Desy Safitri

The Industrial Revolution 4.0 changed the paradigm to student-centered and accelerated the development of digital learning media. YouTube video media is a digital technology learning media that allows interesting, concrete, and contemporary social studies learning by Generation Z. The purpose of this study was to determine the effectiveness of YouTube video media in social studies learning to increase student learning motivation. The research methodology used a quasi-experimental approach with a pretest and posttest design. The population in this study amounted to 75 students from class VIII of SMP Negeri 2 Badau, Belitung District, Indonesia. Sampling was done by cluster random sampling. A total of 50 students were selected using cluster random sampling. The experimental group (n=25) was given YouTube video media learning, while the control group (n=25) was given conventional media in image media. The research instrument was a validated learning motivation questionnaire. Hypothesis testing was carried out using t-tests, while the increase in learning motivation used the N-gain test. The research findings showed an increase in student learning motivation. The experimental group showed a higher increase in learning motivation than the control group. This shows that YouTube video media in social studies learning effectively increases students' learning motivation. The implication of this research shows that YouTube video media has the potential to increase learning motivation in social studies learning. Further research on the effectiveness of YouTube video media can help social studies teachers use YouTube optimally to increase student learning motivation.

This research was motivated by the rising number of adolescent girls experiencing body shaming, which can lead to negative consequences, particularly affecting their self-confidence. The aim of this study is to explore the impacts felt by female junior high school students after experiencing body shaming. A descriptive method was employed, using questionnaires, interviews, and documentation as data collection techniques. The population of this study consisted of 144 eighth-grade female students at SMP Negeri 213 Jakarta in the 2024/2025 academic year. The sample was selected through purposive sampling, with a total of 50 participants. The data were analyzed using descriptive analysis techniques. The results of the study show that: 1) Body shaming has a significant impact on the four analyzed aspects: global subjective satisfaction, affective distress regarding appearance, cognitive aspects of body image, and behavioral aspects of body shaming. Each aspect shows a negative influence, although the intensity varies. 2) In this study, the cognitive aspect was identified as the most dominant impact, with 38% of respondents categorized as experiencing a high level.

The purpose of this study is to examine the extent of the influence of teacher innovation on the learning activeness of seventh-grade students in Social Studies (IPS) at SMPN 213 Jakarta. This research employs a quantitative approach with an ex post facto design. The sample consisted of 165 students selected using a simple random sampling technique. Data were collected through a questionnaire based on a Likert scale. The results of the data analysis indicate a positive and significant relationship between teacher innovation and students' learning activeness, as evidenced by a significance value of 0.000 (< 0.05). Furthermore, teacher innovation contributes 40.3% to students' learning activeness, while the remaining 59.7% is influenced by other factors not examined in this study. These findings emphasize the crucial role of innovative teachers in creating interactive learning environments and enhancing students’ active participation in the learning process.