Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia)
Jurnal PIPSI (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) is a peer-reviewed scientific open access journal, with e-ISSN: 2477-8427 and p-ISSN: 2477-6254 published by Institute of Managing and Publishing of Scientific Journals, STKIP Singkawang, Indonesia in 2015. In Last 2016 Jurnal PIPSI has built Organization and Editorial team to publish scientific paper. Starting 2022, it is published every January, May, and September. Jurnal PIPSI publishes the research (no longer than 5 years after the draft proposed) in term of social science education is teaching, development, instructional, educational project and innovations, learning methodologies and new technologies in educational and learning in school and educational institution and the other issues for social sciences. Jurnal PIPSI is Indexed by :
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Scientific Explanation Sebagai Kerangka Konseptual Pembelajaran Permasalahan Sosial Di SMP
This article examines the conceptual and pedagogical contribution of scientific explanation, rooted in philosophy of science, to the teaching of social issues in junior high school social studies. Although social studies aims to develop critical and analytical thinking, classroom practices often remain descriptive and less focused on explaining causal mechanisms behind social phenomena. This study employs a narrative literature review drawing from key works in philosophy of science and recent educational research on explanation and argumentation. The analysis indicates that models of scientific explanation, particularly causal reasoning and contextual explanation, provide a structured framework for helping students analyze social problems beyond factual description. Pedagogically, integrating scientific explanation principles supports evidence-based discussion, structured reasoning, and scaffolded explanation practices in social studies classrooms. The study concludes that adopting scientific explanation as a conceptual framework can strengthen students’ critical thinking and socio-scientific literacy in learning social issues at the junior high school level.
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Segregasi Sosial dan Trauma Kolektif Pascakonflik Etnis: Studi Kasus Masyarakat Melayu Sambas, Kalimantan Barat
This study aims to analyze the strengthening of social literacy among PGSD students through issue-based learning in the Elementary Social Studies Basic Concepts course. The research employed a descriptive qualitative approach, with data collected through classroom observations, interviews with lecturers and students, and documentation of learning activities and student work. The findings reveal that, in the initial stage, students’ social literacy was predominantly descriptive, characterized by a superficial understanding of social issues and a limited ability to connect social studies concepts with contemporary social phenomena. The implementation of issue-based learning through stages of issue introduction, exploration and analysis using social studies concepts, critical discussion and social reflection, and synthesis of findings was shown to effectively enhance students’ social literacy. Students demonstrated improvements in analytical thinking toward social issues, the integration of social studies concepts with social realities, and the development of critical, reflective, and social empathy attitudes. The role of lecturers as facilitators and active student participation emerged as key factors in the success of the learning process. Nevertheless, the study also identified challenges related to the complexity of social issues, limitations in students’ analytical literacy, time constraints in lectures, and variations in students’ critical thinking abilities. These findings imply that issue-based social studies learning is a relevant pedagogical strategy for strengthening social literacy and for preparing prospective elementary school teachers with social awareness and critical thinking skills.
Efektivitas Kompetensi Kewirausahaan Kepala Sekolah Untuk Meningkatkan Kesejahteraan Guru Sekolah Dasar
Teacher welfare is an important factor in improving the quality of education. Principals play a strategic role in achieving such welfare through the implementation of entrepreneurial competence, which includes the ability to innovate, work hard, build collaborative networks, and manage school resources effectively. This study aims to analyze the effectiveness of principals’ entrepreneurial competence in improving the welfare of elementary school teachers in Kejuruan Muda District, Aceh Tamiang Regency. The research employed a qualitative approach with a descriptive method. The subjects consisted of principals and teachers from three public elementary schools, namely SD Negeri 1 Sungai Liput, SD Negeri 2 Sungai Liput, and SD Negeri Kampung Jawa. Data were collected through observation, in-depth interviews, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The results show that: (1) at the innovation stage, principals were able to create various creative programs such as school-based enterprises, teacher skills training, and productive activities oriented toward improving teacher welfare; (2) at the collaborative networking stage, principals actively built partnerships with school committees, communities, and external stakeholders to expand financial and non-financial support; and (3) at the resource management stage, principals effectively utilized human, material, and financial resources to support programs aimed at enhancing teacher welfare. Thus, principals’ entrepreneurial competence is proven to be effective in improving teacher welfare in terms of economic, professional, and motivational aspects.The research findings contribute to the school program that the principal's entrepreneurial and innovative leadership is an important factor in creating teacher welfare.
Pengaruh Model Problem-Based Learning Berbantuan Media Diorama Interaktif Berbasis Augmented Reality terhadap Pemahaman Keragaman Sosial Budaya Siswa Kelas IV Sekolah Dasar
Penelitian ini bertujuan untuk mengetahui pengaruh model Problem-Based Learning (PBL) berbantuan media diorama interaktif berbasis Augmented Reality (AR) terhadap pemahaman keragaman sosial budaya siswa kelas IV sekolah dasar. Pendekatan kuantitatif dengan desain quasi experimental digunakan dalam penelitian ini. Hasil penelitian menunjukkan peningkatan pemahaman keragaman sosial budaya yang signifikan pada kelompok eksperimen dibandingkan kelompok kontrol. Dengan demikian, model PBL berbantuan media diorama interaktif berbasis AR terbukti efektif dalam meningkatkan pemahaman siswa terhadap keragaman sosial budaya.
Integrasi Kearifan Lokal Ekologis Masyarakat Baduy Pada Pembelajaran IPS Sekolah Dasar
The impact of globalisation poses challenges to the preservation of local cultural identity. Education plays a vital role in preserving and instilling local culture. However, contextual learning based on local wisdom remains very limited, particularly in elementary education. This study aims to develop social studies teaching materials that integrate the ecological local wisdom of the Baduy tribe, a community that has always lived simply in harmony with nature. The Baduy community’s way of life can be used as learning material to strengthen students’ cultural awareness and environmental concern. This study employed a Research and Development approach using the ADDIE model, comprising the stages of Analyse, Design, Development, Implementation, and Evaluation. Data collection techniques included expert validation sheets, questionnaires, and pre-test and post-test instruments. The results indicated that the developed teaching materials achieved a content validity of 96%, media validity of 96%, and linguistic validity of 92%. The level of appeal reached 80%, with very positive student responses. The effectiveness test showed a significant improvement in learning outcomes with p-value of 0.001. The results demonstrate that the teaching materials are effective for use in social studies lessons and support the preservation of local culture in elementary school level.
Pengembangan Media Toponimi Desa-Desa Berbasis Google Sites Pada pembelajaran IPS Untuk Penguatan Literasi Budaya dan Kewargaan
The contextual approach plays a strategic role in Social Studies (IPS) learning by connecting theoretical concepts with students’ everyday life experiences. The Merdeka Curriculum emphasizes the development of critical thinking skills, the ability to solve social problems, and an understanding of cultural diversity and social interaction dynamics within the surrounding environment. However, the utilization of village toponymy as a learning resource in schools remains suboptimal, as many teachers still rely on conventional textbooks.Therefore, this study aims to develop Google Sites–based village toponymy learning media that are valid and practical, and to examine their effectiveness in improving the cultural and civic literacy of seventh-grade junior high school students. This research was conducted at SMP Negeri 3 Negara using a Research and Development (R&D) method with the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate).The data analysis techniques included qualitative, quantitative, statistical, and inferential statistical analyses. The results showed that the material expert validation reached 93.56%, the media expert validation reached 94.45%, and the practicality assessment reached 92.50%. These results indicate that the Google Sites–based Village Toponymy Media of Jembrana Regency is categorized as “very good” and is both valid and practical for use in seventh-grade Social Studies learning.Furthermore, students’ average scores increased from 61.20 to 82.40. The results of the Paired Samples t-test using SPSS 25 showed that t_calculated = 36.733 > t_table = 2.0638, with a significance value (2-tailed) of 0.000 < 0.05. These findings demonstrate that the developed learning media are effective in improving students’ cultural and civic literacy in seventh-grade Social Studies learning
Strategi Guru IPS dalam Mengurangi Dampak Etnosentrisme Melalui Pengembangan Perilaku Prososial dalam Pembelajaran IPS (Studi Kasus di SMP Negeri 5 Duampanua)
Penelitian ini bertujuan menganalisis strategi guru IPS dalam mengembangkan perilaku prososial melalui penguatan sikap toleransi untuk meminimalisasi etnosentrisme pada konteks sekolah multietnis. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus di SMP Negeri 5 Duampanua. Informan terdiri atas kepala sekolah, guru IPS, dan siswa yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, serta dianalisis menggunakan teknik analisis tematik dengan triangulasi untuk menjamin keabsahan data.Hasil penelitian menunjukkan bahwa strategi utama yang digunakan guru adalah pembelajaran interaktif dan pendekatan humanistik yang mendorong interaksi inklusif, empati, dan kerja sama lintas etnis. Penerapan toleransi diwujudkan melalui pembiasaan menghargai perbedaan, keteladanan guru, penyelesaian konflik secara dialogis, serta integrasi nilai kearifan lokal. Namun, implementasi strategi tersebut masih menghadapi hambatan berupa stereotip etnis, pengaruh lingkungan, dan rendahnya kesadaran sosial siswa. Kebaruan penelitian ini terletak pada integrasi strategi pembelajaran IPS berbasis interaksi sosial dan pendekatan humanistik dalam konteks sekolah multietnis sebagai upaya konkret meminimalisasi etnosentrisme. Temuan ini mengimplikasikan pentingnya peran guru sebagai fasilitator dan model sosial dalam membangun lingkungan pembelajaran yang inklusif dan toleran.
Pelestarian Tradisi Pencak Silat Betawi Sebagai Sumber Belajar IPS Berbasis Kearifan Lokal Di SMP (Studi Fenomenologi Di DPW PPSI Jakarta)
Penelitian ini bertujuan untuk menganalisis pengintegrasian tradisi pencak silat Betawi yang dilestarikan oleh DPW PPSI Jakarta sebagai sumber belajar IPS berbasis kearifan lokal. Subjek dalam penelitian ini merupakan organisasi Dewan Pimpinan Wilayah Persatuan Pencak Silat Indonesia di Jakarta. Penelitian ini menggunakan jenis penelitian kualitatif-deskriptif dengan pendekatan studi fenomenologi. Pengumpulan data dilakukan dengan teknik, wawancara mendalam, observasi sebagai pengamat berperan serta, dokumentasi atau studi dokumen. Keabsahan data dalam penelitian ini dianalisis berdasarkan triangulasi data dan teknik analisis data kualitatif. Hasil penelitian ini menjelaskan bahwa kearifan lokal Betawi dapat dibagi menjadi dua, yaitu tidak berbentuk produk budaya (intangible) dan berbentuk produk budaya (tangible). Kearifan lokal yang tidak berbentuk produk budaya terdiri dari, pengetahuan tentang alam semesta, ritual keagamaan, ekspresi lisan, seni pertunjukan, dan keterampilan tradisional. Kearifan lokal yang berbentuk produk budaya terdiri dari, golok, pakaian silat Betawi, dan musik pengiring silat gambang kromong. Aspek-aspek dalam tradisi pencak silat Betawi terdiri dari, aspek seni, aspek mental spiritual, aspek beladiri, dan aspek olahraga. Pengintegrasian tradisi pencak silat Betawi menjadi sumber belajar IPS di SMP dapat diadaptasikan dalam materi esensial dan muatan lokal pada Capaian Pembelajaran IPS tahun 2025. Pengintegrasian dapat dirancang melalui kerangka Pembelajaran Mendalam dengan memberikan pengalaman belajar kepada peserta didik, memahami, mengaplikasikan, dan merefleksi. Berdasarkan temuan tersebut dapat disimpulkan bahwa kearifan lokal pada tradisi pencak silat Betawi dapat diintegrasikan menjadi sumber belajar IPS melalui materi esensial dan muatan lokal. Sumber belajar IPS berbasis kearifan lokal dapat diajarkan melalui pembelajaran intrakurikuler dan kokurikuler. Pengintegrasian tersebut perlu dirancang menggunakan kerangka Pembelajaran Mendalam.
Pelestarian Budaya Kain Gebeng Sebagai Kearifan Lokal Palembang Melalui Perkuliahan Pendidikan IPS Mahasiswa FKIP Pendidikan Sejarah UM Palembang
This study aims to describe the preservation of Kain Gebeng culture as a local wisdom of Palembang through Social Studies Education lectures for students of the History Education Program, FKIP, Muhammadiyah University of Palembang. This research employed a descriptive qualitative method with data collection techniques consisting of observation, interviews, questionnaires, and documentation. The results showed that the community has a high level of knowledge and awareness regarding the importance of preserving Kain Gebeng as a local cultural heritage. The process of making Kain Gebeng is still carried out traditionally through weaving techniques passed down from generation to generation. In addition, the integration of Kain Gebeng into Social Studies Education lectures was able to improve students’ understanding of Palembang local culture and foster positive attitudes toward regional cultural preservation efforts. Kain Gebeng also has great potential as a local wisdom-based Social Studies learning resource because it contains historical, social, cultural, and economic values of the Palembang community. Therefore, the preservation of Kain Gebeng through education becomes a strategic effort to maintain the existence of local culture amidst the current of globalization.
Needs and Content Concept Analysis of Local Wisdom–Based Digital Supplementary Teaching Materials for Environmental Awareness in Bajulan Village, Nganjuk
Digital transformation in education requires learning innovations that are not only technology-oriented but also integrate local cultural values. This study aims to analyse needs and design a concept for digital teaching materials based on the local wisdom of the Bajulan Traditional Village, Nganjuk. This study employs a qualitative approach supported by simple quantitative data. The research subjects included teachers and class XI Geography students at SMAN 3 Nganjuk, as well as traditional leaders from Bajulan Village as supporting informants. Qualitative data was obtained through observation, interviews, and curriculum analysis, whilst quantitative data was obtained through questionnaires analysed using percentages. The results of the study indicate that teachers and students require digital teaching materials that are more interactive, contextual, and relevant to daily life, as the media currently in use are considered unengaging. Content analysis indicates that ATP 1.1–1.2 still emphasise environmental concepts in a theoretical manner, whilst ATP 1.3–1.5 have the potential to be integrated with local wisdom values such as sowan punden, ruwat sumber, and bersih desa. The integration of local wisdom into digital teaching materials has the potential to strengthen students’ understanding of geographical concepts, enhance environmental awareness, and foster a love for local culture.