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Journal : SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme

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The Strategic Role of Teachers in Determining Core Sociology Materials to Create Meaningful Learning Liestyasari, Siany Indria; Budiati, Atik Catur; Astutik, Dwi; Parahita, Bagas Narendra; Siregar, Riadi Syafutra; Gufronuddin, Gufronuddin
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i2.7604

Abstract

This study uses a qualitative approach with a case study method to examine the strategic role of teachers in determining meaningful and contextual Sociology subject matter in the Solo Raya and Central Java regions. Research data was obtained through in-depth interviews, classroom observations, and analysis of learning planning and implementation documents. The research population is all active Sociology teachers who are members of the Sociology Teacher Conference (MGMP) of Greater Solo and Central Java, while the sample includes 13 teachers from four public and private high schools in Surakarta City, Sukoharjo Regency, Sragen Regency, and one aliyah madrasah in Surakarta. Data collection techniques include passive observation of the learning process from March 4-28, 2025, in-depth interviews with teachers, MGMP heads, and two students from each school, and document collection in the form of lesson plans, teaching modules, syllabi, and other teaching materials. Data analysis was carried out using the Miles and Huberman interactive model through the stages of data reduction, data presentation, conclusion drawn, and continuous verification. The results of the study showed that teachers applied three main strategies in the selection of essential materials, namely the relationship with students' social lives, continuity between materials, and strengthening literacy and numeracy. These findings confirm that teachers' autonomy and pedagogical capacity greatly determine the success of the implementation of the Independent Curriculum in meaningful Sociology learning, so systemic support, continuous training, and collaboration between teachers through MGMP are needed.
Co-Authors Agung Wibowo Alif Putra Lestari Aranssy, Alyssa Putri Asep Yudha Wirajaya Astika, Fina Aulia BAGAS NARENDRA PARAHITA Bambang Sigit Widodo Basuki Haryono Diana Tantri Cahyaningsih Dwi Angga Octavianto Dwi Astutik Ghufronudin, Ghufronudin Ghufronudin, Ghufronudin Ghufronudin Gufronuddin, Gufronuddin Happy Aprilia, Cinta Widi Haryono - Haryono, Haryono - Herimanto Herimanto Imroatul Apriliana Indah Wulandari Jatmiko Suryo Gumilang Khoiro, Septiani Limatul Kristy, Grisyelda Tabitha Leny Noviani Liestyasari, Siany Indria Muhammad Agus Muljanto Pedro M Silva Prahita, Bagas Narendra Putri, Fadilla Purnia Setyowati, Kristina Siany Indria L, Siany Indria Siany Indria Listyasari Siregar, Riadi Syafutra Siregar, Riyadi Syafutra Siti Chotidjah Siti Khoiriyah Slamet Subagya, Slamet Sudarsana Supriyadi Trisni Utami Tuhana Tunggawijaya, Windra Yudi Rinanto Zaini Rohmad, Zaini