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Panopticon and Dramaturgy Concepts in the Implementation of Offline Learning Trials during the Covid-19 Period Sudarmiani; Ibadullah Malawi; I Wayan Kertih; Sarwono
Jurnal Pendidikan dan Pengajaran Vol 55 No 3 (2022): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v55i3.48321

Due to the COVID-19 pandemic, beginning in March 2020, the teaching and learning process must adapt and be conducted online by relying on technology and internet networks. However, there are numerous issues in the sector with online learning. During the COVID-19 pandemic, the government has enacted various regulations that govern school teaching and learning activities through offline learning trials (PTM). The study is implemented using regulations, supervision, and setting and displays efforts that are all developed following health guidelines. This study aims to analyze the role of panopticon and dramaturgy in the execution of limited offline learning trials. The research method employed is phenomenology research with a qualitative approach. Interview and observation approaches were used to collect data. Collecting, reducing, presenting, and drawing conclusions were all part of the data analysis process. The study's findings include the following: (1) The disciplinary mechanism for the PTM trial can be analyzed through the formation of respectful and obedient behavior of school residents in the application of health protocols, and the shape of the panopticon in the PTM trial can be analyzed through the front and back stages, impression management (impression management), and dramaturgy idealization according to health protocols; (2) dramaturgy can be analyzed through the front and back stages, impression management (impression management), and dramaturgy idealization according to health protocols.

Peningkatan Kompetensi Guru IPS dalam Mengembangkan Instrumen Penilaian Berbasis TIK Melalui Observasi Kelas Anik Suyatni; Sudarmiani; Ibadullah Mallawi
ASANKA : Journal of Social Science and Education Vol. 6 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/asanka.v6i1.11157

ABSTRACT This research aims to explain the implementation and results of improving the competence of social studies teachers in developing TIK-based assessment instruments through classroom observation in junior high schools in Madiun City. Utilizing a qualitative approach, the research data were obtained through documentation, observation, and interviews. The research findings show that the implementation of improving teachers' competence in developing TIK-based assessment instruments includes four stages: preparation, classroom observation, feedback discovery, and follow-up. Furthermore, this study's results also demonstrate a significant improvement in teachers' competence in developing TIK-based assessment instruments through the classroom observation program. This improvement is evident, among other things, in teachers' ability to develop learning plans incorporating TIK-based assessment, their use of increasingly varied TIK-based assessment platforms, and the increased intensity of their TIK-based assessment utilization. ABSTRAK Penelitian ini bertujuan untuk menjelaskan penerapan dan hasil peningkatan kompetensi guru IPS dalam mengembangkan instrumen penilaian berbasis TIK melalui observasi kelas di SMP Kota Madiun. Dengan pendekatan kualitatif, data penelitian diperoleh melalui dokumentasi, observasi, dan wawancara. Hasil penelitian menunjukkan bahwa penerapan peningkatan kompetensi guru dalam mengembangkan instrumen penilaian berbasis TIK melalui observasi kelas meliputi 4 tahap, yaitu tahap persiapan, pelaksanaan observasi kelas, penemuan balikan, dan tindak lanjut. Selain itu, hasil penelitian ini juga menunjukkan bahwa melalui program observasi kelas terjadi peningkatan yang signifikan terhadap kompetensi guru dalam mengembangkan instrumen penelitian berbasis TIK. Peningkatan tersebut salah satunya ditunjukkan dengan guru mampu menyusun perencanaan pembelajaran yang memuat penilaian berbasis TIK, jenis platform penilaian berbasis TIK yang digunakan semakin bervariasi, dan intensitas penggunaan penilaian berbasis TIK yang meningkat.

Penerapan PBL Berbantuan Kahoot! dan Google Earth untuk Meningkatkan Keterampilan Berfikir Spasial dan Hasil Belajar IPS Dwi Rustiana; Sudarmiani; Nurhadji Nugraha
ASANKA : Journal of Social Science and Education Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/asanka.v6i2.11217

In the digital era, the demands of education are to develop thinking skills relevant to the real world.. However, in reality, many students have difficulty with spatial thinking skills. Based on initial observations, many class VIIA students' scores are below the KKTP. Out of 33 students, only 36.4% of students' learning outcomes were complete. The results of spatial thinking skills were only 54.5% declared complete. This study aimed to determine whether the application of the PBL model assisted by Kahoot! and Google Earth could improve spatial thinking skills and social studies learning outcomes of class VII students of MTs Negeri 1 Sragen. In cycle 1, the completion of spatial thinking skills learning was 72.7% and the completion of learning outcomes was 78.8%. Because it was not according to the target, it was continued in cycle 2 with the results of spatial thinking skills learning completion of 84.8% and the completion of learning outcomes of 87.9%. From the results of cycle 2, learning was declared victorious. The impact is that students enjoy using technology to learn and develop their spatial thinking skills. ABSTRAK Pada era digital, tuntutan dunia pendidikan adalah mengembangkan keterampilan berpikir yang relevan dengan dunia nyata. Keterampilan berpikir spasial dibutuhkan untuk memvisualisasikan objek dalam ruang. Namun pada kenyataannya, banyak siswa yang mengalami kesulitan dalam keterampilan berpikir spasial. Berdasarkan hasil observasi awal, nilai siswa kelas VIIA banyak yang berada di bawah KKTP, dari 33 siswa, hanya 36,4% hasil belajar siswa yang tuntas. Sedangkan hasil keterampilan berpikir spasial hanya 54,5% yang dinyatakan tuntas. Tujuan penelitian ini adalah untuk mengetahui apakah penerapan model PBL berbantuan Kahoot! dan Google Earth dapat meningkatkan keterampilan berpikir spasial dan hasil belajar IPS siswa kelas VII MTs Negeri 1 Sragen. Pada siklus 1 ketuntasan pembelajaran keterampilan berpikir spasial sebesar 72,7% dan ketuntasan hasil belajar sebesar 78,8%. Karena belum sesuai target maka dilanjutkan pada siklus 2 dengan hasil ketuntasan pembelajaran keterampilan berpikir spasial sebesar 84,8% dan ketuntasan hasil belajar sebesar 87,9%. Dari hasil siklus 2, pembelajaran dinyatakan berhasil. Dampaknya adalah siswa senang menggunakan teknologi untuk belajar dan mengembangkan diri dalam keterampilan berpikir spasial.

Penerapan Penilaian Portofolio untuk Meningkatkan Karakter Mandiri Siswa dalam Pembelajaran IPS Kelas VIII MTs Negeri 1 Sragen Sri Lestari; Sudarmiani; Yudi Hartono
ASANKA : Journal of Social Science and Education Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/asanka.v6i2.11237

The teaching methods and assignment variations are crucial in enhancing student learning outcomes and character development. This research seeks to improve students' academic performance and character development by applying an independent character-building learning approach. A classroom action research design was adopted over two cycles between January and April 2025. Data were gathered through observation and testing, and subsequently analyzed using qualitative and quantitative methods. The research results indicate that student learning outcomes and character in Class VIII E at MTs Negeri 1 Sragen can be improved through learning using the portfolio assessment method. Learning outcomes improved, as evidenced by the average score rising from 72.41 in Cycle I to 93.10 in Cycle II. Meanwhile, the improvement in character is shown by a "Good" category in Cycle I and a "Very Good" category in Cycle II. Thus, the classical completeness achievement has been reached because it exceeds the established work indicator of 85%.

Penggunaan E-LKPD Interaktif Berbasis Liveworksheet untuk Meningkatkan Keaktifan dan Hasil Belajar IPS di SMP Negeri 11 Madiun Heru Kuswanto Ari; Sudarmiani; Ibadulah Malawi
ASANKA : Journal of Social Science and Education Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/asanka.v6i2.11707

Peserta didik di SMP Negeri 11 Madiun kelas VIIG masih pasif dalam proses pembelajaran. Selain itu, banyak dari mereka belum mencapai tingkat ketuntasan hasil belajar yang diharapkan. Penelitian ini bertujuan untuk mengkaji efektivitas penerapan E-LKPD interaktif berbasis Liveworksheet dalam meningkatkan keaktifan serta hasil belajar mata pelajaran IPS. Metode yang diterapkan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Instrumen data berupa observasi keaktifan peserta didik dan tes hasil belajar. Proses penelitian berlangsung dalam dua siklus, masing-masing mencakup fase perencanaan, implementasi tindakan, pengamatan, dan kegiatan reflektif. Hasil penelitian menunjukkan bahwa keaktifan meningkat selama pra-siklus sejumlah 44,44%, siklus I sejumlah 62.96%, dan pada siklus II sejumlah 81.48%. Peningkatan persentase mencerminkan pencapaian Kriteria Ketercapaian Tujuan Pembelajaran mengalami kenaikan, yaitu 25,92% pada fase pra-siklus, menjadi 77,77% pada siklus I, dan meningkat lagi menjadi 85,18% pada siklus II. Bahwa penggunaan E-LKPD berbasis Liveworksheet terbukti efektif dalam meningkatkan partisipasi dalam pembelajaran peserta didik, yang tampak melalui meningkatnya partisipasi dalam diskusi, keberanian bertanya, serta keterlibatan dalam menyelesaikan tugas. Selain itu, hasil belajar peserta didik terlihat adanya peningkatan yang menandai kemajuan antara pratindakan dan pasca tindakan pada setiap siklus. Kesimpulannya adalah bahwa penggunaan E-LKPD interaktif berbasis Liveworksheet dapat menjadi alternatif inovatif untuk meningkatkan keaktifan dan hasil belajar IPS.

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