Article Per Year (5 Year)
p-Index From 2021 - 2026
1.642
P-Index
This Author published in this journals
All Journal Jurnal Candrasangkala Pendidikan Sejarah Edukasi: Jurnal Pendidikan Sosial Horizon: Jurnal Pendidikan Sosial JOURNAL OF SCIENCE AND SOCIAL RESEARCH JETL (Journal Of Education, Teaching and Learning) GERVASI: Jurnal Pengabdian kepada Masyarakat Handep: Jurnal Sejarah dan Budaya Ilomata International Journal of Social Science ARRUS Journal of Social Sciences and Humanities Swadesi: Jurnal Pendidikan dan Ilmu Sejarah
Karel Juniardi
Universitas PGRI Pontianak
Religion Aerospace Engineering Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
The Use Of Junior High School Social Studies Teaching Materials Containing Multicultural Life Material In Singkawang City Karel Juniardi; Aim Abdulkarim; Elly Malihah; Erlina Wiyanarti
JETL (Journal of Education, Teaching and Learning) Vol 9, No 2 (2024): Volume 9 Number 2 September 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i2.4610

Abstract

This research is entitled The Use of Middle School Social Sciences Teaching Materials Containing Multicultural Life Material in Singkawang City. This research aims to find out what form of social studies teaching materials are used in junior high school social studies learning in Singkawang City and what the material content of multicultural life in Singkawang City is in the social studies teaching materials used by teachers in junior high school social studies learning in Singkawang City. This research uses qualitative methods with data collection techniques using interview techniques, observation and document analysis at 5 junior high schools in Singkawang City. The validity of the data used is data triangulation and method triangulation. Meanwhile, the data analysis technique uses interactive analysis with three stages of analysis, namely data reduction, data presentation, and drawing verification conclusions. The research results show that, first, the form of social studies teaching materials used by teachers in learning social studies in class VIII of junior high schools in Singkawang City is printed teaching materials in the form of books, namely social studies textbooks or student books published by the government and worksheet books that refer to the Merdeka Curriculum. Second, in the social studies teaching materials used by teachers in learning social studies in class VIII of junior high schools in Singkawang City, there is no material content about multicultural life in Singkawang City. The material content in the social studies teaching materials used by teachers in junior high school social studies learning in Singkawang City only contains national or general social studies material, so to get around the absence of material content on multicultural life in Singkawang City in junior high school social studies teaching materials, the teacher conveys multicultural life material in Singkawang City is given verbally in a limited manner according to the teacher’s knowledge. Thus, it is necessary to recommend the development of teaching materials based on multicultural life in Singkawang City in junior high school social studies learning in Singkawang City as a means of multicultural education so that students become more acquainted with know and understand the social life and cultural traditions that exist in the environment around which students live with the hope that students can discover, appreciate and apply social values in multicultural life in Singkawang City which are the basis for building students’ social attitudes in order to create a harmonious and tolerant social life in Singkawang City.
Professional Competencies of Teacher Professional Education Students in Teaching Practice at State Senior High School 8 Pontianak Diah Retna Lestari; Syafrial Nur; Karel Juniardi; Pitalis Mawardi Baging
ARRUS Journal of Social Sciences and Humanities Vol. 5 No. 6 (2025)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum4798

Abstract

Teacher professionalism is widely recognized as a critical determinant of educational quality, yet empirical evidence indicates persistent gaps between expected professional competencies and their actual enactment during teaching practice. This study aims to analyze the professional competencies of Teacher Professional Education students during their teaching practicum at State Senior High School 8 Pontianak, with particular attention to how these competencies are developed and manifested in real classroom contexts. Employing a qualitative descriptive-analytic approach with a case study design, data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using interactive thematic analysis. The results reveal that while students demonstrated adequate professional conduct and basic instructional competence, their competencies were largely procedural, with limited pedagogical adaptability, critical reflection, and collaborative professionalism. Classroom management and instructional planning were implemented formally yet often lacked responsiveness to students’ learning dynamics. Reflective practice and mentoring interactions were found to be insufficiently developed, constraining deeper professional learning. The study concludes that teaching practice provides an essential foundation for professional competence but remains suboptimal in fostering reflective, adaptive, and collaborative dimensions of professionalism. This research contributes scientifically by offering context-specific empirical evidence on practicum-based competency development and by emphasizing the need to reconceptualize teaching practice as a structured professional learning space.
The Implementation of Social Issue-Based Social Studies Learning: A Qualitative Case Study at SMP Negeri 2 Sungai Melayu Rayak Siswati; Siswandi; Karel Juniardi
Ilomata International Journal of Social Science Vol. 7 No. 3 (2026): July 2026
Publisher : Yayasan Ilomata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijss.v7i3.2343

Abstract

This study examines the implementation of social issue-based Social Studies learning at SMP Negeri 2 Sungai Melayu Rayak in response to the limited contextualization of Social Studies instruction, which remains predominantly content-oriented despite curriculum reforms promoting student-centered learning. Previous studies have largely emphasized the theoretical importance of social issue-based learning, while empirical evidence regarding its classroom implementation in Indonesian junior secondary schools remains limited. Using a qualitative case study design, data were collected through in-depth interviews with teachers, school leaders, and students, alongside classroom observations and document analysis of lesson plans and instructional materials. The data were analyzed through data reduction, data display, and thematic conclusion drawing. The findings reveal that the integration of local social issues, including agrarian conflicts and environmental problems, was associated with enhanced instructional relevance and encouraged active student participation. Learning activities based on group discussion, case analysis, and reflective presentation were perceived to support students’ critical thinking, argumentation, and collaborative abilities. The study also found that the Kurikulum Merdeka framework provided pedagogical flexibility that enabled teachers to adapt learning materials to students’ social realities. This study contributes to the literature by demonstrating how social issue-based Social Studies learning can be operationalized in a local Indonesian school context to foster contextual critical awareness and civic responsibility among junior secondary students.
PENGEMBANGAN PEDOMAN KULIAH KERJA LAPANGAN (KKL) BERBASIS KONTEKSTUAL DI PROGRAM STUDI PENDIDIKAN SEJARAH Karel Juniardi; Emusti Rivasintha Marjito
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 8 No. 4 (2025): November 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v8i4.5072

Abstract

Abstract: This research aims to develop contextual-based Field Work Lecture (KKL) guidelines for students in the History Education Study Program at Universitas PGRI Pontianak. The main problem encountered in previous KKL implementations was the lack of guidelines tailored to local contextual needs, particularly in the application of learning based on the local environment and socio-cultural context. This research employed a Research and Development (R&D) method with a modified Borg & Gall development model consisting of six stages: needs analysis, planning, initial product development, limited trials, product revision, and field trials. The results indicate that these contextual-based KKL guidelines effectively improve students' ability to identify local potential, design KKL activities appropriate to the local socio-cultural context, and strengthen their reflective and collaborative skills. Expert validation indicated a "very feasible" rating with an average score of 91%, while field test results demonstrated a significant increase in students' understanding of contextual learning concepts. Therefore, these guidelines are suitable for use as the official reference for KKL implementation within the Faculty of Teacher Training and Education, Universitas PGRI Pontianak. Keywords: KKL, contextual learning, guidelines, R&D, history education Abstrak: Penelitian ini bertujuan untuk mengembangkan pedoman Kuliah Kerja Lapangan (KKL) berbasis kontekstual bagi mahasiswa Program Studi Pendidikan Sejarah Universitas PGRI Pontianak. Permasalahan utama yang dihadapi dalam pelaksanaan KKL sebelumnya adalah belum adanya pedoman yang menyesuaikan dengan kebutuhan kontekstual daerah, terutama dalam penerapan pembelajaran berbasis lingkungan dan sosial budaya lokal. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan Borg & Gall yang dimodifikasi menjadi enam tahap, yaitu: analisis kebutuhan, perencanaan, pengembangan produk awal, uji coba terbatas, revisi produk, dan uji coba lapangan. Hasil penelitian menunjukkan bahwa pedoman KKL berbasis kontekstual ini efektif meningkatkan kemampuan mahasiswa dalam mengidentifikasi potensi lokal, merancang kegiatan KKL sesuai konteks sosial-budaya daerah, serta memperkuat keterampilan reflektif dan kolaboratif mahasiswa. Validasi ahli menunjukkan kategori “sangat layak” dengan skor rata-rata 91%, sedangkan hasil uji lapangan menunjukkan peningkatan signifikan dalam pemahaman mahasiswa terhadap konsep pembelajaran kontekstual. Dengan demikian, pedoman ini layak diterapkan sebagai acuan resmi pelaksanaan KKL di lingkungan Fakultas Keguruan dan Ilmu Pendidikan Universitas PGRI Pontianak. Kata kunci: KKL, pembelajaran kontekstual, pedoman, R&D, pendidikan sejarah
Co-Authors Aim Abdulkarim Aim Abdulkarim Diah Retna Lestari Elly Malihah Emusti Rivashinta Emusti Rivasintha Marjito Erlina Wiyanarti Miftahul Jannah Muhammad Syaifulloh Pitalis Mawardi Baging Siswandi Siswandi Siswati Syafrial Nur