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Strategi Pembelajaran untuk Meningkatkan Keterampilan Collaborative dan Creative Thinking pada Mata Pelajaran Sosiologi An Nisa, Luthfiyah; Liestyasari, Siany Indria
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 3 (2025): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i3.3771

Urgensi dari penelitian ini terletak pada rendahnya kemampuan kolaborasi dan berpikir kreatif peserta didik karena terdapat guru dalam melaksanakan pembelajaran masih menggunakan metode konvensional dan kurangnya aktivitas berkelompok sehingga peserta didik pasif dalam mengikuti pembelajaran. Tujuan penelitian ini adalah meneliti secara mendalam terkait strategi guru dan aktivitas pembelajaran dalam upaya meningkatkan keterampilan kolaborasi dan berpikir kreatif SMAN 1 Karanganyar pada mata pelajaran sosiologi secara komprehensif. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Pengumpulan data melalui observasi kegiatan pembelajaran, wawancara dengan guru dan peserta didik kelas X SMAN 1 Karanganyar, dan analisis dokumen seperti modul ajar, karya siswa, artikel terkait. Teknik validitas data dalam penelitian ini yakni triangulasi teknik dan triangualasi sumber. Teknik analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan kesimpulan. Berdasarkan hasil penelitian yang telah dilaksanakan diketahui bahwa strategi guru dengan bentuk aktivitas pembelajaran yang telah dilakukan seperti diskusi kelompok, pemberian studi kasus terkait masalah sosial, pemberian tugas proyek mading, poster, penelitian sosial, penerapan model pembelajaran project based learning dan problem based learning dapat meningkatkan keterampilan kolaborasi dan berpikir kreatif peserta didik yang dilihat dari berbagai indikator yang tampak selama proses pembelajaran yang mana peserta didik menunjukkan ide-ide beragam dan orisinil ketika diberikan tugas dan berkontribusi secara aktif dalam diskusi kelompok.

Strategi Tindakan Rasional Guru Sosiologi dalam Pembelajaran Diferensiasi Ibrahim, Syahlaa' Shoofi; Liestyasari, Siany Indria
Jurnal Kiprah Pendidikan Vol. 4 No. 3 (2025): Jurnal Kiprah Pendidikan | Juli 2025
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v4i3.p311-319

Pembelajaran diferensiasi sebagai pendekatan utama dalam kurikulum merdeka membawa tantangan tersendiri terutama bagi guru selaku pelaksana pendidikan dalam mewadahi keberagaman dan kebutuhan belajar bagi setiap peserta didik. Penelitian ini dilakukan untuk menganalisis tindakan rasional guru sosiologi pada strategi praktik yang digunakan dalam pembelajaran berdiferensiasi di SMA Negeri 6 Surakarta. Metode penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologi dan berbasis pada teori tindakan rasional James Coleman. Data diperoleh dari delapan informan yang terdiri dari empat guru sosiologi, satu guru wakil kepala sekolah bagian kurikulum, dan tiga peserta didik yang ditetapkan dengan metode purposive sampling. Sumber data diperoleh melalui hasil observasi, wawancara, dokumen informan, dan penelitian terdahulu. Validitas data diuji dengan triangulasi sumber dan triangulasi teknik. Analisis data menggunakan model interaktif dari Miles dan Huberman. Penelitian ini menghasilkan data bahwa guru sosiologi mengambil tindakan untuk mengoptimalkan pelaksanaan pembelajaran diferensiasi dengan mengendalikan sumber daya yang dimilikinya. Strategi yang dilakukan guru sosiologi, yaitu strategi dalam optimalisasi pembelajaran diferensiasi dan strategi dalam implementasi pembelajaran diferensiasi. Meskipun belum sepenuhnya maksimal, namun upaya yang diakukan guru sosiologi mampu mencapai tujuannya sebagai aktor yang rasional dengan memberikan pembelajaran yang bermakna kepada peserta didik melalui implementasi pembelajaran diferensiasi

Strategi Tindakan Rasional Guru Sosiologi dalam Pembelajaran Diferensiasi Ibrahim, Syahlaa' Shoofi; Liestyasari, Siany Indria
Jurnal Kiprah Pendidikan Vol. 4 No. 3 (2025): Jurnal Kiprah Pendidikan | Juli 2025
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v4i3.p311-319

Pembelajaran diferensiasi sebagai pendekatan utama dalam kurikulum merdeka membawa tantangan tersendiri terutama bagi guru selaku pelaksana pendidikan dalam mewadahi keberagaman dan kebutuhan belajar bagi setiap peserta didik. Penelitian ini dilakukan untuk menganalisis tindakan rasional guru sosiologi pada strategi praktik yang digunakan dalam pembelajaran berdiferensiasi di SMA Negeri 6 Surakarta. Metode penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologi dan berbasis pada teori tindakan rasional James Coleman. Data diperoleh dari delapan informan yang terdiri dari empat guru sosiologi, satu guru wakil kepala sekolah bagian kurikulum, dan tiga peserta didik yang ditetapkan dengan metode purposive sampling. Sumber data diperoleh melalui hasil observasi, wawancara, dokumen informan, dan penelitian terdahulu. Validitas data diuji dengan triangulasi sumber dan triangulasi teknik. Analisis data menggunakan model interaktif dari Miles dan Huberman. Penelitian ini menghasilkan data bahwa guru sosiologi mengambil tindakan untuk mengoptimalkan pelaksanaan pembelajaran diferensiasi dengan mengendalikan sumber daya yang dimilikinya. Strategi yang dilakukan guru sosiologi, yaitu strategi dalam optimalisasi pembelajaran diferensiasi dan strategi dalam implementasi pembelajaran diferensiasi. Meskipun belum sepenuhnya maksimal, namun upaya yang diakukan guru sosiologi mampu mencapai tujuannya sebagai aktor yang rasional dengan memberikan pembelajaran yang bermakna kepada peserta didik melalui implementasi pembelajaran diferensiasi

(Re)Construction of Child-Friendly Schools to Prevent Bullying Liestyasari, Siany Indria
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 2 (2025): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i2.14988

This study aims to analyze how the construction and reconstruction of the implementation of Child-Friendy School (CFS) policies in bullying prevention are unique in each school by using the theoretical approach of behaviorism and social constructivism. This study uses a case study method with a qualitative approach involving three senior high schools located in Surakarta, Indonesia. The informants were teachers, principals, and students in child-friendly schools. The research instrument used unstructured interviews and school observations as well as focus group discussions with policymakers related to child-friendly schools. Data analysis techniques in this study were carried out interactively through the stages of data reduction, data presentation, and drawing conclusions. The results show that the implementation of CFS with a behavioristic pattern needs to be strengthened with a pattern of social constructivism because it is not significant enough to institutionalize CFS in schools, especially in efforts to prevent bullying. The recommendations submitted are conducting a needs analysis according to the conditions of each school by stakeholders, building student character through the student literacy humanity movement, and rootdays activities so that students have experience, thought construction and tolerance attitudes towards diversity. The above makes child-friendly schools can be a strategy to prevent bullying.

Training on Developing Lesson Plan Through Utilizing Deep Learning Technology within the TPACK for Sociology Teachers in Karanganyar Regency Budiati, Atik Catur; Liestyasari, Siany Indria; Parahita, Bagas Narendra
DIKDIMAS : Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2025): DIKDIMAS : JURNAL PENGABDIAN KEPADA MASYARAKAT VOL 4 NO 2 AUGUST 2025
Publisher : Asosiasi Profesi Multimedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/dikdimas.v4i2.467

Background: The improvement of sociology learning quality at the Senior High School level requires teachers to be able to integrate pedagogical technology and content comprehensively and contextually.Aims: This research is designed to equip teachers with the skill to develop teaching modules based on the utilizing deep learning technology within the TPACK. Methods: Training was carried out in four stages: strengthening concept, composing modules, learning simulation, and feedback and reflection. The training method was participatory and contextual in nature, by emphasizing direct practice and collaboration between participants.Results: The result of training shows that teachers experience significant improvement in comprehending TPACK and are capable of composing lesson plans that integrate sociological content, reflective and problem-based approach. Evaluation outcomes revealed a significant improvement in participants’ comprehension, with average scores increasing from 70 (pretest) to 90 (posttest). The product yielded reflects in-depth contextual learning and involves technology use meaningfully. This training contributes to the transformation of teachers’ role as the facilitator of learning in digital era. Conclusion: The implication involves improved professionalism, digital literacy, and strengthened contextual learning strategy. The training resulted in an average increase of 20 points, signifying a shift in teachers' views on the holistic utilizing of technology, pedagogy, and content. The recommendation based on this activity is the need for sustainable facilitation and training model replication for other social science subjects.

Meaningful Learning Melalui Penerapan Model Pembelajaran Problem Based Learning pada Pembelajaran Sosiologi Anggraeni, Meisita; Liestyasari, Siany Indria
JURNAL PARADIGMA : Journal of Sociology Research and Education Vol. 6 No. 1 (2025): (JUNI 2025) JURNAL PARADIGMA: Journal of Sociology Research and Education
Publisher : Labor Program Studi Pendidikan Sosiologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jpjsre.v6i1.12462

Urgensi dari penelitian ini terletak pada rendahnya kemampuan berpikir kritis siswa yang membutuhkan perhatian khusus, karena pendekatan konvensional terbukti kurang efektif dalam mendorong keterlibatan aktif dan pemahaman bermakna. Penelitian ini bertujuan untuk mengidentifikasi keputusan guru serta menganalisis praktik dalam menggunakan pendekatan meaningful learning pada model pembelajaran Problem Based Learning (PBL) dalam pembelajaran Sosiologi. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Sumber data primer diperoleh dari guru dan siswa SMA Batik 2 Surakarta melalui wawancara semi terstruktur, observasi passive participant, dan dokumentasi. Informan diperoleh dari 5-7 siswa SMA Batik 2 Surakarta kelas 11 hingga 12, dan satu guru SMA Batik 2 Surakarta. Uji keabsahan data dilakukan dengan triangulasi teknik dan triangulasi sumber. Teknik analisis data berupa reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan keputusan guru dalam menerapkan pendekatan meaningful learning melalui PBL sebagai respon terhadap kurangnya pemahaman siswa akibat metode konvensional. Praktik penerapannya tercermin melalui aktivitas pemanfaatan isu sosial sebagai pemantik, diskusi interaktif, penyelidikan mandiri, presentasi, serta refleksi fleksibel untuk memunculkan keterkaitan materi dengan pengalaman siswa.

Enhancing Ecological Awareness through Innovative Green Sociology Teaching Approaches Ghufronudin, Ghufronudin; Liestyasari, Siany Indria; Budiati, Atik Catur; Parahita, Bagas Narendra; Astutik, Dwi; Siregar, Riadi Syafutra
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Enhancing Ecological Awareness through Innovative Green Sociology Teaching Approaches. Objective: This study looks at how ecological intelligence and green sociology in sociology instruction. The goal of the study is to pinpoint practical methods for fostering ecological literacy, which entails becoming aware of environmental systems and taking sustainable action. The objective is to encourage sustainable thinking and behavior in students by fusing the theoretical basis of Green Sociology with effective teaching strategies. Methods: Using a literature review methodology, academic sources on sustainability in education, ecological intelligence, and green sociology were examined. The study used thematic analysis to highlight pertinent teaching practices by synthesizing findings from reputable papers, books, and scholarly publications. The study focused on techniques such as case study discussions, simulations, and project-based learning (PBL) as means of successfully integrating environmental issues into sociology courses. Result and Discussion: The results show that Green Sociology offers a thorough framework for comprehending the intricate relationships that exist between ecosystems and civilization. Students' critical thinking and ecological intelligence are improved by using techniques like simulations, problem-based learning, and community-focused projects. Students can actively participate in sustainable practices and contextualize global issues by incorporating local environmental issues into educational activities. Conclussion: Green sociology serves as an important link between sociology education and environmental sustainability. Using methods such as case studies, simulations, and PBL, educators can greatly improve students' ecological literacy. This method not only broadens their theoretical understanding, but also provides them with the skills and drive to implement sustainable activities, resulting in a more environmentally conscious generation. Keywords: ecological intelligence, green sociology, sociology learning.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024139

Analysis on Teacher’s Social Action in Implementing Character Education to Digital Native Student in Surakarta City Astutik, Dwi; Liestyasari, Siany Indria; Budiati, Atik Catur; Parahita, Bagas Narendra; Ghufronudin, Ghufronudin; Siregar, Riyadi Syafutra
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp43-54

Abstract: Analysis on Teachers' Social Actions in Implementing Character Education to Digital Native Student in Surakarta City. Teacher’s Social Action in Implementing Character Education to Digital Native Student in Surakarta City. Objective of Research: This research aims (1) to identify the teacher’s attempt of inculcating character values to the Digital Native students having been exposed to information flow and technology, and (2) to analyze various attempts taken by teachers to inculcate the character values through Max Weber’s rational action perspective. Method: Through research method using qualitative study, the author dug data through in-depth interview and observation on the teachers’ attempt of particularly implementing character education at school. In addition, through learning process, the Project of Strengthening the Pancasila Student Profile can be chosen as a medium to inculcate the characters of Pancasila Student Profile inside the Digital Native students. Finding: The result of research mentions that the attempt taken by the teachers in inculcating character education is through learning process and beyond learning process. Beyond the learning process, the inculcation of character values is carried out through utilizing the Project of Strengthening Pancasila Student Profile. Conclusion: Every teacher’s action in inculcating the character values contains rationality, goal, and consideration in choosing the method. The most prominent consideration is based on the educator’s rationality to accommodate the rapid development of Digital Native students. Keywords: digital native, character education, rational action, max weber.

Analysis of Inclusive School Implementation Based on Structural Functional Theory in Senior High Schools in Surakarta Azhar, Mohamad Rizki; Liestyasari, Siany Indria
Jurnal Paedagogy Vol. 12 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i2.15049

This study analyzes the implementation of inclusive schools through Structural Functional Theory in senior high schools in Surakarta City. Utilizing a qualitative descriptive approach, this research focuses on two inclusive schools, SMAN 8 Surakarta and SMA Muhammadiyah 6 Surakarta, as its subjects. Data were gathered through in-depth interviews, observations, and document analysis involving school principals, teachers, and educational staff as key informants, and the collected data were analyzed using Miles and Hubermanâ€™s interactive model, which encompasses data reduction, data presentation, and conclusion drawing.. The findings reveal that the two schools employ distinct strategies: SMAN 8 Surakarta prioritizes structured policies, regular teacher training, and facility development, whereas SMA Muhammadiyah 6 Surakarta adopts a community-centered approach by engaging parents and the local community, despite facing infrastructural limitations. By applying the AGIL framework (Adaptation, Goal, Integration, and Latency), this study highlights fundamental challenges, including inadequate teacher training, restricted resources, and the absence of formal policies. Consequently, the study suggests enhancing governmental support, fostering stronger partnerships between schools and communities, and ensuring continuous professional development for teachers to create a more effective and sustainable inclusive education system.

Strategies for Forming Teacher and Student Interaction Patterns as an Effort to Increase Learning Motivation in Sociology Learning Class X at SMA N 7 Surakarta Nabida, Luxnaya; Liestyasari, Siany Indria
Riwayat: Educational Journal of History and Humanities Vol 8, No 2 (2025): April
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v8i2.44875

The effective learning environment is very dependent on the interaction between the teacher and students. The purpose of this study is to determine the pattern of interaction that arises the during Sociology Learning in Class X SMA N 7 Surakarta and the Strategies Applied by Teachers to Increase Student Involvement. Qualitative Research Using the case study approach is the methodology used. Data is collected through interviews, observations and documents of teachers and students. The results showed that the interaction patterns applied in the class were multi-directional so as to enable active communication between the teacher and students or students with students. The teacher uses various strategies, such as discussion methods, questions and Answers, and scaffolding based on the Zone of Proximal Development (ZPD) to Guide Students in Understanding the Material. In addition, the use of digital media such as whatsapp groups, interactive quizzes, and learning videos contributes to the intersesisses of interaction. Effective interaction patterns between teachers and students, as well as between students, have a direct causality relationship with increased learning motivation. High motivation encourages students to be more active in understanding the material and participating in discussions. This Study Confirms the importance of the application of dynamic interaction patterns in learning sociology to create a conducive and inclusive learning environment. It is hoped that research can be a reference for educators in designing learning strategies that are more interactive and participatory.

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