, and habituation programs such as class duty, punctuality at school, and adherence to rules. BK teachers also collaborate with homeroom teachers and parents to monitor student behavioral development. The approach used is persuasive, educational, and humanistic, so that students feel comfortable and motivated to improve their behavior. This study concludes that planned, sustainable, and collaborative guidance and counseling services have a positive impact on the development of discipline and responsibility in elementary school students. These findings are expected to serve as a reference for schools in improving the quality of guidance and counseling services as an integral part of character education.
Copyright (c) 2026 Inang Cahayani, Wa Ode Mareniawati Mustari2, Nengky Nengky, Riski Andrian Ningsi, Heriawan Rusli Langsang, Haliadi Haliadi (Author) https://creativecommons.org/licenses/by-sa/4.0
Menulis Reflektif melalui Pembelajaran Mendalam sebagai Sarana Penguatan Karakter Siswa
21st-century education demands the development of students who are not only academically intelligent but also character- and socially mature. Reflective writing is an effective pedagogical strategy for connecting learning experiences with character development. This article systematically examines the role of reflective writing within a deep learning framework through a qualitative literature review approach. The study results indicate that reflective writing enhances students' self-awareness and integrity by encouraging introspection, evaluation of the learning process, and recognition of strengths and weaknesses. This activity also serves as a metacognitive tool, helping students organize, monitor, and evaluate their own learning strategies. Furthermore, reflective writing strengthens empathy and social awareness through engagement in collaborative projects, social experiences, and value reflection, enabling students to understand others' perspectives and foster environmental stewardship. Integrating reflection into contextual learning contexts for example, community service activities, class projects, or value discussions—facilitates the internalization of character values ​​such as responsibility, honesty, and cooperation. The effectiveness of reflective writing is even greater when it is designed as a core part of a deep learning strategy, rather than simply an additional assignment. By systematically integrating reflection, students are able to continuously connect learning experiences with moral and social values, build authentic understanding, and internalize character holistically. These findings confirm that reflective writing is not merely an academic exercise, but a crucial mechanism for developing students with self-awareness, integrity, social concern, and responsibility in real life.
Copyright (c) 2026 Rizki Herdiani, Anita Candra Dewi (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategi Pembelajaran Berbasis Al-Qur’an sebagai Landasan Pendidikan Karakter
Character education is an important foundation in shaping students with noble character, responsibility, and integrity. In the context of Islamic education, the Qur'an plays a central role as a source of values, norms, and relevant life guidelines that can be used as a basis for character learning strategies. This article aims to systematically review various research findings related to Qur'an-based learning strategies as a foundation for character education. The method used is a literature study by reviewing national and international journal articles, scientific books, and relevant academic sources from the past ten years. The results of the study indicate that the integration of Qur'anic values ​​​​in learning can strengthen students' religious character, honesty, discipline, responsibility, and empathy. Effective strategies include teacher role models, habituation based on Qur'anic verses, contextual learning, reflection on values, and integration of the Qur'an in all subjects. Qur'an-based learning functions not only as a transmission of knowledge, but also as a means of internalizing values ​​​​and forming attitudes. Thus, Qur'an-based learning strategies can be a comprehensive approach to strengthening character education in schools. This article is expected to serve as a conceptual reference for educators in designing learning oriented toward holistic character development of students.
Copyright (c) 2026 Rosmiati Ramli, Muh. Iqbal Muhidin, Yenni Yenni, Rosiana Syahbaniar , Rudi Hartono (Author) https://creativecommons.org/licenses/by-sa/4.0