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All Journal Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Pendidikan dan Konseling Jurnal Pemberdayaan Masyarakat Universitas Al Azhar Indonesia Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pengabdian kepada Masyarakat Nusantara Zona Laut : Jurnal Inovasi Sains dan Teknologi Kelautan Jurnal Ilmiah Wahana Pendidikan International Journal of Health, Economics, and Social Sciences (IJHESS) Journal of English Language and Education Jurnal Abdi Masyarakat Indonesia Jurnal Kolaboratif Sains Jurnal Pendidikan dan Pembelajaran Satwika: Jurnal Pengabdian kepada Masyarakat Formosa Journal of Science and Technology (FJST) Journal of Educational Analytics Jurnal Basicedu Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Jurnal Pengabdian Ibnu Sina Jurnal Pendidikan Terapan Information Technology Education Journal Global Education Journal Jurnal Ilmiah Research Student Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Jurnal Pengabdian Masyarakat dan Riset Pendidikan JURNAL ILMIAH PENELITIAN MAHASISWA Paramacitra : Jurnal Pengabdian Masyarakat Wissen: Jurnal Ilmu Sosial dan Humaniora Jurnal Pemikiran dan Pengembangan Pembelajaran JREP EDUTECH International Journal of Teaching and Learning (INJOTEL) Indonesian Journal of Education (INJOE)
Suyuti Suyuti
Jurusan Pendidikan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Jakarta, Indonesia
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APPLICATION OF EDUCATIONAL INNOVATION AND SOCIAL CHANGE TO LEARNING COMPONENTS Oktariani; Suyuti
International Journal of Teaching and Learning Vol. 2 No. 1 (2024): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

Educational innovation covers issues related to the components of the education system, both in the narrow sense, namely the level of educational institutions, and in the broad sense, namely the national education system. Education has great social importance, especially in modern complex industrial societies. This is one of the concrete sources of information and knowledge that influences society. The role of education as a means of social change and social development or as an agent is widely accepted in today's society. Education is responsible for the preservation, communication and dissemination of all culture, but social change is the tool and prerequisite for educational thought. Education initiates social change and provides direction and purpose. Education prepares people for social change. Education determines the nature of social change that must be brought about. Education is the most powerful tool to bring about social revolution. Education can change society by providing opportunities and experiences that enable individuals to develop themselves to adapt to new needs and changing social philosophies. Healthy social progress requires careful planning in all aspects of social, cultural, economic and political life. Education must be planned in a way that meets the needs and aspirations of society as a whole.
CHALLENGES IN IMPLEMENTING PROBLEM BASED LEARNING IN MADRASAH ALIYAH Suyuti Suyuti
International Journal of Teaching and Learning Vol. 2 No. 5 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

PBL is a learning method that is focused on solving real problems, which aims to improve students' analytical, critical and collaborative skills. Despite having various benefits, implementing PBL in Madrasah Aliyah faces a number of significant challenges. One of the main challenges is limited resources, including facilities, supporting tools, technology and funds. Teacher readiness is also a crucial obstacle, because not all teachers have sufficient knowledge and skills to implement PBL effectively. The school mentality and culture that is still attached to traditional learning methods also makes the transition process to PBL difficult. Time management was another challenge, given the busy curriculum and difficulty in managing time for PBL projects. In addition, evaluating and assessing student learning outcomes in a PBL context requires the development of more adaptive and relevant tools. The final challenge is in terms of collaboration and engagement, both between students and with external parties such as the community and industry. This research concludes that to overcome these challenges, commitment and collaborative efforts are needed from various parties, including school management, teachers, students, parents and other stakeholders. Potentially effective solutions include intensive training for teachers, development of supportive policies, and the formation of strategic partnerships with external parties. In this way, obstacles in implementing PBL can be overcome and this method can provide maximum benefits in improving the quality of education at Madrasah Aliyah.
APPLICATION OF PROJECT BASED LEARNING TO IMPROVE SECONDARY SCHOOL STUDENTS' CRITICAL THINKING SKILLS Yance Manoppo; Suyuti Suyuti
Indonesian Journal of Education (INJOE) Vol. 4 No. 2 (2025): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

The aim of this research is to analyze the application of project-based learning (PjBL) in improving secondary school students' critical thinking skills based on a literature review. Critical thinking is an essential skill in 21st century education that allows students to analyze, evaluate and solve problems systematically. However, conventional learning methods are often less effective in developing these skills. This research uses a qualitative method with a literature review approach (library research), by examining various scientific sources such as academic journals, books, conference proceedings and research reports in the last 10 years. The results of the study show that PjBL has high effectiveness in improving students' critical thinking through a process of exploration, problem solving and collaborative work. The main factors that contribute to the success of PjBL include relevant project design, active student involvement, and support from teachers and learning facilities. However, the implementation of PjBL still faces challenges, such as limited time in the curriculum, lack of teacher training, and limited resources in some schools. As a recommendation, training is needed for teachers regarding the implementation of PjBL, flexibility in the curriculum to support project-based learning, and the use of technology as a learning tool. With the right strategy, PjBL can be an effective learning method in equipping students with the critical thinking skills needed in the academic and professional world.
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.
Pengaruh Pemanfaatan Learning Management System (LMS) terhadap Kemandirian Belajar Mahasiswa: Penelitian Suyuti; Saidatul Karimah; Didi Sudrajat; Imam Tazali; Hasan Wardana; Margareta Delviona
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.5549

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh pemanfaatan Learning Management System (LMS) terhadap kemandirian belajar mahasiswa melalui pendekatan studi literatur. Perkembangan teknologi pendidikan telah mendorong transformasi sistem pembelajaran di perguruan tinggi, di mana LMS menjadi platform utama dalam mendukung pembelajaran daring dan blended learning. Dalam konteks tersebut, kemandirian belajar menjadi kompetensi esensial yang menentukan keberhasilan mahasiswa. Penelitian ini menggunakan metode studi literatur dengan tahapan identifikasi masalah, penelusuran sumber ilmiah, seleksi literatur berdasarkan kriteria relevansi dan kredibilitas, analisis isi, serta sintesis temuan penelitian terdahulu. Hasil kajian menunjukkan bahwa pemanfaatan LMS berkontribusi positif terhadap penguatan self-regulated learning mahasiswa, khususnya dalam aspek perencanaan belajar, manajemen waktu, pengendalian diri, dan refleksi pembelajaran. Selain itu, faktor kualitas sistem, desain instruksional, interaksi dalam pembelajaran daring, serta self-efficacy mahasiswa turut memengaruhi tingkat kemandirian belajar. Meskipun LMS menyediakan fasilitas yang mendukung pembelajaran mandiri, efektivitasnya sangat bergantung pada kesiapan mahasiswa dan strategi pedagogis yang diterapkan oleh dosen. Dengan demikian, LMS tidak hanya berfungsi sebagai media distribusi materi, tetapi juga sebagai sarana strategis dalam membentuk budaya belajar mandiri di pendidikan tinggi. Penelitian ini memberikan kontribusi teoretis melalui sintesis konsep self-regulated learning dan keberhasilan sistem e-learning, serta implikasi praktis bagi pengembangan pembelajaran berbasis LMS yang lebih efektif.
Strategi Implementasi Kurikulum Berbasis Growth Mindset untuk Meningkatkan Resiliensi Akademik SMP IT Al Azhar 23 Kendal: Growth Mindset-Based Curriculum Implementation Strategy to Improve Academic Resilience at Al Azhar 23 Kendal IT Middle School Ahmad Shofi Mubarok; Natal Kristiono; Indri Astuti; Suyuti; Muh Zamroni
Jurnal Kolaboratif Sains (Special Issue) - Jurnal Kolaboratif Sains (JKS) - Juli 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v8i7.7910

Abstract

Penelitian ini bertujuan untuk menganalisis strategi implementasi kurikulum berbasis growth mindset dalam meningkatkan resiliensi akademik siswa di SMP IT Al Azhar 23 Kendal. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi.Informan dalam penelitian ini meliputi kepala sekolah, wakil kepala kurikulum, guru mata pelajaran, guru BK, wali kelas, siswa, dan orang tua siswa. Hasil penelitian menunjukkan bahwa strategi implementasi meliputi penguatan visi dan misi sekolah, pelatihan guru, pengembangan metode pembelajaran yang menekankan proses belajar, serta evaluasi yang berorientasi pada perkembangan siswa. Lingkungan belajar yang suportif dan kolaboratif berperan penting dalam membangun kepercayaan diri dan ketangguhan siswa. Tantangan yang dihadapi meliputi keterbatasan pemahaman sebagian guru dan orang tua, serta resistensi awal siswa terhadap perubahan mindset. Untuk mengatasi tantangan tersebut, sekolah mengembangkan program pelatihan berkelanjutan dan kolaborasi aktif dengan orang tua. Implikasi dari penelitian ini menunjukkan bahwa penerapan kurikulum berbasis growth mindset efektif dalam meningkatkan resiliensi akademik siswa dan dapat menjadi model pengembangan kurikulum di sekolah lain.Rekomendasi bagi pengembangan kurikulum ke depan meliputi penguatan pelatihan guru, peningkatan keterlibatan orang tua, serta pengembangan evaluasi berbasis proses.
Teacher’s Strategies in Instilling Pluralism Values Through Sociology Learning at School at The High School Level Suyuti; Rinovian Rais; Inayatul Mutmainnah; Jusniati. H; Muhammad Rusdi
International Journal of Health, Economics, and Social Sciences (IJHESS) (Special Issue) - International Journal of Health, Economics, and Social Sciences (IJHESS)
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i2.7531

Abstract

This study aims to analyze the strategies used by Sociology teachers in instilling the values of pluralism to students at SMA Negeri 1 Cibinong. The method used in this research is a qualitative approach with interview techniques, observation, and documentation studies. The results showed that Sociology teachers at SMA Negeri 1 Cibinong implemented various strategies, such as integrating pluralism material in lesson plans and curriculum, using participatory learning methods, providing exemplary behavior, and involving students in extracurricular and cross- curricular activities that lead to strengthening tolerance attitudes. In addition, learning strategies that are contextual and based on students' social experiences also improve students' understanding and attitudes towards pluralism. This research reveals that the role of teachers is crucial in creating a dialogical space that supports learning the values of pluralism, and contributes to the formation of a more inclusive national character. Therefore, this study recommends that similar strategies be implemented in other schools to strengthen pluralism character education in Indonesia.
Co-Authors Abdul rahman Hamid, Abdul rahman Afriani, Gusma Ahfa, Fadhilatus Sholihah Ahmad Amarullah, Ahmad Ahmad Shofi Mubarok Aisyah Haura Firdaus Andi Fitriani Djollong Andi Muh Akbar Saputra Anggara Dwinata Anggya, Naailah Anyan Anyan Aristanto, Aristanto Arriany, Ike Arriyani, Ike Artha Leena Citra Setyowati Asfahani, Asfahani Aslina, Yeni Bielva Fitriana Nurhasanah Budi Mardikawati Burhayani Burhayani Choirus Sholihin Darmun, Darmun devi septiandini Devi Septiandini Diandra Mayla Valiza Didi Sudrajat Didit Darmawan Dimas Galih Dina Mayadiana Suwarma Donny Aditia Dwinata, Anggara Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Evendi, Wakid Farid, Moh Faridatun Nadziroh Feby Arief Nugroho Fitri, Meila Hasan Hasan Hasan Wardana Heppy Sapulete Hesti Mustika Ati Hidayah, Hidayah Ibrahim Ibrahim Idil, Idil Ika Nur Jayanti Ike Ariany Ike Arriany Ike Arriany Imam Tazali Inayatul Mutmainnah Indri Astuti Islami, Prima Yustitia Nurul Jafar, Muh Jamaluddin Jamaluddin Jamaluddin Jesslyn Putri Marella Juraid Abdul Latief Jusniati. H Kristiono, Natal Laratmase, Antonia Junianty Leena, Artha Lengam, Rino Lindawati Lindawati Majid, Amir Bandar Abdul Malik, M. Raihan Aditya Margareta Delviona Marista Christia Shally Mayyaza Nafilata Meilien Mocharom Meilien Mocharom Minarni Nongtji Mocharom, Meilien Mohammad Lutfi MS. Viktor Purhanudin Muh Jafar Muh Zamroni Muh. Safar Muhammad Abdun Jamil Muhammad Agha, Kizlar Muhammad Ihsan Dacholfany Muhammad Ilman Naafi’a Muhammad Rusdi Mujito Mujito, Mujito Mumu Muzayyin Maq Musriady Musriady, Musriady Nadziroh, Faridatun Nailal Ghinna Nawawi, Muhammad Latif Ni Gusti Ayu Lia Rusmayani Nur Fateah Nuril Huda Nurul Islami, Prima Yustitia Oktariani Oktariani, Oktariani Paulina Maria Ekasari Wahyuningrum Peni Susapti Prima Yustitia Purnama, Yulian Putri Wantini Putri Wantini Rahmi Firdausi Ratna Novita Punggeti Redhayani, Rahimah Redo, Theresa Leda Rifdatul Andini Rinda Riztya Rinovian Rais rriyani, Ike A Rukiyanto Rukiyanto, Rukiyanto Said, Hasmira Saidatul Karimah Sari, Liani Seftyyani Tri Rahma Septiandini, Devi Siswanto, Achmad Siti Nurhalisa Siti Nuridah Siti Shofiah Soegiarto, Ita Sofia F Rahmani Sri Yunita Ningsih Sudadi Surya Dharma Suwito Suwito Syafaruddin Syafaruddin Syafruddin Syafruddin Syifa El Sahla Jayadi Tauliah Puji Lestari Tina Martina, Tina Wahyudin, Mokhammad Wahyuniar Wahyuniar Wantini, Putri Wartono, Tono Yance Manoppo Yance Manoppo Yeni Aslina Yenny Anggreini Sarumaha Yola Medistya Yustitia, Prima Zakki, Muhammad