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All Journal TEKNIK Jurnal Harkat : Media Komunikasi Gender ARABIYAT Jurnal Ruas (Review of Urbanism and Architectural Studies) Musawa : Jurnal Studi Gender dan Islam INVOTEC Nature: National Academic Journal of Architecture JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN JURNAL TIARSIE Habitus: Jurnal Pendidikan Sosiologi dan Antropologi Journal of Vocational Education Studies (JOVES) Journal of Architectural Research and Education Indonesian Journal of Sociology, Education and Development (IJSED) Ilomata International Journal of Management Indonesian Journal of Adult and Community Education (IJACE) JURNAL LENTERA KARYA EDUKASI: Jurnal Pengabdian Kepada Masyarakat Sosietas: Jurnal Pendidikan Sosiologi Yinyang: Jurnal Studi Islam Gender dan Anak Journal of Development and Integrated Engineering Interiority
Tutin Aryanti
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Public Health Social Sciences Transportation Other

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Pengaruh Kualitas Lingkungan dan Motivasi pada Kinerja Akademik Siswa SMA Kusuma, Yudhistira; Kusuma, Hanson Endra; Tampubolon, Angela Christysonia; Aryanti, Tutin
RUAS Vol. 16 No. 2 (2018)
Publisher : Departemen Arsitektur Fakultas Teknik Universitas Brawijaya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.ruas.2018.016.02.3

Abstract

Environment (external factors) and user attributes (internal factors) affect the user's response to the environment. This study aims to uncover how the quality of the environment in high school as an external factor and student motivation as an internal factor affects the academic performance of the students. The research was conducted with qualitative and quantitative approach. Data were collected by survey using an online questionnaire. From the regression analysis, it was found that the dimensions of external factors of "classroom order", "social interaction and supervision" and "air quality" further increased the effectiveness of student learning rather than internal dimensions of "resilience and capacity building". Meanwhile, the decrease in air quality, noise, and environmental pollution can cause student learning disruption. Based on these findings, it can be concluded that the learning environment plays an important role in shaping the effectiveness of student learning.
Mewujudkan Livable City: Persepsi Tentang Ruang Terbuka yang Aman dan Tidak Aman di Kota Bandung Kusuma, Yudhistira; Aryanti, Tutin; Megayanti, Trias
RUAS Vol. 21 No. 1 (2023)
Publisher : Departemen Arsitektur Fakultas Teknik Universitas Brawijaya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.ruas.2023.021.01.4

Abstract

The Bandung City Government strives to create a comfortable city space for its citizens. Preliminary studies show that not all city residents use city parks. This study aims to explore the perception of city residents about the safety of public spaces in Bandung City. The research was conducted by combining quantitative methods using questionnaires with qualitative methods through observation and documentation of places that were considered the safest and least safe from the results of the questionnaire. The results showed that places that are considered safe have an excellent level of neatness and cleanliness, equipped with street and garden furniture devices, large pedestrian areas, and attractive to be photo spots. Places that are perceived as unsafe are places that lack clear use and function, have a poor level of service, and are in areas that have low visibility. Recommendations for the redesign of unsafe places are presented by integrating built environment principles that can tackle crime.
KAJIAN SYSTEMATIC LITERATURE REVIEW SOCIOLOGICAL THINKING DALAM PEMBELAJARAN Rintia, Rintia; Aryanti, Tutin
Habitus : Jurnal Pendidikan, Sosiologi, dan Antropologi Vol 9, No 1 (2025): Habitus: Jurnal Pendidikan, Sosiologi, dan Antropologi
Publisher : Program Studi Pendidikan Soiologi Antropologi, FKIP-UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/habitus.v9i1.103071

Abstract

Kemampuan sociological thinking merupakan kompetensi kunci dalam pendidikan sosiologi yang berperan penting dalam membentuk kesadaran kritis peserta didik terhadap realitas sosial. Namun demikian, belum banyak studi yang secara sistematis mengkaji bagaimana konsep ini diintegrasikan dalam pembelajaran sosiologi di tingkat Sekolah Menengah Atas (SMA). Penelitian ini bertujuan untuk mengidentifikasi konsep, dimensi, dan indikator sociological thinking, serta mengevaluasi strategi implementasinya dalam pembelajaran sosiologi berdasarkan studi literatur yang relevan. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) dengan menganalisis 20 artikel ilmiah yang dipublikasikan dalam rentang waktu tertentu. Proses penyaringan dilakukan melalui tahapan title and abstract screening hingga full-text analysis, dengan mempertimbangkan kesesuaian tema terhadap pendidikan sosiologi dan sociological thinking. Data dianalisis dengan mengelompokkan temuan ke dalam tiga klaster tematik: (1) urgensi sociological thinking dalam pendidikan, (2) posisi pembelajaran sosiologi sebagai wadah pengembangannya, dan (3) strategi serta tantangan implementasi sociological thinking dalam konteks kelas. Hasil kajian menunjukkan bahwa sociological thinking tidak hanya relevan dalam konteks pembelajaran sosiologi, tetapi juga sebagai kerangka berpikir lintas disiplin. Pembelajaran sosiologi ideal yang berbasis refleksi, proyek, studi kasus, serta integrasi nilai dan teknologi terbukti efektif dalam membentuk pola pikir sosiologis siswa. Namun demikian, masih ditemukan kesenjangan antara tujuan kurikulum nasional dengan praktik pengajaran di lapangan, terutama dalam hal strategi eksplisit dan evaluasi berpikir sosiologis. Penelitian ini merekomendasikan pentingnya pengembangan model pembelajaran sosiologi yang secara sistematis mengintegrasikan sociological thinking dalam sintaks pembelajaran. Temuan ini diharapkan dapat memberikan kontribusi dalam pengembangan kurikulum, pelatihan guru, serta perumusan kebijakan pendidikan yang lebih responsif terhadap tuntutan sosial abad ke-21. Kata Kunci: Sociological Thinking, Pendidikan Sosiologi, Sekolah dan Pembelajaran.ABSTRACTSociological thinking is a key competency in sociology education, serving as a strategic foundation for developing students’ critical awareness of social realities. However, few studies have systematically examined how this concept is integrated into sociology learning at the senior high school level. This study aims to identify the concepts, dimensions, and indicators of sociological thinking, and to evaluate its implementation strategies in sociology education based on relevant academic literature. Using a Systematic Literature Review (SLR) approach, this study analyzes 20 peer-reviewed articles. The screening process involved title and abstract evaluation, followed by full-text analysis, with a focus on articles relevant to sociology education and sociological thinking. The findings are categorized into three thematic clusters: (1) the urgency of sociological thinking in education, (2) the role of sociology subjects as a platform for cultivating it, and (3) strategies and challenges in implementing sociological thinking in classroom settings. The review reveals that sociological thinking is not only essential in sociology learning but also serves as a cross-disciplinary cognitive framework. Ideal sociology learning integrating reflection, project-based learning, case studies, and digital literacy proves effective in fostering students’ structural and critical thinking skills. Nevertheless, there is a gap between curricular goals and classroom practices, particularly in terms of explicit strategies and assessment of sociological thinking. This study recommends the development of instructional models that systematically embed sociological thinking into each phase of the learning process. These findings are expected to contribute to curriculum development, teacher training, and educational policy formulation responsive to 21st-century social demands. Keywords: Learning, Schools, Sociological Education and Sociological Thought.
Co-Authors Achmadi, Amanda Amrin Ma'ruf Andriana Andriana Angela Christysonia Tampubolon Anwar Soleh Purba camelia arni minandar Camelia Arni Minandar Dedy Suryadi Dian Fitria Elly Malihah Hagan, Daniel Ebo Hanson Endra Kusuma Hanson Endra Kusuma Heru Prambudiono Ida Hamidah Ilhamdaniah, Ilhamdaniah Imam Malik Irawan Surasetja Isma Widiaty Kusuma, Yudhistira Lilis Widaningsih, Lilis Minggra, Restu Mirna Purnama Ningsih, Mirna Purnama Mokhamad Syaom Barliana Naim, Sultono Nitih Indra Komala Dewi Pitriyani Puspita Wulandari, Puspita Putri Yastine Nurlestya Rintia, Rintia Siti Komariah Siti Nurbayani Sultono, Sultono Syihabuddin Syihabuddin Trias Megayanti Try Ramadhan Vina Adriany Wahidah, Ananda Wilodati Yanti Shantini, Yanti Yudhistira Kusuma Yulindrasari, Hani