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Social Practices of Literacy and Numeracy Through Culturally Responsif Teaching (CRT) Approach in Sociology Learning Budiati, Atik Catur; Liestyasari, Siany Indria; Astutik, Dwi; Parahita, Bagas Narendra; Siregar, Riadi Syafutra; Ghufronudin, Ghufronudin
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1373

Abstract

Purpose of Study: This study aims to identify social practices of literacy and numeracy using the CRT approach in Sociology learning. Methodology: This research uses a descriptive qualitative approach with a phenomenology type. The data source consists of focus group discussion (FGD) results, observation, and document analysis. FGD involves sociology teachers in Soloraya, with the purposive sampling technique used to select informants. Observation was carried out directly by observing the sociology learning process in the class. Document analysis includes teaching modules, sociology learning gain, student worksheets, and other learning sets. Data validity was tested using source and method triangulation. Data analysis was done using Interpretative Phenomenology Analysis, encompassing four stages: bracketing, intuiting, analyzing, and describing. Main Findings: The result of the research shows that teachers get a support system from government regulation, the Merdeka Mengajar platform, the learning community, the supervisor, and the subject teacher working group. Each of the parties plays a role that supports CRT-based literacy and numeracy learning. The learning activity can be identified in three things. Firstly, teachers hold the authority to accustom the students to using numeric data in the context of local culture. Secondly, teachers integrate numeric data from local cultures to make learning more relevant and contextual. Thirdly, teachers create an inclusive learning environment by accommodating numeric data in the context of local culture. Novelty/Originality of Study: By applying CRT, sociology teachers teach literacy and numeracy skills and help students see the relevance of these skills in understanding and participating in social change.
L PELATIHAN IMPLEMENTASI KEBIJAKAN KURIKULUM MUATAN LOKAL DI KABUPATEN SUKOHARJO Leny Noviani; Budiati, Atik Catur; Tuhana; Cahyaningsih, Diana Tantri; Wirajaya, Asep Yudha; Sudarsana; Setyowati, Kristina; Khoiriyah, Siti; Supriyadi; Rinanto, Yudi
Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Vol 5 No 1 (2025): Volume 5, Nomor 1, Januari 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpm.v5n1.p32-38

Abstract

The Sukoharjo Regency Government regrouped 16 elementary schools (SD) into 8 SD in 2022. This regrouping was legalized through Regent's Decree No. 420/376/2022 dated July 12, 2022. One of the reasons for this regrouping was because the number of students was small and not growing. The problem that is a priority for partners is how to overcome misconceptions about the implementation of local wisdom in elementary schools so that it can improve the quality of graduates so that it can increase public interest. The solution to overcome this is the socialization of the concept of local wisdom curriculum, which includes religious content, character education, and local wisdom-based learning. This service method uses a participatory approach. The training activity was attended by 60 people, consisting of school supervisors, principals, and teachers. Participants' understanding of the material can be seen from the participants' ability to compile local content work programs, which are outlined in mind maps during the training activities. Based on feedback from participants, it shows that participants consider this training program very good in terms of: clarity of activity objectives, relevance of activities to participant needs, systematic presentation of materials, added value of the materials presented, time allocation, and achievement of activity objectives.
KONSTRUKSI SOSIAL PERILAKU INDISIPLINER PESERTA DIDIK DALAM FLEKSIBILITAS PEMBELAJARAN KURIKULUM MERDEKA Imroatul Apriliana; Budiati, Atik Catur
Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2025): Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran
Publisher : Jurusan Pendidikan Bahasa, Fakultas Ilmu Budaya, Universita Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.jcerdik.2024.004.02.02

Abstract

Penelitian ini bertujuan untuk menganalisis konstruksi sosial perilaku indisipliner peserta didik melalui 3 fokus utama yaitu ; 1) Bentuk perilaku indisipliner peserta didik dalam fleksibilitas Kurikulum Merdeka, 2) Faktor penyebab perilaku indisipliner, 3) Dampak perilaku indisipliner pada proses pembelajaran.  Penelitian ini menggunakan pendekatan kualitatif jenis fenomenologi. Sumber data berasal dari hasil wawancara, observasi, dan dokumentasi. Informan yang terlibat terdiri dari peserta didik berperilaku indisipliner, guru sosiologi, geografi, ekonomi, wakasek bidang kesiswaan, wakasek bidang kurikulum, guru BK dan orang tua. Observasi dilakukan di salah satu SMA yang berlokasi di Surakarta, pada saat proses pembelajaran berlangsung. Dokumentasi meliputi catatan pelanggaran peserta didik serta foto-foto perilaku indisipliner baik dalam proses pembelajaran maupun kegiatan di luar kelas. Validitas data dilakukan dengan triangulasi sumber dan teknik. Analisis data berdasarkan pada model analisis Miles dan Huberman, yang meliputi tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perilaku indisipliner dipengaruhi oleh faktor internal, seperti rendahnya kesadaran diri dan kebiasaan, serta faktor eksternal, seperti pengaruh teman sebaya, peran keluarga, dan lingkungan sekolah yang melalui proses konstruksi sosial terdiri dari tahap eksternalisasi, obyektivasi, dan internalisasi. Konstruksi sosial perilaku indisipliner peserta didik membentuk realitas sosial baru yang mengganggu efektivitas pembelajaran. Jika dibiarkan dapat merugikan proses pembelajaran, capaian akademik, dan perkembangan karakter peserta didik.    
KONSTRUKTIVISME KOGNITIF DALAM P5 BAGI PESERTA DIDIK DI SMA NEGERI 4 SURAKARTA Aranssy, Alyssa Putri; Budiati, Atik Catur
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 1 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i1.22891

Abstract

Proyek Penguatan Profil Siswa Pancasila (P5) menerapkan pembelajaran berbasis proyek guna membentuk karakter peserta didik yang sejalan dengan Profil Pelajar Pancasila. P5 bertujuan untuk membentuk generasi bangsa yang tidak hanya berprestasi secara akademik tetapi juga memiliki karakter yang baik. Tujuan dari penelitian ini untuk mendeskripsikan perkembangan kognitif peserta didik dan peran aktif mereka selama mengikuti P5 menggunakan teori konstruktivisme kognitif milik Jean Piaget. Penelitian ini menggunakan metode kualitatif dengan pendekatan fenomenologi. Penelitian ini menggunakan data primer, seperti wawancara dan observasi serta data sekunder berupa analisis dokumen. Penentuan informan menggunakan teknik purposive sampling. Proses keabsahan data menggunakan triangulasi teknik dan sumber. Proses analisis data menggunakan model yang dikembangkan oleh Miles, Huberman, dan Saldana melalui tahap kondensasi data, sajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan peserta didik dalam melaksanakan P5 di SMA Negeri 4 Surakarta sejalan dengan tahapan perkembangan kognitif individu yaitu skemata, asimilasi, akomodasi, dan equilibrium. Selama proses berjalannya tahapan tersebut ditemukan sebuah hambatan baik dari segi kognitif dan sosial lalu peserta didik pun memiliki strategi untuk mengatasi hambatan yang muncul serta mampu mencapai titik keseimbangan kognitif.
Sociology Subject Teacher's Strategy in Overcoming Students' Social Loafing in Surakarta Kristy, Grisyelda Tabitha; Budiati, Atik Catur
Edunesia : Jurnal Ilmiah Pendidikan Vol. 6 No. 2 (2025)
Publisher : research, training and philanthropy institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v6i2.1275

Abstract

This study aims to find out the teacher's strategy for overcoming social loafing in students in sociology subjects that occur in high schools. This research discusses the causal factors, impacts, and methods of sociology teachers in overcoming the phenomenon of social loafing in Surakarta high schools. The study used a qualitative approach with a phenomenological research type. Data sources come from informants, observation results, and documentation. Informants involved 10 students in grades X and XI, two sociology teachers, and observations of the school environment. Observations were made by observing the learning process of sociology teachers in the classroom—research documents in the form of photos and recordings of research interviews. Test the validity of the data using the source triangulation method by comparing all data. Data analysis using the Miles & Hubberman technique includes reduction, data presentation, and conclusion drawing. The results showed that the causes of students' social loafing include low learning motivation, group cohesiveness, teacher interpersonal communication, and other external factors. The impact of social loafing consists of an unequal division of tasks in group work, fragile friendships, decreased self-confidence, laziness in learning and schoolwork, and difficulty concentrating. Strategies employed by sociology teachers include identifying individual performance, adopting a variety of learning methods, encouraging interactive communication, paying attention to students who find it difficult to mingle, and collaborating with counseling teachers. Based on this, it can be concluded that students still tend to social loaf, but the strategies pursued by teachers can help them reduce laziness in group work.
Analisis Humanistik Penerapan Asesmen Awal Pada Pelajaran Sosologi di SMA Negeri 2 Sukoharjo Happy Aprilia, Cinta Widi; Budiati, Atik Catur
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.v10i3.3803

Abstract

Asesmen awal merupakan komponen fundamental dalam proses pembelajaran yang berperan penting dalam mengidentifikasi kebutuhan dan karakteristik individual peserta didik. Dalam konteks pembelajaran sosiologi, penerapan asesmen awal dengan pendekatan humanistik menjadi relevan untuk menciptakan lingkungan pembelajaran yang menghargai keunikan dan pengalaman setiap siswa. Studi ini bertujuan untuk menganalisis penerapan asesmen awal pada pembelajaran sosiologi menggunakan penekatan humanistic Arthur Combs. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif Sumber data berasal dari wawancara melibatkan informan yang berjumlah 9 orang yang berasal dari SMA Negeri 2 Sukoharjo. Validitas data menggunakan triangulasi sumber. Teknik analisis data menggunakan model Miles and Huberman meliputi reduksi data, penyajian data, dan menarik kesimpulan. Hasil penelitian menunjukkan penerapan asesmen awal di SMA Negeri 2 Sukoharjo mampu memenuhi kebutuhan belajar setiap peserta didik dan sesuai dengan teori humanistic Arthur Combs. Dengan demikian, asesmen awal dalam pembelajaran sosiologi dapat menjadi jembatan untuk menciptakan pengalaman belajar yang otentik, empatik, dan berorientasi pada perkembangan potensi individual setiap peserta didik.
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

Abstract

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. 
Co-Authors Agung Wibowo Alif Putra Lestari Aranssy, Alyssa Putri Asep Yudha Wirajaya BAGAS NARENDRA PARAHITA Bambang Sigit Widodo Basuki Haryono Diana Tantri Cahyaningsih Dwi Angga Octavianto Dwi Astutik Ghufronudin, Ghufronudin Happy Aprilia, Cinta Widi Haryono - Haryono, Haryono - Herimanto Herimanto Imroatul Apriliana Indah Wulandari Jatmiko Suryo Gumilang Kristy, Grisyelda Tabitha Leny Noviani Liestyasari, Siany Indria Muhammad Agus Muljanto Pedro M Silva Putri, Fadilla Purnia Setyowati, Kristina Siany Indria L, Siany Indria Siregar, Riadi Syafutra Siregar, Riyadi Syafutra Siti Chotidjah Siti Khoiriyah Slamet Subagya, Slamet Sudarsana Supriyadi Trisni Utami Tuhana Yudi Rinanto Zaini Rohmad, Zaini