Jurnal Teori dan Praksis Pembelajaran IPS

Transformation of quality management in higher education in South Kalimantan: Evaluation of the Educational Management Information System (EMIS)

Tue, 28 Apr 2026 00:00:00 +0000

Effective integration of Educational Management Information Systems (EMIS) has become a strategic priority for higher education institutions in supporting technology-based quality management (QM) and academic governance processes. However, the success of EMIS implementation is determined not only by technological infrastructure readiness, but also by collaborative management practices and lecturers’ commitment to technology use. This study aims to analyze the relationship between EMIS implementation and quality management (QM) in higher education. A cross-sectional design was employed, with data collected through a web-based survey of 300 lecturers from public and private universities in Banjarmasin, Indonesia, using a snowball sampling technique. Data were statistically analyzed to examine the influence of EMIS on quality management practices and the role of lecturer attitudes toward technology. The results indicate that EMIS significantly strengthens institutional quality management, particularly in achieving organizational goals such as accreditation, certification, and systematic academic administration. Lecturers with positive attitudes toward technology perceive EMIS as more useful and effective in supporting both instructional and administrative tasks, indicating alignment between EMIS functionalities and professional demands. Moreover, commitment to technology emerges as a critical factor in maximizing institutional benefits. This study recommends the need for contextual and sustainable lecturer training and capacity building programs to ensure optimal utilization of EMIS within the framework of higher education quality assurance. Limitations include reliance on self-reported data and local contextual factors. Future research is recommended to adopt longitudinal and cross-cultural approaches to further explore the dynamic relationship between EMIS, quality management, and technological commitment in higher education.

Knowing, feeling, and taking action: Evidence from implementing beggar stories in the social studies classroom in Jember, Indonesia

Tue, 28 Apr 2026 00:00:00 +0000

Jember is one of the regions facing persistent, unresolved problems with begging. The preventive, repressive, and curative measures to handle begging in Jember have no significant impact. Therefore, complementary approaches are necessary to provide more options for addressing this issue. Social Studies holds idealistic potential to address the issue of begging in Jember. The objective of this study is to analyze Berger’s social construction among elementary school students through beggar stories, value-based reasoning, and reasoned decision-making in the social studies classroom. This study employs a qualitative approach through Focus Group Discussions (FGDs). Conducted at Pelita Hati School in Jember, Indonesia, the research involved fifth and sixth-grade students. The results indicate that beggar stories and dynamic group discussions can enhance students' moral knowledge, moral feeling, and moral action. 1) Students demonstrated the ability to critically assess the phenomenon of begging not merely as an act of poverty, but as a complex social behavior; 2) Students also articulated moral judgments influenced by Jember's local cultural values and the principles of Pancasila; 3) As a moral action, students suggested pragmatic alternatives to solve the issue of beggars in Jember. The implications of this study are not only to bridge classroom learning with real-world issues, enhancing the reflection, empathy, social and ethical awareness, but also to make a discourse-based approach in the Pelita Hati Elementary School context as a complementary approach in addressing social issues. On the other hand, adopting balanced storytelling approaches is necessary to reduce the pedagogical risk of reinforcing stigma against the poor.

A comparative analysis of environmental literacy skills among Adiwiyata school students: A study at SMA 8 and SMA 12 Banjarmasin

Tue, 28 Apr 2026 00:00:00 +0000

This research aims to analyze the environmental literacy skills possessed by students from SMA 8 Banjarmasin and SMA 12 Banjarmasin, both designated as Adiwiyata schools at the provincial level of Kalimantan Selatan. This study employs the quantitative approach, particularly the comparative method. The study population consisted of 476 students in the XI grade, where 185 students were from SMA 12 Banjarmasin and 133 students from SMA 8 Banjarmasin. The research employed a combination of cognitive and skills tests, and a set of questionnaires to measure students’ attitudes and behaviors toward the environment. The Mann-Whitney test was used to analyze the data, and the necessary tests included tests of homogeneity and normality. Based on the study’s results, there is no significant difference in the environmental literacy skills of Adiwiyata school students at the provincial level. The similarity in the level of environmental literacy for students of SMA 8 and SMA 12 Banjarmasin illustrates the impacts of provincial policy standards and the Adiwiyata program. These research insights could highlight some areas for growth concerning students' awareness and capabilities. On the other hand, they could also support the development of environmental education in integration or interdisciplinary approaches to formal education.

The paradigm shifts in senior high schools' history education in the Merdeka Curriculum

Tue, 28 Apr 2026 00:00:00 +0000

This study aims to analyze the fundamental change contained in history learning in the Merdeka Curriculum compared to the earlier curricula. The research questions posed are: 1) What is the position of high school History education within the Merdeka Curriculum when viewed from the global curriculum developments? 2) How has the pedagogical paradigm of History instruction at the high school level shifted as a consequence of the implementation of Merdeka Curriculum? The method used is a documentary study that draws on both primary and secondary sources. The primary sources are two history curriculum documents for senior high school, published by the Department of Education: Curriculum 2006, 2013, and the Merdeka Curriculum. Analysis uses Paul H. Hirst’s curriculum framework, i.e., curricular objectives, content, and pedagogical orientation. The results show that the Merdeka Curriculum emphasizes a shift toward an outcome-based curriculum framework. History education focuses on four competencies: historical thinking, historical literacy, historical consciousness, and historical empathy. The shift implies that history teachers need to move away from chalk-and-talk and focus on developing students' skills in the four historical competencies.

Historical understanding as means to strengthen students’ national integration in Papua

La Ode Hasirun, Muhammad Aqil, Megiridha Loppies — Fri, 01 May 2026 00:00:00 +0000

One of the important issues in a multicultural society is national integration, marked by its historical and ethnic diversity. Education is one of the strategic forums in developing social cohesion, identity, and inclusive citizenship in today's young generation. Through a mixed method with a sequential description design, this study aims to find out how students' understanding of science and history is related to the attitude of national integration in Papua. Quantitative data on the understanding of local and national science and history concepts, and integrative attitudes were obtained through structured questionnaires on high school students. Meanwhile, qualitative data on students' sense of national togetherness was obtained through observation of teachers' teaching practices in the classroom. Results indicated that students generally had a good understanding of science and history and moderate integrative attitudes. Pearson correlation analysis revealed a moderate relationship between science understanding and integration attitudes, while the relationship with history understanding was strong. Regression analysis further showed that students’ understanding of science and history contributed substantially to the development of national integration attitudes. Qualitative findings suggest that contextual learning strengthens integrative values. Science lessons incorporated local ecosystem examples, whereas history lessons emphasized the contributions of Papuan figures to national development. These findings highlight the importance of contextual and interdisciplinary learning approaches to enhance students’ national integration attitudes in culturally diverse settings.