International Conference on Interdisciplinary Studies
Proceedings of the International Conference on Interdisciplinary Studies (ICIS) publishes selected peer-reviewed papers presented by scholars, researchers, practitioners, and policymakers from diverse disciplines. Guided by the theme “Smart Education for a Sustainable Development: Integrating Social, Technological, Environmental Awareness, and Sciences (STEAS)”, this proceeding emphasizes interdisciplinary approaches that integrate social insights, technological innovation, environmental awareness, and scientific perspectives to address contemporary challenges in education, technology, environment, and society, while promoting sustainable and resilient development at local and global levels.
The Presentation of Betel Leaves (Fame’e Mbola Numono) as a Sign of Respect in the Relationship Between In-Laws: A Study of the Existence of Tradition Using Social Exchange Theory
The traditional marriage system of the Nias ethnic group, particularly the lagara custom, is inseparable from the ritual of betel presentation (fame’e mbola numono) as a symbolic gesture of honor in the relationship between a son-in-law and his parents-in-law. This tradition reflects respect, acknowledgment, and the reinforcement of kinship ties between the groom and the bride’s family. This study aims to analyze the social meaning of betel presentation within the son-in-law and parent-in-law relationship through George C. Homans’s Social Exchange Theory. A qualitative descriptive approach was employed, with data collected through participatory observation, in-depth interviews, and documentation of traditional lagara wedding stages in Gunungsitoli City, North Sumatra Province. Data were analyzed through stages of data reduction, data display, and conclusion drawing. The results reveal that the fame’e mbola numono ritual functions not merely as a symbolic act but also as a form of non-verbal social exchange embodying moral values, kinship, and mutual respect. The act of offering betel leaves by the son-in-law represents a symbolic exchange that reinforces social harmony and familial cohesion. This study contributes to understanding how traditional cultural practices serve as a medium for maintaining and transmitting social values within local communities.
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STEAS-Based Educational Leadership in Teacher Professional Development: A Literature Study for Sustainable Transformation
This study focuses on analyzing the role of educational leadership within the STEAS framework (Social, Technology, Ecology, Awareness, and Science) as a strategic approach to strengthening teacher professional development in the era of Society 5.0 while supporting the achievement of the Sustainable Development Goals (SDGs). This issue is relevant since teachers serve as the primary agents of educational transformation, and their professional capacity is largely determined by the quality of school leadership. The study employs a qualitative approach through a systematic literature review of reputable national and international scholarly publications issued between 2020–2025, focusing on educational leadership and teacher competence development. Data were collected from academic documents, research reports, and educational policies, and analyzed using thematic analysis to identify patterns, categories, and key issues. The findings highlight that STEAS-based leadership emphasizes social collaboration, ethical use of technology, ecological awareness, critical capacity building, and scientific orientation as pillars of learning innovation. Three major themes emerged: (1) visionary and adaptive leadership, (2) integration of teacher professionalism with the sustainable development agenda, and (3) the formation of a collaborative, reflective, and innovative school culture. Overall, this study enriches the theoretical discourse on holistic leadership models while offering practical contributions to designing teacher development strategies responsive to global challenges. The implications underscore the importance of sustainability-oriented leadership policies and training programs, as well as opportunities for further research to test the validity of the STEAS conceptual framework in diverse educational contexts.
Transforming Civic Education Teacher`S Professional Development Throught Training Of Trainer: Synergy Of Educationaal Leadership And The Challenges Of Society 5.0
The emergence of the Society 5.0 paradigm has generated new complexities in the educational landscape, where teachers are required not only to master pedagogical dimensions but also to possess epistemic capacity and affective dispositions grounded in national insight, Pancasila values, legal awareness, and a human rights perspective. Civic Education (PPKn) teachers hold a strategic position in fostering students’ civic knowledge, civic skills, and civic dispositions. However, empirical realities still indicate disparities in teachers’ competencies in addressing the challenges of globalization and digitalization. This study aims to examine the transformation of Civic Education teachers’ professional development through the Training of Trainer (ToT) model, emphasizing the synergistic role of educational leadership in responding to the demands of the twenty-first century. Employing a qualitative descriptive design, data were collected through observation, in- depth interviews, and document analysis of ToT implementation for Civic Education teachers at senior high schools/vocational schools in Bandung and Cimahi, Indonesia. The findings reveal that ToT significantly enhances teachers’ capacities in the cognitive domain (understanding of national insight, Pancasila, law, and human rights), affective domain (professional commitment and ethical responsibility), and psychomotor domain (ability to design contextual learning based on civic issues and digital technology). Furthermore, educational leadership functions as a catalyst in fostering a collaborative ecosystem that sustains professional development. Consequently, ToT can be positioned as a strategic instrument to strengthen Civic Education teachers’ competencies in a transformative and adaptive manner toward the dynamic challenges of Society 5.0.
PARENTS' TENDENCY TO SEND THEIR CHILDREN TO ISLAMIC-BASED ELEMENTARY SCHOOLS: A CASE STUDY IN NANGGULAN, KULON PROGO
The growing interest of parents in sending their children to Islamic elementary schools has become a significant issue in the context of basic education in Indonesia. This is influenced not only by academic aspects but also by parents' need for character education and religious values, which are perceived as more secure in Islamic educational institutions. The background to this research is based on the growing tendency of society to be more selective in choosing educational institutions for their children, particularly considering the role of schools in shaping religious and social character. The purpose of this study is to describe the factors behind parents' choice to send their children to Islamic-based elementary schools, to understand parents' perceptions and expectations regarding the quality of education provided, and to analyze the implications of these tendencies for the development patterns of elementary schools in the future. The research method used was a case study with a descriptive qualitative approach. Data were collected through in-depth interviews with parents and observations at the Islamic Elementary School selected as the research location, as well as a review of documents related to school policies and the educational institution's profile. Data analysis was conducted using the interactive technique of Milles & Huberman, consisting of data reduction, data presentation, and inductive conclusion drawing. The results of this study indicate that the reasons parents send their children to favorite private Islamic-based elementary schools in Nanggulan District, especially Generasi Mulia Integrated Islamic Elementary School, are due to factors such as good Islamic religious education, quality of learning, teacher competence, distance from the school, school facilities, a conducive learning environment, achievement, school fees, and the school's image. Therefore, the dominant main motive is value-oriented rationality (wertrational), where the decision reflects the desire to shape children into an intelligent and Islamic-moral generation.
LOCAL WISDOM FOR GLOBAL CHALLENGES: JATHILAN AS A MEDIUM FOR CHARACTER BUILDING AND CREATIVITY OF THE YOUNG GENERATION IN MOYUDAN, SLEMAN
Study This aim For study role art traditional “ Jathilan ” in Moyudan, Sleman, in formation character and development creativity generation young , at the same time evaluate its potential as a learning model based wisdom local. Jathilan is art Yogyakarta folk performance featuring soldier horse riding with property horse braids, simple gamelan accompaniment and sometimes accompanied by trance elements. Research This important Because education based culture local needed For face degradation value, decreasing appreciation culture and weakening identity generation young people in the era of globalization . Research methods use approach qualitative descriptive with design studies case. Data collected through studies literature , observation participatory limited and interview deep with perpetrator art, figures society and children active young people in jathilan. Triangulation technique used For validate data, while analysis done in a way descriptive thematic to identify values , practices and contributions jathilan to formation character and creativity generation young. Research result show that " jathilan " No only functioning as art entertainment , but also become means non-formal education based on wisdom local that can implant character positive in the form of discipline, togetherness, responsibility responsibility and spirituality generation young. In addition, jathilan capable push creativity child young through innovation dance movements, costumes and music that strengthen identity culture. Jathilan also supports the objectives of the Sustainable Development Goals (SDGs), especially SDG 4 (Quality Education) through strengthening education character and learning based experience culture, as well as SDG 11 (Sustainable Communities) through preservation culture local and empowerment public.
The Effect Of The Project Citizen Learning Model On Students' Civic Skill Development
These guidelines are a new format and template for manuscripts/articles published in the proceedings of the International Conference on Interdisciplinary Studies (ICIS. Article should be started by Title of Article followed by Authors Name and Affiliation Address and abstract. This abstract section should be typed in Italic font and font size of 11 pt. Special for the abstract section, please use left margin of 4 cm, top margin of 3 cm right and bottom margins of 3 cm. The single spacing should be used between lines in this article. If article is written in Indonesian, the abstract should be typed in Indonesian and English. The abstract should be typed as concise as possible and should be composed of: problem statement, method, scientific finding results, and short conclusion. The abstract should only be typed in one paragraph and one-column format.
Smart Ethnopedagogy And Local Wisdom Integration: A Sustainability-Based Character Education Approach In Social Studies Learning Through The Kabuyutan Batukarut Heritage
The rapid dynamics of globalization and digital disruption have significantly transformed social structures and cultural values, leading to the erosion of local wisdom that forms the moral foundation of national character. This study aims to integrate the local wisdom of Kabuyutan Batukarut into Social Studies learning through a smart ethnopedagogy approach as a model of sustainability-based character education. A qualitative research method with an ethnographic design was employed to explore the value systems and cultural practices of the local community. Data were collected through participatory observation, in-depth interviews with 22 informants (comprising cultural leaders, school principals, Social Studies teachers, and students), and document analysis. The data were analyzed using Miles and Huberman’s interactive model with the support of NVivo 12 Plus software. The findings revealed six core values of local wisdom—self-orientation, religious interaction, ethics, compassion, social responsibility, and harmony with nature—that can be contextually adapted into Social Studies instruction through character habituation programs, experiential learning, and digital media integration. The implementation of this model enhanced students’ learning motivation (89%), social empathy (82%), and ecological awareness (75%). The integration of these values aligns with the Merdeka Curriculum and contributes to the achievement of SDG 4.7 (education for sustainability), SDG 11.4 (cultural heritage preservation), and SDG 13.3 (climate awareness through education). Theoretically, this study extends the paradigm of ethnopedagogy toward digital cultural transformation, bridging traditional values and 21st-century competencies while strengthening sustainable character education in the global era.
Revitalizing the Value of Cireundeu Local Wisdom through the Utilization of Artificial Intelligence Towards a Sustainable Society in the Society 5.0 Era
This research aims to explore the strategy of revitalizing the local wisdom of the indigenous people of Cireundeu through the application of Artificial Intelligence (AI) in the era of Society 5.0, with the goal of supporting sustainable development. Cireundeu's local wisdom, rooted in cassava-based food traditions, harmony with nature, and the value of cooperation, is now facing modernization challenges that have the potential to erode its cultural values. Using a qualitative ethnographic approach, this study employed observation, in-depth interviews, and document analysis to investigate the role of AI in documenting, disseminating, and strengthening local wisdom through digital archiving, AI-based educational applications, and local food security prediction models. The study's results demonstrate that integrating AI and local wisdom not only preserves the cultural identity of indigenous peoples but also contributes to achieving the Sustainable Development Goals (SDGs) in aspects of food security, sustainable development, and responsible consumption and production. Thus, the application of AI in revitalizing local wisdom is a strategic step toward building an adaptive, culturally rooted, and harmonized society within the framework of Society 5.0.
E-Learning as a Medium for Strengthening Civic Disposition in Junior High School Civics Education
This paper explores the strategic and sustainable utilization of e-learning as an effective means to strengthen students’ civic disposition in the digital era. The study highlights how Civics Education can move beyond temporary online learning toward an integrated digital pedagogy that fosters responsibility, discipline, and democratic participation among students. Using a qualitative descriptive approach, data were collected from Civics teachers, guidance counselors, and students at SMPN 1 Pacet, Bandung Regency, through interviews, observations, and documentation. The findings reveal that the success of e-learning in developing civic disposition depends on teachers’ leadership in designing interactive, value-based, and reflective learning activities. E-learning not only enhances students’ access to civic knowledge but also serves as a transformative medium for cultivating moral awareness and digital citizenship. Furthermore, the study identifies several challenges, including varying digital literacy among teachers and students, as well as limited school infrastructure. The paper concludes that sustainable teacher professional development and strategic digital leadership are essential to transform e-learning into a character-building ecosystem that supports responsible citizenship in the 21st century.
Contextual Digital History Learning to Strengthen the Social Identity of the Young Generation
This research aims to analyze how contextual digital history learning can strengthen the social identity of the younger generation in the era of globalization. Theoretically, this research is based on the perspective of social constructivism and identity formation theory which emphasizes that learning experiences and social context have an important role in building students' identities. This study uses a descriptive qualitative method with a case study design carried out at SMAN 1 Cipongkor, West Bandung Regency. Data were obtained through participatory observation, semi-structured interviews, and digital documentation involving history teachers, students, and school principals. Data analysis was carried out using the Miles and Huberman interactive model which included reduction, presentation, and drawing conclusions, and was tested for validity through triangulation of sources and techniques. The results showed that the integration of local narratives with digital media—such as virtual museum tours, digital storytelling, and interactive history projects—significantly increased students' empathy, collective pride, and national awareness. These findings show that technology-based contextual history learning is able to foster social character, national spirit, and cultural awareness of the younger generation. This research makes a scientific contribution to the development of technology-based humanistic history pedagogy and offers practical implications for strengthening the history curriculum in the digital era.
Digital Citizenship Through SIMPARDEM: A Conceptual Model of Web- Based Innovation to Promote Democratic Participation in Multicultural Society
The digital transformation has opened new opportunities for citizen participation in democratic life, particularly within multicultural societies. However, participation remains limited due to low levels of digital citizenship literacy and the absence of models that integrate multicultural and civic values into digital spaces. This study develops and integrates the SIMPARDEM (Democratic Participation Information System) conceptual model as a web-based innovation to strengthen citizens’ engagement in inclusive, ethical, and democratic participation. Using a qualitative-descriptive method supported by literature review, conceptual synthesis, and the integration of empirical findings from prior research on digital citizenship and civic engagement, the study identifies three key dimensions: (1) digital literacy competence, (2) multicultural awareness, and (3) democratic participation behavior. The integration results indicate that SIMPARDEM effectively enhances citizens’ digital participation skills, fosters tolerance, and supports intercultural understanding through collaborative web-based civic activities. The novelty of this research lies in the integrative conceptual framework that connects digital citizenship education and multicultural values through a web-based civic innovation platform. This conceptual and empirical integration provides a foundation for further implementation and evaluation in promoting intelligent, participative, and democratic citizens in the digital transformation era.
Smart Ecopedagogy through Local History Integration in Social Studies: Strengthening Ecological Awareness in Cianjur, West Java, Indonesia
This study investigates the implementation of smart ecopedagogy through the integration of local history in Social Studies (IPS) learning to strengthen students’ ecological awareness in Cianjur, West Java, Indonesia. The research highlights how local historical narratives can serve as meaningful and contextual learning resources that bridge cultural heritage and environmental education. Using a qualitative content analysis and literature review approach, this study examines recent scholarly works from 2020 to 2025 to explore how the values embedded in Cianjur’s local history and traditions foster ecological literacy and sustainable attitudes among students. The findings indicate that integrating local history within Social Studies not only enhances students’ understanding of historical and cultural identity but also promotes environmental sensitivity, critical thinking, and responsible citizenship. The concept of smart ecopedagogy emphasizes adaptive, interdisciplinary, and technology-assisted learning that supports sustainability-oriented education. This approach enables students to connect past wisdom with present ecological challenges, thereby cultivating reflective awareness and proactive environmental behavior. The study concludes that local history-based ecopedagogy can be a strategic framework for developing transformative learning experiences that align with global sustainability goals and the principles of smart education for sustainable development.
Smart Drainage Education Governance: A Bibliometric Exploration of Disaster Education and Digital Innovation for Sustainable Urban Waterlogging Mitigation
Rapid urbanization and climate variability have increased the frequency of urban waterlogging, a short-duration surface inundation resulting from insufficient drainage capacity. This phenomenon poses significant challenges to daily urban life and highlights the need for more integrated approaches that combine digital innovation, drainage governance, and disaster education. This study conducts a bibliometric analysis to examine the global research landscape on smart drainage governance and educational approaches to disaster mitigation in urban contexts. Two datasets were analyzed from Scopus: Tier 1 (188 journal articles) focusing on smart city technologies, ICT-based or drainage systems, and urban resilience, and Tier 2 (17 journal articles) centered on disaster education, risk perception, and community awareness on urban flood or waterlogging mitigation. Keyword co-occurrence mapping using VOSviewer revealed five dominant clusters in Tier 1, emphasizing technological and infrastructural perspectives, and two minor clusters in Tier 2, focused on human-centered and educational themes. The comparative analysis indicates a thematic and epistemological gap between technological governance and educational participation. While global research increasingly advances digital flood and urban waterlogging management, the integration of educational and participatory dimensions remains limited. The findings highlight the need for interdisciplinary collaboration between engineering, education, and information sciences to develop more inclusive and knowledge-driven approaches for sustainable urban waterlogging mitigation, supporting the goals of SDG 11 (Sustainable Cities and Communities) and SDG 13 (Climate Action).
A Scoping Review of the Embedded Sustainable Way of Living Concept in Education for Refugees
Despite increasing attention to refugee education, critical gaps remain in integrating sustainability competencies into humanitarian learning frameworks. This scoping review examines the extent to which sustainability-related themes such as WASH (water, sanitation, and hygiene), food security, energy literacy, and green livelihoods are embedded in education programs for refugees. From a dataset of 106 Scopus-indexed articles published between 2010 and 2025, we identified a subset (n = 36) focusing on refugee education and sustainability. Thematic coding of titles, abstracts, and keywords revealed a disproportionate emphasis on vocational training and teacher development, with limited representation of hands-on sustainability domains. This paper proposes the Embedded Sustainable Way of Living curriculum. This adaptable, modular model aligns Education for Sustainable Development with humanitarian contexts to address this structural omission and promote climate resilience, autonomy, and equity among displaced learners.
INNOVATION IN SOCIOLOGY LEARNING USING AUGMENTED REALITY MEDIA BASED ON LOCAL WISDOM
This study aims to develop and examine the effectiveness of innovation in Sociology learning using Augmented Reality (AR) media based on local wisdom. The integration of local wisdom with AR technology is expected to improve learning outcomes, student interest, and cultural awareness among students. The research method used was Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results of the study showed the following: (1) AR media based on local wisdom is suitable for use in learning, as evidenced by the assessment results of subject matter experts and media experts, which categorised it as highly suitable. Teachers' and students' responses to the use of AR media based on local wisdom were easy to understand and very interesting in helping the learning process. (2) The AR media based on local wisdom that was developed was effective in improving student learning outcomes. The results of the paired sample t-test showed a significance value of 0.000 or a sig value <0.05, indicating a significant difference between the pre-test and post-test learning outcomes, which means that the use of learning media has an effect on improving learning outcomes. The N-gain value for the experimental class was 0.44, indicating a moderate improvement, while the results of the independent sample t-test on the n-gain value showed a significance value of 0.043 or a sig value <0.05, indicating a difference in the average learning outcomes of students between the experimental class and the control class. These findings confirm that the use of Augmented Reality media based on local wisdom is an effective learning innovation.
Trends and Developments in Educational Program Evaluation Models in the Digital Era: A Systematic Literature Review
Digital transformation has fundamentally reshaped how educational program evaluation is designed and implemented. Evaluations that once focused solely on end results have evolved into continuous, data-driven processes supported by learning analytics and artificial intelligence (AI). This study aims to review the trends and developments in educational program evaluation models over the past decade (2015–2025), highlighting the paradigm shift from conventional frameworks toward digital-hybrid approaches. Using a Systematic Literature Review (SLR) guided by the PRISMA protocol, forty-two scientific articles were selected from Scopus, ERIC, SpringerLink, DOAJ, and SINTA 2 databases. The findings reveal that classical models such as CIPP, Logic Model, and Kirkpatrick’s Four Levels remain the dominant frameworks but have been substantially adapted through the integration of digital indicators and learning analytics. The incorporation of learning analytics and AI has enhanced the accuracy, efficiency, and predictive capacity of educational evaluations. However, challenges related to data validity, privacy, ethics, and evaluator literacy persist in implementing digital evaluations. The study concludes that the success of educational evaluation in the digital era depends on the synergy between classical methodology, technological innovation, and ethical data governance. The findings provide a theoretical and practical foundation for developing sustainable, accountable, and contextually relevant digital-based evaluation models for Indonesia’s education system.
ANALYSIS THE ROLE OF LEARNING ANALYTICS AND DIGITAL LITERACY IN ENHANCING THE EFFECTIVENESS OF COMPETENCY BASED SUSTAINABLE EDUCATION FOR THE 21ST CENTURY
The Fourth Industrial Revolution has profoundly transformed the educational paradigm through the integration of digital technologies, artificial intelligence, and data-driven learning systems. This study examines the influence of Learning Analytics (LA) and digital literacy on the effectiveness of sustainable education oriented toward 21st-century competencies critical thinking, creativity, collaboration, and communication. A quantitative research design was employed involving 95 students from grades IV to VI at SDN Sudimoro 1 Magelang. Data were collected through Likert-scale questionnaires measuring three variables: Learning Analytics (X₁), Digital Literacy (X₂), and Sustainable Education Effectiveness (Y). The data were analyzed using multiple linear regression with SPSS version 28. The results revealed that both Learning Analytics and digital literacy have a positive and significant effect on the effectiveness of sustainable education (p < 0.05). Learning Analytics demonstrated a stronger influence (β = 0.476, t = 3.710, p = 0.000) compared to digital literacy (β = 0.342, t = 2.669, p = 0.010). The coefficient of determination (R² = 0.588) indicates that 58.8% of the variance in sustainable education effectiveness is explained by these two predictors. These findings underscore that integrating data-driven learning through Learning Analytics and fostering students’ digital literacy can enhance adaptive, innovative, and continuous learning processes aligned with 21st-century skill development.
THE ROLE OF JAVANESE IINDIGENOUS LOCAL KNOWLEDGE IN AGRICULTURAL TRADITIOS AND WOMEN’S ECONOMIC EMPOWERMENT
Local knowledge is an inseparable part of the cultural identity of indigenous communities, including the Javanese people, who have practiced various agricultural traditions for centuries. In Javanese society, agriculture is not merely seen as an economic activity but as a cultural heritage rich in spiritual, social, and ecological values. Traditional farming systems such as pranata mangsa (traditional seasonal calendar), the selection of local crop varieties, organic cultivation techniques, and agrarian rituals like sedekah bumi (earth almsgiving) and wiwitan (harvest initiation ceremony) reflect the deep interconnection between humans, nature, and spiritual forces. In this context, women play a vital role—not only in agricultural activities but also in household economic management and the preservation of inherited knowledge. This study aims to examine the role of local knowledge within Javanese indigenous communities in supporting agricultural traditions and its contribution to women's economic empowerment. The research employs a qualitative method with a case study design. Data collection techniques include in-depth interviews, participatory observation, and document analysis of farming communities in rural areas of Kulon Progo Regency. The findings show that women have a strategic role in maintaining the sustainability of traditional farming practices. Their involvement goes beyond production activities such as planting and harvesting; it also includes post-harvest processing, seed storage, and household economic management. The local knowledge they possess encompasses planting techniques, the use of medicinal plants, and crop management. The study concludes that local knowledge is not only a cultural heritage but also a strategic asset for sustainable development, particularly in strengthening women’s economic roles in agriculture and food security.
ENHANCING INTEREST, CREATIVITY, AND SOCIOLOGY LEARNING OUTCOMES THROUGH THE USE OF CANVA AS A LEARNING MEDIUM AMONG GRADE XI STUDENTS OF SMAN 1 SLEMAN
Education plays a crucial role in shaping a generation that is not only intellectually capable but also creative, critical, and adaptive to changes in the modern era. In Sociology learning at the senior high school level, teachers face the challenge of students low learning interest due to a lack of varied methods and monotonous media, which leads to limited student engagement, insufficient stimulation of creativity, and suboptimal learning outcomes that do not meet curriculum standards. To address this, innovative strategies relevant to the digital era are required, one of which is the use of Canva as a learning medium. Canva allows the creation of more engaging, interactive, and accessible materials while fostering students active participation in exploring sociological concepts. This study employed Classroom Action Research (CAR) in two cycles with eleventh-grade students of SMAN 1 Sleman, consisting of planning, implementation, observation, and reflection. Data were collected through classroom observations, questionnaires to assess students interest and creativity, and achievement tests, and then analyzed both quantitatively and qualitatively. The results showed significant improvement in students interest, creativity, and learning outcomes; interest was reflected in higher enthusiasm and participation, creativity was demonstrated through students design products, and learning outcomes increased from pre-cycle to the second cycle, surpassing the Minimum Mastery Criteria (MMC). Therefore, the use of Canva positively impacts the quality of Sociology learning.
THE ROLE OF SCHOOL PRINCIPAL LEADERSHIP IN ENHANCING TEACHER PROFESSIONALISM AT GEBANGAN PUBLIC ELEMENTARY SCHOOL, PENGASIH, KULON PROGO
This study aims to explain the role of school principal leadership in enhancing teacher professionalism at Gebangan Public Elementary School, Pengasih, Kulon Progo. The principal's leadership plays a strategic role in providing direction, guidance, and motivation for teachers. The research was conducted in September and October 2025, located at Gebangan Public Elementary School, Pengasih, Kulon Progo District. A qualitative approach and case study methodology were used in this research. The subjects were the principal and teachers. Data collection was done through observation and in-depth interviews. Data analysis included data reduction, data presentation, and conclusion drawing. The research results show that the role of the principal's leadership at Gebangan Public Elementary School has a significant impact on improving teacher professionalism. Despite facing challenges such as limited time, information and communication technology (ICT) facilities, and varying motivation among teachers, the principal successfully overcame these through regular training, flexible scheduling, and providing moral support and adequate facilities.
ISLAMIC PROJECT-BASED LEARNING MODEL: AN ALTERNATIVE TO STRENGTHEN INDEPENDENCE, ACTIVENESS, AND SOCIAL STUDIES LEARNING OUTCOMES IN JUNIOR HIGH SCHOOL
Abstract This study aims to improve students' independence, activeness, and learning outcomes in Social Studies through the implementation of the Islamic Project-Based Learning model at Ihsanul Fikri Integrated Islamic Junior High School in Mungkid. The background of this research is the low level of student engagement in the learning process, as indicated by minimal active participation, a tendency to be passive in discussions, and suboptimal academic achievement. This study employed a Classroom Action Research (CAR) method conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The research subjects were 32 ninth-grade students. Data were collected through observation, questionnaires, learning outcome tests, and documentation, and analyzed using descriptive qualitative and quantitative methods. The results showed that the implementation of the Islamic Project-Based Learning model significantly improved students' independence, as seen in their increased initiative in managing group tasks; enhanced activeness, as reflected in their participation in discussions, presentations, and decision-making; and improved learning outcomes, evidenced by the increase in average test scores in each cycle. Additionally, the Islamic Project-Based Learning model successfully integrated Islamic values into Social Studies learning, such as cooperation, responsibility, and appreciation for cultural diversity. Thus, the Islamic Project-Based Learning model can serve as an innovative alternative learning model that not only strengthens students' Islamic character but also optimizes academic achievement.
SYMBOLIC INTERACTIONALISM IN THE TRADITIONAL CEREMONY OF SAPARAN BEKAKAK IN THE VILLAGE OF AMBARKETAWANG, GAMPING DISTRICT, SLEMAN REGENCY, SPECIAL REGION OF YOGYAKARTA
The Saparan Bekakak ceremony in Ambarketawang Village, Gamping District, Sleman Regency, Special Region of Yogyakarta, was inspired by a tragedy that befell the servants of Sultan Hamengkubuwono I, named Ki Wirasuta and Nyi Wirasuta. The Saparan Bekakak ceremony is held annually and continues to this day. In social science studies, particularly from a symbolic interactionism perspective, this tradition is interesting to study because it contains symbols, meanings, and patterns of social interaction that are an important part of the collective identity of the local community. This research is designed using qualitative methods with a case study approach. Data will be collected through direct observation of the ceremony, in-depth interviews with traditional leaders, organizing committees, and the community, as well as archival documentation and local historical records. Data analysis will be conducted interactively through data reduction, data presentation, and conclusion drawing. The symbolic interactionism theoretical framework was chosen to interpret how the symbols that appear in the series of ceremonies, such as the slaughter of bekakak (dolls made of sticky rice), processions, and communal prayers, are understood, interpreted, and reproduced in the social life of the Ambarketawang community. Through this research, it is hoped that a deeper understanding can be gained regarding the role of the Saparan Bekakak ceremony as a means of social and symbolic interaction in maintaining solidarity, strengthening the value of togetherness, and preserving local cultural identity. This research is also expected to contribute theoretically to the development of symbolic interactionism studies in the context of Indonesian cultural traditions, as well as to provide material for reflection on the importance of preserving local wisdom amid increasingly complex social dynamics.
The Transformational Role of Social Studies Teachers in Integrating Environmental Education Towards Sustainable Development
The transformation of 21st-century education demands that teachers play a role beyond mere knowledge transmission, emphasizing the cultivation of social and ecological awareness. This study aims to analyze the role of Social Studies teachers in integrating environmental education toward Education for Sustainable Development (ESD). Employing a qualitative approach through library research, this paper reviews national and international academic literature on teacher roles, ecopedagogy, and sustainability-oriented learning strategies. The results reveal three central roles of Social Studies teachers in environmental education: (1) as facilitators who link social theory with ecological realities through contextual learning; (2) as social–ecological change agents who foster student awareness and participation in environmental issues; and (3) as developers of ecological character who cultivate values of empathy and environmental responsibility. Integration strategies include interdisciplinary thematic learning, action-based projects, cross-subject collaboration, and the use of digital technology in sustainability education. The novelty of this study lies in positioning Social Studies teachers as transformative environmental educators, bridging social science and sustainability science through an ecopedagogical framework. The findings provide implications for policy, curriculum development, and teacher professional training toward sustainability. Hence, the integration of environmental education within Social Studies serves as a strategic foundation for nurturing intelligent, ethical, and environmentally responsible citizens in the global era.
Implementation of Process Standard Policy Social Studies Learning at MTS Al–Munawaroh Jombang
The purpose of this study is to describe and analyze how the implementation of standard policies of the educational process which includes Planning, Implementation, and Evaluation by teachers in social studies learning at MTS Plus Al-Munawaroh Jombang. The method used in this study uses a descriptive qualitative approach. The results of the study are the implementation of the standard learning process policy seen from: 1) Planning, teachers have a Learning Implementation Plan (RPP) and a Syllabus in accordance with the guidelines in the 2013 curriculum. 2) Implementation in the standard process by teachers in social studies learning there are initial activities, core activities and final activities in the implementation of learning in the classroom. 3) Evaluation of assessments applied by teachers in social studies learning in the form of affective domain assessment, cognitive domain assessment and psychomotor domain assessment.
Implementation Of Inquiry-Based History Learning As An Effort To Improve The Critical Thinking Skills Of SMAN 1 Penukal Students
The purpose of this study is to describe the implementation of inquiry-based history learning in improving the critical thinking skills of grade XI students at SMAN 1 Penukal. The method used in this study uses a qualitative approach with an instrumental case study design. Data collection techniques include observation, interviews, and documentation, while analysis is carried out through data reduction, thematization, and interpretation. The results of the study show that the inquiry learning model is applied through the stages of orientation, problem formulation, data collection and analysis, conclusion preparation, presentation of results, and reflection. Students' critical thinking activities develop in the form of the ability to interpret historical information, analyze and evaluate sources, formulate evidence-based arguments, and reflect on the thought process independently and collaboratively. Supporting factors include teacher commitment, availability of contextual learning resources, and student enthusiasm, while inhibiting factors include limited student historical literacy, time management, passive learning habits, and limited teacher training. The optimization strategies implemented include challenging material planning, consistent application of inquiry stages, collaborative discussions, and structured reflection by teachers and students.
The Influence of Kadisah Local Wisdom, Learning Innovation, and Social Environment on Students' Social Skills
This study aims to analyze the influence of Kadisah local wisdom, learning innovation, and social environment on the social skills of elementary school students. Social skills are an important competency that must be instilled from an early age through Social Science (IPS) learning. The study uses a quantitative approach with an ex post facto correlational type design. The research sample amounted to 120 elementary school students who were selected using the proportional random sampling technique. Data was collected using a Likert scale questionnaire that had been tested for validity and reliability, then analyzed by multiple linear regression. The results of the study show that Kadisah's local wisdom has a positive and significant effect on students' social skills. Learning innovation provides the most dominant influence in improving student communication, cooperation, and empathy. The social environment that includes family, peers, and school support also contributes significantly to social skills. Simultaneously, the three variables had an influence of 52.4% on students' social skills, while the rest were influenced by other factors outside the study. This study concludes that the integration of local cultural values, the application of innovative learning, and a conducive social environment are strategic combinations in shaping the social skills of elementary school students. These findings provide implications for teachers and schools to develop contextual social studies learning and support culture-based education policies and innovation.
Transformational Leadership and the Role of Teachers in Shaping the Social Character of Elementary School Students
This study aims to analyze the implementation of transformational leadership of school principals and the role of teachers in shaping students' social character through Social Science (IPS) learning in elementary schools. The research approach used was qualitative descriptive with the subjects of school principals, grade IV teachers, and grade IV students at SDN Sebaung III, Gending District, Probolinggo Regency. Data was collected through in-depth interviews, participatory observations, and document analysis, then analyzed using data reduction techniques, data presentation, and conclusion drawn. The results of the study show that school principals implement transformational leadership through motivation, example, and continuous coaching that encourages teacher innovation in social studies learning. Teachers play an active role in instilling the values of responsibility, cooperation, empathy, and tolerance through group discussion strategies, simulations, and collaborative projects. Supporting factors include the principal's vision, positive school culture, and cooperation between school residents, while obstacles include limited facilities, learning time, and parental involvement. The findings of this study confirm the importance of synergy between principals and teachers in fostering students' social character, as well as the need to strengthen collaboration with parents and the community to create a sustainable character education ecosystem.
The Influence of Problem Based Learning, Emotional Intelligence, and Reading Skills on Elementary School Students' Comprehension
This study aims to analyze the influence of the Problem Based Learning (PBL) learning model, emotional intelligence, and reading skills on the understanding of elementary school students. The research approach used is quantitative with an explanatory method. The research subjects consisted of 60 grade IV students of SDN Klaseman, Gending District, Probolinggo Regency who were selected using saturated sampling techniques. Data collection instruments are questionnaires and comprehension tests that have been tested for validity and reliability. Data analysis used multiple linear regression with the help of the SPSS program version 26. The results showed that PBL models, emotional intelligence, and reading skills had a positive and significant effect on students' understanding, respectively. The results of the simultaneous test also showed that the three variables together had a significant effect with a determination coefficient value of 0.732. These findings confirm that the application of problem-based learning that is integrated with strengthening emotional intelligence and reading skills can optimally improve student understanding. The results of the research are expected to be a reference for teachers in developing more interactive learning strategies oriented towards strengthening character and literacy in elementary schools.
The Influence of Syndicate Group Discussion Methods and Learning Motivation on Elementary School Students' Learning Outcomes
This study aims to analyze the influence of the Syndicate Group discussion method and learning motivation on the learning outcomes of elementary school students. The background of this research is based on the low social studies learning outcomes that are still widely found in elementary schools, especially due to the dominance of lecture methods that make students passive and less motivated. The research method used is a quantitative approach with a descriptive design. The research population is all grade V students of SDN Cluster I, Pajarakan District, Probolinggo Regency as many as 63 students, with a total sampling technique. The research instrument was in the form of a questionnaire to measure the Syndicate Group's discussion methods and learning motivation, as well as documentation of student learning outcomes. Data analysis was carried out through validity, reliability, classical assumptions, and multiple linear regression tests. The results showed that the Syndicate Group discussion method and learning motivation simultaneously had a significant effect on student learning outcomes with a Fcal value of 8.054 and a significance of 0.001. Partially, the Syndicate Group discussion method had a significant effect with a significance value of 0.001, while learning motivation had a significant effect with a significance value of 0.023. These findings confirm that the application of innovative learning methods and increased learning motivation are important factors in improving the academic achievement of elementary school students. This research is expected to be a reference for teachers, schools, and other researchers in developing more effective learning strategies.
Development of Canva-Assisted E-Modules for I Love Indonesia Material for Kindergarten Teachers in Group B, Gadingrejo District
This research aims to develop a Canva-assisted E-Module on the material "I Love Indonesia" for Group B kindergarten teachers in Gadingrejo District. The research method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research population was divided into 2 groups; Small groups (6 students) and large groups (45 students) taken from 3 different classes. The sampling technique used is purposive sampling. Data collection techniques include observation, interviews, questionnaires, and expert validation. Data analysis was carried out qualitatively for improvement and quantitative input with percentage and likert scale techniques to measure the feasibility, practicality, and effectiveness of the product. The validation results showed that the e-module was declared very feasible by material experts (95.45%), media experts (91.81%), and linguists (92.22%). The results of the test for students showed a very positive response (100% small group and 89% large group) with an average success rate of 98.33% of learning activities. The conclusion of this study is that the Canva-assisted E-Modules developed have proven to be very feasible, practical, and effective for use in learning, as well as being an innovative solution for teachers in meeting the demands of the Independent Curriculum.
The Influence of the Jigsaw Model on Collaborative Skills, Motivation, and Learning Independence of Elementary School Students
This study aims to analyze the influence of the Jigsaw learning model on collaborative skills, learning motivation, and learning independence of elementary school students. The background of this research is based on the importance of developing 21st century skills, especially cooperation, motivation, and independence which are still low in students at SD Negeri Gugus 2, Gending District, Probolinggo Regency. The research uses a quantitative approach with a quasi-experimental design. The research population is all grade IV students totaling 98 people with a total sampling technique. The instrument used was in the form of a questionnaire with a Likert scale which was compiled based on the indicators of each variable. The results showed that the Jigsaw learning model had no significant effect on collaborative skills with a significance value of 0.414. The Jigsaw model had a significant effect on students' learning motivation with a significance value of 0.013, and a significant effect on learning independence with a significance value of 0.017. Simultaneous analysis showed that the Jigsaw model had a combined effect on collaborative skills, learning motivation, and learning independence with a significance value of 0.008. The study concludes that the Jigsaw model is effective in increasing students' motivation and learning independence, but has not been able to significantly strengthen collaborative skills. The implementation of Jigsaw requires additional mentoring strategies to train students' social and communication skills for optimal outcomes.
The Meaning and Process of the Semana Santa Ritual in Larantuka, East Flores
Semana Santa in Larantuka, East Flores, is a Catholic religious tradition that has lasted for more than five centuries and has become the cultural identity of the local community. This research aims to analyze the meaning and ritual process of Semana Santa, as well as explain the symbolism and values contained in it. The research method uses a qualitative approach with a case study type, through participatory observation, in-depth interviews, and documentation, with phenomenology-based data analysis. The results of the study revealed that Semana Santa has a religious meaning in the form of appreciation of the suffering, death, and resurrection of Christ; social meaning in the form of strengthening solidarity, mutual cooperation, and tolerance between religious communities; and cultural significance in the form of acculturation of Portuguese Catholic traditions with Lamaholot customs. Processions and symbols such as Mr. Ma, Mr. Ana, candles, and purple cloth enrich the spiritual experience while strengthening the collective identity of the community. The conclusion of this study emphasizes that Semana Santa not only functions as a religious ritual, but also as a cultural heritage, a means of value education, and the potential for religious tourism that needs to be maintained in the midst of modernization
Integration of Wolio Palace Fortress in Social Studies Learning to Improve Understanding of Local Culture
This study aims to analyze the integration of the Wolio Palace Fortress as a learning resource in Social Sciences (IPS) learning to improve students' understanding of local culture. The background of the research departs from the importance of culture-based education in strengthening the identity of the young generation in the midst of globalization. The research approach used is qualitative with a case study method. Data was collected through in-depth interviews, observations, and documentation of social studies teachers, grade VIII students, school principals, and traditional leaders. Data analysis is carried out through reduction, presentation, and drawing conclusions by triangulation to ensure validity. The results of the study show that the use of the Wolio Palace Fortress in social studies learning is carried out through field visit strategies, class discussions, and group projects involving traditional leaders. The support of the principal through policies and facilitation of cooperation with cultural site managers strengthens the implementation of contextual learning. Students show an increase in understanding of local culture, characterized by the ability to explain the historical value and identity of the Buton Sultanate. The obstacles faced include limited references, lack of curriculum guidelines based on local culture, and lack of teacher training. This study recommends the development of thematic modules, teacher capacity building, and regional policy support to expand the implementation of local culture-based learning.
The Influence of the Think Pair Share Model on Collaboration Skills, Learning Motivation, Concept Understanding at SDN Sebaung II
This study aims to analyze the influence of the Think Pair Share (TPS) learning model on collaboration skills, learning motivation, and concept understanding of grade V students of SDN Sebaung II, Gending District, Probolinggo Regency. The background of this research departs from the fact that learning in elementary schools is still dominated by conventional methods so that students tend to be passive, collaboration skills are not developed, learning motivation is low, and concept understanding is not optimal. The TPS model is seen as relevant because it provides opportunities for students to think independently, discuss with their partners, and share the results of discussions in large groups. This study uses a quantitative approach with a correlational design. The research subjects were all students of class V totaling 37 people, so the sampling technique used was a saturated sample. Data were collected using a collaboration skills questionnaire, a learning motivation questionnaire, and a concept comprehension test. Data analysis was carried out using the Multivariate Analysis of Variance (MANOVA) technique. The results of the study showed that the TPS model had a significant effect on students' collaboration skills, learning motivation, and concept understanding, both partially and simultaneously. These findings indicate that TPS is an effective learning strategy to improve the quality of social studies learning in elementary schools. Thus, TPS deserves to be used as an alternative to innovative learning models in supporting the achievement of 21st century competencies.