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All Journal Pelita : Jurnal Penelitian dan Karya Ilmiah Hermeneutika : Jurnal Hermeneutika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Terapan
devi septiandini
Universitas Negeri Jakarta
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MODEL BELAJAR LITERASI BERBASIS ANALISIS KONTEN DALAM MEMAHAMI MATERI SOSIOLOGI SMA devi septiandini
Hermeneutika : Jurnal Hermeneutika Vol 6, No 1 (2020)
Publisher : Pendidikan Sosiologi Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/hermeneutika.v6i1.7523

Abstract

Penelitian ini dilatarbelakangi karena kurangnya minat mahasiswa dalam membaca dan meningkatnya sikap pasif di kelas. Lesson study sendiri awalnya digunakan di jepang sebagi upaya peningkatan kualitas pembelajaran yang berkelanjutan. Lesson study memiliki banyak manfaat baik untuk pengajar , observer maupun mahasiswa. Tujuan penelitian ini adalah mengkaji penerapan lesson study dalam meningkatkan kemampuan berpikir kritis mahasiswa pendidikan sosiologi, universitas Negeri Jakarta melalui metode literasi. Penelitian ini menggunakan pendekatan penelitian tindakan. Subjek penelitian adalah mahasiswa Pendidikan Sosiologi UNJ angkatan 2016 yang berjumlah 50 mahasiswa. Berdasarkan penelitian ini didapatkan beberapa hasil  diantaranya ; 1) masih kurangnya minat membaca mahasiswa dan lemahnya kemampuan membaca literature, 2) Keterampilan yang diperlukan berkaitan dengan kemampuan literasi mahasiswa yakni membaca, menulis, public speaking dan keterampilan berbahasa inggris dan 3) Penilaian sumatif pada mata kuliah ini diperoleh nilai rata – rata kelas 85 atau dalam rentang nilai huruf A- dan ada penilaian proses yang dilakukan didapatkan dari 50 mahasiswa 20% berada pada skala penilaian cukup untuk kemampuan literasi dan 80% berada pada rentang baik.Kata Kunci : Lesson Study, Kemampuan Berfikir Kritis, Metode Literasi
PENGEMBANGAN LABORATORIUM IPS UNTUK MATERI PELAJARAN SOSIOLOGI DI SMA Devi Septiandini
PELITA JURNAL PENELITIAN DAN KARYA ILMIAH Vol 21 No 1 (2021): Pelita : Jurnal Penelitian dan Karya Ilmiah [Januari - Juni]
Publisher : UNIVERSITAS ISLAM SYEKH - YUSUF TANGERANG

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Latarbelakang penelitian ini adalah adanya kebijakan di beberapa sekolah untuk menyelenggarakan Laboratorium IPS. Tujuan penelitian ini adalah untuk mengembangkan model laboratorium IPS untuk mata pelajaran sosiologi Metode penelitian yang digunakan adalah penelitian pengembangan yang meliputi langkah ??? langkah analisis kebutuhan, desain, pengembangan dan evaluasi. Hasil dari penelitian ini yakni berdasarkan analisis kebutuhan didapatkan bahwa keberadaan Laboratorum IPS sangat penting dalam pembelajaran sosiologi. Pada tahap desain dibuat desain konseptual sebagai landasan dalam pengembangan Laboratorium IPS. Pada tahap pengembangan di buat luaran atau produk berupa rancangan pembelajaran sosiologi untuk diintegrasikan dengan laboratorium IPS. Hasil evaluasi oleh ahli pembelajaran luaran atau produk tersebut masuk ke dalam
Learning Analytics-Based Sociology Learning Orchestration for Self-Regulated Learning, Engagement, And Concept Mastery Among Public Senior High School Students Suyuti Suyuti; Devi Septiandini; Ike Arriany; Muhammad Ilman Naafi’a
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.1084

Abstract

Purpose: This study examined the effectiveness of learning analytics-based sociology learning orchestration in improving students’ self-regulated learning, engagement, and sociological concept mastery, addressing limited empirical integration of learning analytics, teacher orchestration, and sociology outcomes in secondary education. Methods: A quantitative multi-site quasi-experimental design with a pretest-posttest control group structure was implemented in three public senior high schools in Jakarta. The participants were 209 Grade XI students, comprising 105 students in the experimental group and 104 students in the control group. Data were collected using self-regulated learning and engagement questionnaires, a sociological concept mastery test, a treatment implementation observation sheet, and learning analytics logs. Data were analyzed using descriptive statistics, N-Gain, assumption testing, MANCOVA, and effect size interpretation. Findings: The experimental group showed greater improvement than the control group across all measured outcomes. The intervention produced moderate gains, while learning analytics logs indicated active participation in material access, formative quizzes, assignment submission, discussion, and feedback response. MANCOVA confirmed a significant multivariate intervention effect after controlling for pretest scores. Research Implications: Learning analytics can strengthen sociology learning when teachers use student data to provide timely feedback, identify learning difficulties, and design adaptive pedagogical interventions. Originality: This study contributes to data-informed pedagogy by positioning teachers as learning orchestrators who transform analytics data into adaptive instructional decisions in secondary sociology classrooms.
Pengembangan Modul Ajar Mata Pelajaran Sosiologi Kelas XI Berbasis Four-D Suyuti Suyuti; Devi Septiandini; Ike Arriany; Meilien Mocharom; Putri Wantini
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 4 (2025): Oktober 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i4.5661

Abstract

This study aims to develop a sociology teaching module for eleventh-grade high school students using the Four-D model (Define, Design, Develop, Disseminate). The research employed a Research and Development (R&D) approach with the Four-D framework to address the challenges of teacher-centered learning and students’ lack of active engagement in sociology classes. The Define stage identified the need for innovative teaching resources due to the limitations of conventional methods. In the Design stage, a prototype module was created, integrating structured content, contextual examples, and student-centered activities. The Develop stage involved expert validation and limited trials, resulting in a module that achieved an average validity score of 4.2 (very valid) and practicality of 85% (very practical) according to student and teacher responses. The Disseminate stage demonstrated positive reception from teachers who confirmed the module’s usability in broader classroom contexts. Furthermore, effectiveness testing revealed a significant improvement in student learning outcomes, with an average pre-test score of 62.15 increasing to 82.35 in the post-test. The N-Gain score of 0.52 (moderate) and t-test results (p < 0.05) confirmed the module’s effectiveness. These findings suggest that the Four-D-based sociology teaching module is valid, practical, and effective, offering a relevant solution for enhancing critical thinking, independent learning, and contextual understanding of sociology concepts. This research contributes theoretically by expanding the application of the Four-D model in social science education and practically by providing a ready-to-use module for teachers and students in senior high schools.
Development of Teaching Materials for Sociology Subjects for Grade XI with the Assistance of Microlearning Suyuti; Devi Septiandini; Ike Arriany; Putri Shifa Rahmadini; Andrea Nurul Izzah; Zahra Najwa Sarahah
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.21338

Abstract

This study aims to develop and evaluate the quality of microlearning-based teaching materials for Grade 11 Sociology education and to assess their feasibility, practicality, and acceptability from the perspectives of experts, teachers, and students. The study employed a Research and Development (R&D) design using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Data were collected through interviews, observations, document analysis, expert validation sheets, and user response questionnaires. The participants comprised subject-matter experts, media experts, instructional practitioners, Sociology teachers, and Grade 11 students involved in the limited trial phase. Quantitative data were analyzed using descriptive statistical techniques to calculate feasibility and response percentages, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing based on interview findings and open-ended responses. The findings indicated that the microlearning-based teaching materials developed for Grade 11 Sociology achieved an average feasibility score of 91.83%, placing them in the “highly feasible” category. Specifically, the materials received scores of 92.50% from the subject-matter expert, 89.00% from the media expert, and 94.00% from the instructional practitioner. The trial results also demonstrated high levels of practicality and acceptability, with average response scores of 91.56% from students and 92.80% from the teacher. The overall evaluation yielded an integrated score of 92.06%. These findings indicate that the developed teaching materials meet established content and media feasibility criteria, are easy to implement, and are well received by students, while supporting the understanding of sociological concepts and improving instructional efficiency in the digital era. Theoretically, this study contributes to the literature on digital instructional design in secondary education by highlighting the relevance of microlearning to cognitive load theory. Practically, the findings provide educators with a foundation for designing digital learning resources that are adaptive, cognitively manageable, and aligned with the demands of twenty-first-century education.
Co-Authors Andrea Nurul Izzah Ike Arriany Meilien Mocharom Muhammad Ilman Naafi’a Putri Shifa Rahmadini Putri Wantini Suyuti Suyuti Zahra Najwa Sarahah