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All Journal Publikasi Pendidikan Journal of Education and Learning (EduLearn) Sosial Budaya KEMBARA Equilibrium: Jurnal Pendidikan Jurnal Dimensi SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Gondang: Jurnal Seni dan Budaya Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Journal of Educational Research and Evaluation Gema Wiralodra SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme IJECA (International Journal of Education and Curriculum Application) Asatiza: Jurnal Pendidikan Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Jurnal Pedagogi dan Pembelajaran Jurnal Kajian Ilmiah Journal Evaluation in Education (JEE) Jurnal Sosiologi Dialektika Sosial Dikdimas : Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmu Komunikasi UHO : Jurnal Penelitian Kajian Ilmu Komunikasi dan Informasi Aktual : Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Sosial Jurnal Pendidikan Progresif
BAGAS NARENDRA PARAHITA
ABSTRACT Bagas Narendra Parahita. K8410011. APPLICATION COOPERATIVE LEARNING MODEL TYPE COURSE REVIEW HORAY FOR IMPROVING LEARNING OUTCOMES SOCIOLOGY GRADE XI IPS 1 SMA MUHAMMADIYAH 1 SURAKARTA IN ACADEMIC YEAR 2013/2014. Thesis, Surakarta: Faculty
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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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

Abstract

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

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. 
The Relationship of Teacher Competency With Student Development Resilience: Reflection of 21st Century Learning During Pandemic Parahita, Bagas Narendra
IJECA (International Journal of Education and Curriculum Application) Vol 5, No 1 (2022): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v5i1.7757

Abstract

The competence of teachers in 21st century learning is important in order to keep up with the times. A review of qualitative research using a phenomenological approach in this study was carried out in order to be able to adjust the learning experience during the COVID-19 pandemic experienced by the teachers. This research was conducted on high school teachers with a sample of 8 teachers spread across several areas on the island of Java to obtain the complexity of the data results and as a response to the process of adapting research developments during the pandemic with a semi-structured interview process both offline and online utilizing various online platforms. The results of the study showed that teacher competence is closely related to the development of students and 21st century learning during the pandemic. The aspects that have strong relationship are cognitive competencies that require dynamic educators to provide opportunities for students to develop their potential, social competencies possessed by teachers are needed to improve interactive and networked student communication, teacher personality competencies are still needed to strengthen student character, and teachers with professional competence encourage teachers to be proactive in developing skills to strengthen the quality of student learning outcomes.
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.
Training on the Preparation of Culturally Responsif Teaching-Based Teaching Materials in Sociology Subject Budiati, Atik Catur; Listyasari, Siany Indria; Astutik, Dwi; Parahita, Bagas Narendra; Siregar, Riadi Syafutra; Ghufronudin, Ghufronudin
Aktual: Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 2 (2024): Aktual: Jurnal Pengabdian Kepada Masyarakat May 2024
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/aktual.v2i2.193

Abstract

This study aimed to prepare Sociology teaching materials based on Culturally Responsive Teaching (CRT) as an attempt to develop learning in accordance with students’ characteristics. CRT learning is defined as a learning approach using students’ cultural knowledge, experience, and creating local culture-based learning. This activity stage consists of training module preparation, workshop implementation, teaching material monitoring and evaluation, and follow-up plan. The output of this activity is CRT-based Sociology Learning Teaching Material. This activity engages Sociology teachers affiliated with Subject Teacher Conference (Indonesian: Musyawarah Guru Mata Pelajaran, thereafter called MGMP) of Sociology of Klaten Regency, consisting of 26 teachers. This activity was technically initiated with identifying the characteristic of local culture related to Sociology material. Furthermore, CRT teaching material is developed in Sociology learning in accordance with the characteristic of local culture. The presence of such teaching material is expected to encourage the students to know their cultural environment better, to analyze the concept of sociology in accordance with their environment, and to be tolerant to different cultures existing. As for the activities' results, the first is preparing five CRT-based Phase F sociology teaching materials. Second, sociology teachers can develop sociology learning according to students' cultural characteristics. Third, sociology teachers have a variety of learning approaches. Thus, CRT-based Phase F sociology teaching materials that may be utilized in the classroom are produced as a result of this service project.
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.
Co-Authors Aji, Geofanny Dwipa Alathiyah, Siti Arin Nia Alfionita, Dewanti Fitria Wahyu Alsuci, Elvina Murni Alviani, Adistia Akses An Nisa, Luthfiyah Anggraeni, Meisita Aprilia, Cinta Widi Happy Apriliana , Imroatul Apriliana, Imroatul Aprilliansyah, Dheny Atik Catur Budiati Atik Catur Budiati Azhar, Mohamad Rizki Danang Purwanto Dirgantoro, Grafisa Ayu Dwi Astutik Dyani, Nurmalya Ayu Fatah, Muhayar Abdul Fatonah, Laely Fauzi, Hilmi Nur Ghufronuddin Ghufronuddin, Ghufronuddin Ghufronudin, Ghufronudin Gufronuddin, Gufronuddin Kartikasari, Anisa Kinasih, Galih Sekar Kristy, Grisyelda Tabitha Kusuma Hati, Kusuma Kusuma, Evita Rizki Lansyah, Diyahiyah Thotho Liestyasari, Siany Indria Maheswari, Adinda Tri Puji Nabida, Luxnaya Noviana, Renzi Nurhadi Panuluh, Rama Mauliddian Permatasari, Bella Dwi Pitaloka, Dian Aliya Purwanto , Danang Rahmayanti, Ayu Afriliani Ramadhani, Putri Ayu Riski, Firli Alfa Rofiyustisiani, Ananda Aprilia Saputri, Febbi Antikha Indah Sarwastuti, Aldestina Putri Sayidina, Miastika Nur Siany Indria Liestyasari Siany Indria Listyasari Simanjuntak, Ondihon Siregar, Riadi Syafutra Siregar, Riyadi Syafutra Sulistyani, Ria Verdiani, Omy Marissa Wiyani, Tri Wulandari, Diah Septi Yosafat Hermawan Trinugraha, Yosafat Hermawan Yuhastina, Yuhastina Yulaikasari, Ismunisa Pingki