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All Journal Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Panrita Inovasi: Jurnal Pengabdian Kepada Masyarakat DISCOURSE : Indonesian Journal of Social Studies and Education
Sofia Sofia
Universitas Negeri Makassar
Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Physics Public Health Social Sciences Other

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SOSIALISASI PENYUSUNAN METODE PEMBELAJARAN AKOMODATIF KELAS INKLUSI PADA TUTOR HOMESCHOOLING SMART MAKASSAR Supriadi Torro; Sofia Sofia; Liza Dwi Eftiza Khairunniza; Rusdi Rusdi; Darma Jaya Syahrudin
Panrita Inovasi: Jurnal Pengabdian Kepada Masyarakat Vol 5, No 1 June 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56680/pijpm.v5i1.85636

Abstract

Kegiatan ini bertujuan untuk meningkatkan kompetensi tutor di Homeschooling Smart Makassar dalam merancang pembelajaran di kelas inklusi. Masalah utama mitra adalah keterbatasan latar belakang pendidikan khusus para tutor sehingga kesulitan mengakomodasi keberagaman sensorik dan akademis siswa dalam satu ruang kelas. Sosialisasi dilakukan pada 9 Tutor dari Homeschooling Smart Makassar, metode pelaksanaan kegiatan meliputi tiga tahap utama: koordinasi dan uji awal (pre-test), pelaksanaan sosialisasi serta pendampingan klinis pada Januari 2026, dan evaluasi hasil (post-test). Hasil pengabdian menunjukkan adanya peningkatan signifikan pada aspek self-efficacy tutor dalam mengajar kelas inklusi sebesar 38%, yang diukur melalui kenaikan rata-rata skor evaluasi dari 58 (sebelum kegiatan) menjadi 80 (setelah kegiatan). Selain itu, kegiatan ini berhasil memfasilitasi penyusunan 1 buah modul panduan praktis metode pembelajaran akomodatif dan 9 draf Rencana Kegiatan Belajar (RKB) adaptif yang siap diimplementasikan oleh masing-masing tutor. 
Pendampingan Guru IPS dalam Menguatkan Keterampilan Sosial dan Literasi Digital Peserta Didik SMP melalui Observasi Pembelajaran Liza Dwi Eftiza Khairunniza; Supriadi Torro; Sofia Sofia
Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Vol. 7 No. 1 (2026): November 2026
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/kontribusi.v7i1.968

Abstract

Latar Belakang: Pembelajaran Ilmu Pengetahuan Sosial (IPS) memiliki peran strategis dalam mengembangkan keterampilan sosial dan literasi digital peserta didik sebagai kompetensi penting abad ke-21. Namun, penguatan kedua kompetensi tersebut belum sepenuhnya dirancang secara eksplisit dalam pembelajaran sehingga guru memerlukan pendampingan melalui proses refleksi terhadap praktik pembelajaran yang telah dilaksanakan. Tujuan: Kegiatan pengabdian kepada masyarakat ini bertujuan mendampingi guru IPS melalui observasi pembelajaran sebagai media refleksi untuk mengidentifikasi kebutuhan penguatan keterampilan sosial dan literasi digital peserta didik. Metode: Kegiatan dilaksanakan di SMP Negeri 2 Bandung dan SMP Pasundan 6 Bandung melalui empat tahapan, yaitu koordinasi dengan sekolah, observasi pembelajaran, diskusi reflektif bersama guru, dan penyusunan rekomendasi tindak lanjut pembelajaran. Hasil: Observasi pembelajaran memberikan gambaran mengenai pola interaksi peserta didik selama diskusi dan presentasi serta membantu guru mengidentifikasi kekuatan dan aspek yang masih memerlukan penguatan. Proses refleksi menghasilkan rekomendasi pembelajaran yang lebih terarah untuk mengintegrasikan aktivitas kolaboratif, komunikasi, berpikir kritis, dan literasi digital dalam pembelajaran IPS. Kesimpulan: Observasi pembelajaran tidak hanya berfungsi sebagai sarana identifikasi kebutuhan, tetapi juga menjadi media pendampingan guru dalam mengevaluasi praktik pembelajaran dan menyusun strategi pembelajaran IPS yang lebih adaptif terhadap kebutuhan peserta didik.
The Role of E-Pena in Fostering a Culture of Scientific Article Writing Among Students Liza Dwi Eftiza Khairunniza; Sofia Sofia
DISCOURSE: Indonesian Journal of Social Studies and Education Vol. 3 No. 3 (2026): July
Publisher : Citra Media Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69875/djosse.v3i3.563

Abstract

The culture of scientific writing among university students remains weak, not merely a lack of information but psychological barriers such as fear of mistakes, low confidence, and the perception that scientific writing is complicated. This article describes the role of E-PENA (E-Leaflet for Article Writing), an Instagram-carousel-based digital educational medium, in fostering a culture of scientific writing among students of the Sociology Education Study Program, Faculty of Social and Legal Sciences, Universitas Negeri Makassar (FIS-H UNM). The study employed a descriptive qualitative case-study approach conducted in April-May 2026. Data were collected through observation, content review, and expert validation, then analyzed to identify writing barriers and E-PENA's responsive strategies. The findings show six main barriers, from confusion about how to start to the misconception that articles equal ordinary papers. E-PENA addresses these barriers by normalizing beginners' mistakes, breaking the writing process into small, concrete steps, providing readiness checklists, and delivering motivational messages published periodically via the program's Instagram account. This shifted students from having no clear starting point to a practical step-by-step guide. This article concludes that fostering a writing culture requires an approach that is informative, motivational, and sustained, through a follow-up content series and integration into new-student academic orientation
Adoption and Resistance: A Qualitative Study of Lecturers' Digital Literacy in The Use of Interactive Learning Platforms Sofia Sofia; Liza Dwi Eftiza Khairunniza; Arisnawawi Arisnawawi
DISCOURSE: Indonesian Journal of Social Studies and Education Vol. 3 No. 3 (2026): July
Publisher : Citra Media Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69875/djosse.v3i3.565

Abstract

Digital transformation in higher education requires lecturers to adopt interactive learning platforms to support participatory teaching and learning. However, technology adoption remains uneven, particularly within the Sociology Education Study Program at Universitas Negeri Makassar (UNM). This study explores lecturers' digital literacy patterns in utilizing interactive learning platforms and identifies the factors driving adoption and resistance toward such technology. The study employed a qualitative approach with a case study design, using in-depth interviews and observations involving lecturers from the Sociology Education Study Program at UNM as informants. Data were analyzed through data reduction, thematic categorization, and interpretation grounded in digital literacy frameworks and technology adoption theories. The findings reveal that only around 36,4% of lecturers demonstrated adequate understanding and actively implemented commonly used interactive learning platforms, while around 63,6% continued to rely on conventional teaching methods. Lecturers who had adopted technology tended to remain confined to a single popular platform, with limited exploration of alternatives better suited to their teaching needs. The resistance found was influenced by limited training, comfort with conventional methods, academic workload, and concern over technical failure in front of students. The study concludes that the digital literacy gap among lecturers is multidimensional, encompassing technical, psychological, and structural aspects. This study recommends sustained, contextualized technology mentoring programs for lecturers in higher education.
Co-Authors Arisnawawi Darma Jaya Syahrudin Liza Dwi Eftiza Khairunniza Rusdi Rusdi Torro, Supriadi