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Designing A Project-Based Ecoliteration Learning Trajectory to Improve Students’ Ecological Intelligence Fawziah Zahrawati B; Andi Aras; Syahrul; Jumaisa; Claver Nzobonimpa
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 2 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v8i2.3731

The ecological crisis is one problem that has not yet found the right solution. This study intends to provide a solution to solve the ecological crisis by designing a project-based ecoliteracy learning trajectory to improve students’ ecological intelligence. This research is a design research which comprises three stages, namely: preliminary design, experimental design, and retrospective analysis. The research subjects were students from the Social Science Education Study Program, Faculty of Education, Institut Agama Islam Negeri Parepare. The data collection instruments used were questionnaires and observation guidelines. The study found that the trajectory of ecoliteracy learning goes through five learning stages, namely: identifying social ecological problems, planning the project design, preparing a schedule, observing social ecological problems to carry out the project, and present a social ecology project. An increase in ecological intelligence can occur because in this learning, students gain learning experiences that bring them closer to their surroundings so that they can grow their empathy for the environment. This learning combines textual and contextual learning. At the beginning, students are invited to gain a lot of knowledge by reading articles related to environmental problems. After that, they made observations in the surrounding environment to identify various environmental problems, their causes, affects, and solutions. The learning trajectories can be used by teachers in the learning process to improve students’ ecological intelligence. Keywords: Ecoliteracy, Ecological Intelligence, Project-Based Ecoliteration Learning Trajectory

Constraints in the Utilization of Map and Globe Media in Geography Learning Fawziah Zahrawati B; Andriani Andriani; Asrikayana Asrikayana; Darma Darma; Agustina Agustina; Aslam Raja Purwanto
MANDALIKA : Journal of Social Science Vol. 1 No. 1 (2023): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/mandalika.v1i1.53

Learning media is one component of the learning process used by teachers in the classroom. Students will understand learning more easily when using media compared to not. This study aims to examine the implementation of the use of map and globe media, the obstacles in using map and globe media in geography learning and the solutions to these obstacles. This research is a qualitative research conducted at UPT SMA Negeri 3 Parepare, South Sulawesi, Indonesia. Data collection techniques, including interviews, observation, and documentation. The data validity was obtained through triangulation of theories, methods, and sources. This study found that the use of map and globe media in geography learning can improve students’ understanding of regionalism, but there are some students who are still constrained in understanding the use of maps and globes. This relates to student learning styles. This obstacle is related to the availability of graphic media, teacher skills in utilizing instructional media, and teacher preparation in understanding each student’s learning style. To get out of these obstacles, a teacher is expected to have skills in choosing the right media and methods by considering the diversity of student learning styles and the learning facilities owned by the school.

Exploring Strategies to Facilitate Diverse Student Learning Styles in Social Science Education Fawziah Zahrawati B; Andi Aras
Edueksos Jurnal Pendidikan Sosial & Ekonomi Vol 13, No 01 (2024): Edueksos: Jurnal Pendidikan Sosial dan Ekonomi
Publisher : Department of Tadris IPS FITK IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/edueksos.v13i01.16828

The Merdeka curriculum promotes differentiated learning for diverse student learning styles. This research exploring implementing the Merdeka Curriculum and teachers' strategies and challenges in facilitating diverse student learning styles. The research method was qualitative and conducted at UPT SMA Negeri 4 Parepare. School principals, social science teachers, and students served as informants. Data collection techniques include interviews, observation, and documentation. Triangulation of methods and sources is used to obtain data validity. Analysis of the data followed Miles and Huberman's stages. The Merdeka Curriculum is not fully implemented at all grade levels, according to this research. Social science teachers use strategies to accommodate diverse learning styles, such as identifying styles, using different methods, group learning, varied assessments, technology, reflection, and personalization. Teachers face the challenge of adapting various learning styles in the Merdeka Curriculum. Teachers should generate innovative ideas for the Pancasila Student Profile. Teachers need to prepare tools and materials for different learning styles. Teachers should understand the diversity of students' learning styles and become skilled facilitators in exploring their potential. The findings of this research offer strategies for teachers to implement the Merdeka Curriculum.Keywords: Differentiated learning; learning styles; teacher strategies; the Merdeka Curriculum.

Bridging Gender Differences : Exploring the Effect of Social Support and Campus Culture on Self-Regulated Learning in Higher Education Fawziah Zahrawati B; Jumaisa Jumaisa; Andi Aras
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12684

This study aims to examine self-regulated learning based on gender using two factors, namely social support and campus culture, and analyze the moderation effects presented by these two factors. This study was a quantitative approach with an expost facto method. The population was all students in the Social Sciences Education Study Program of the Parepare State Islamic Institute for the 2019-2023 batch of 116 students. There were 34 men and 82 women. The research sample took a saturated sample, namely the entire population. The data collection techniques were questionnaires, documentation, and interviews. Testing the research hypothesis was carried out using SmartPLS. The study found that social support significantly increased SRL, with a stronger effect on male students than female students. A positive campus culture also increases SRL, but its effect is weaker on female students. Campus culture moderates the effect of social support on SRL, amplifying its effectiveness, especially in male students. Social support also moderated the effect of campus culture on SRL, strengthening the motivation and confidence of male students, although the impact was slightly weaker on female students but still relevant. These results suggest that social support and campus culture enhance SRL, particularly among male students. It is crucial to design interventions that consider gender differences to achieve the best possible results.

Internalization of scouting values in social sciences learning as an effort to form student character Rahmatullah, Rizka; Bahtiar, Bahtiar; Zahrawati B, Fawziah; Herawaty, Hasmiah; Jumaisa, Jumaisa
AL MA'ARIEF : Jurnal Pendidikan Sosial dan Budaya Vol 5 No 2 (2023): Al Ma'arief: Jurnal Pendidikan Sosial dan Budaya
Publisher : Program Studi Tadris IPS Institut Agama Islam Negeri (IAIN) Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/almaarief.v5i2.8007

Character degradation is an issue that has not yet found an end point in the world of education. Various efforts have been made to overcome this problem, one of which is by utilizing extracurricular scout activities. This research aims to determine the internalization of scouting values in social studies learning as an effort to build student character. Using a qualitative approach, this research was at MTs.Negeri 2 Sidrap. Research informants were school principals, teachers, and students. Data collection techniques are in-depth interviews, observation, and documentation. To obtain the validity of the data, triangulation of methods and sources was carried out. After the data was collected, the data was analyzed by referring to the stages of Miles and Huberman. The results of the research found that efforts to shape students’ character through scouting extracurricular activities will involve habituation, role modeling, sanctions, and are expected to shape students’ personalities into discipline. The process of internalizing scouting values is taught and instilled by students or scout members through the 10 pillars of character formation in Dasa Dharma and instilled in students such as devotion to God Almighty, willingness to help and be steadfast, pure in thoughts, words and deeds, as well as a high sense of responsibility.

PRESTIGE IN THE BUGIS COMMUNITY: WHY CAN'T GOLD JEWELLERY IN BUGIS WOMEN SHIFT SOCIAL STATUS? Zahrawati B, Fawziah; Aras, Andi; Ingle, Poonam
SocioEdu: Sociological Education Vol. 6 No. 1 (2025): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v6i1.2088

The Bugis people have a social stratification system that is inherited from generation to generation, where a person's social status is determined more by genealogical factors compared to the accumulation of material wealth. This study aims to analyse the relationship between descent and social status in the Bugis community and explore how gold jewellery functions as a symbol of prestige for women. This study uses a qualitative approach with data collection techniques including in-depth interviews, observations, and documentation in Wajo Regency, South Sulawesi. This study applies triangulation techniques by combining in-depth interviews, observations, and documentation, as well as time triangulation, to avoid temporal bias. Data analysis uses the Miles and Huberman approach through three main stages: data reduction, data presentation, and conclusion drawing and verification. The results of the study show that in the Bugis community, the social stratification system is still based on lineage, while gold functions more as a status symbol for those who already have a certain social position, rather than as a tool of social mobility. The symbolism of gold jewellery is subject to established social structures, so the prestige gained through gold is not strong enough to shift the social stratification that has been inherited.

Designing A Project-Based Ecoliteration Learning Trajectory to Improve Students’ Ecological Intelligence Fawziah Zahrawati B; Andi Aras; Syahrul; Jumaisa; Claver Nzobonimpa
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 2 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v8i2.3731

The ecological crisis is one problem that has not yet found the right solution. This study intends to provide a solution to solve the ecological crisis by designing a project-based ecoliteracy learning trajectory to improve students’ ecological intelligence. This research is a design research which comprises three stages, namely: preliminary design, experimental design, and retrospective analysis. The research subjects were students from the Social Science Education Study Program, Faculty of Education, Institut Agama Islam Negeri Parepare. The data collection instruments used were questionnaires and observation guidelines. The study found that the trajectory of ecoliteracy learning goes through five learning stages, namely: identifying social ecological problems, planning the project design, preparing a schedule, observing social ecological problems to carry out the project, and present a social ecology project. An increase in ecological intelligence can occur because in this learning, students gain learning experiences that bring them closer to their surroundings so that they can grow their empathy for the environment. This learning combines textual and contextual learning. At the beginning, students are invited to gain a lot of knowledge by reading articles related to environmental problems. After that, they made observations in the surrounding environment to identify various environmental problems, their causes, affects, and solutions. The learning trajectories can be used by teachers in the learning process to improve students’ ecological intelligence. Keywords: Ecoliteracy, Ecological Intelligence, Project-Based Ecoliteration Learning Trajectory

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