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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Proceedings Series on Social Sciences & Humanities
Y. Suyitno
Universitas Muhammadiyah Purwokerto
Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Principal's Leadership Role in Creating a Student Literacy Culture Kukuh Arif Prabowo; Y. Suyitno
Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v12i.841

Abstract

Literacy is a means for students to increase knowledge, understand learning material, and practice school learning, through basic activities, namely reading. For students, the role of literacy is very important to provide learning experience and the basis for developing their own skills which will later become a provision for facing education at the next level even in the world of work. In order to realize creating and improving the quality of student literacy, the cooperation of all school members is needed. school principals need to carry out their leadership role optimally by inviting school members to work together, so that efforts to create a literacy culture go well, and students' literacy skills are getting better and of better quality. The purpose of this paper is to describe and analyze the leadership role of the principal in creating a culture of student literacy. While the writing uses literature studies, namely reviewing and critically examining knowledge, ideas or findings from several written sources that have previously been made. the stages are: selecting topics of discussion, finding literature sources, classifying materials and review results, and writing process. Meanwhile, the data analysis used was content analysis with a qualitative descriptive model. So the result is that the role of the principal consists of: 1) as a policy maker; 2) as a motivator; 3) as a role model; 4) as the person in charge. namely reviewing and critically examining a knowledge, idea or discovery from several written sources that have previously been made. the stages are: selecting topics of discussion, finding literature sources, classifying materials and review results, and writing process. Meanwhile, the data analysis used was content analysis with a qualitative descriptive model. So the result is that the role of the principal consists of: 1) as a policy maker; 2) as a motivator; 3) as a role model; 4) as the person in charge. namely reviewing and critically examining a knowledge, idea or discovery from several written sources that have previously been made. the stages are: selecting topics of discussion, finding literature sources, classifying materials and review results, and writing process. Meanwhile, the data analysis used was content analysis with a qualitative descriptive model. So the result is that the role of the principal consists of: 1) as a policy maker; 2) as a motivator; 3) as a role model; 4) as the person in charge. analysis of the data used is to use content analysis with a qualitative descriptive model. So the result is that the role of the principal consists of: 1) as a policy maker; 2) as a motivator; 3) as a role model; 4) as the person in charge. analysis of the data used is to use content analysis with a qualitative descriptive model. So the result is that the role of the principal consists of: 1) as a policy maker; 2) as a motivator; 3) as a role model; 4) as the person in charge.
A CRITICAL ANALYSIS OF TEACHER STRATEGIES FOR DEVELOPING NOBLE MORALS IN STUDENTS WHO ACTIVELY USE SOCIAL MEDIA Febriyanti; Ana Andriani; Y. Suyitno; Wakhudin
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6567

Abstract

Character education in the digital era presents challenges for teachers in instilling noble moral values ​​in students who actively use social media. This study aims to describe teacher strategies in developing noble morals in elementary school students who actively use social media in one of the clusters in Maos, Cilacap. The research method is descriptive qualitative with a case study method. The research subjects include teachers, students, and school principals. Research data were collected through observation, interviews, and documentation, then analyzed using the Miles, Huberman, and Saldana model, which includes data condensation, data presentation, and drawing conclusions. Data validity uses technical triangulation and source triangulation. The results of the study show that teachers apply four main strategies in instilling noble morals in students who actively use social media, namely habituation, role modeling, reflection, and management of digital interactions. The five main values ​​of noble morals developed include (1) faith through prayer, congregational prayer, worship journals, and digital religious content; (2) honesty through role modeling, consequence simulation, digital literacy, and reflection on responsibility; (3) caring through real and digital social activities, sharing, helping friends, and rejecting bullying; (4) politeness through polite communication, 5S culture, and digital interaction ethics; and (5) responsibility through real roles, digital content management, discipline evaluation, and ethical reflection. This study confirms that strengthening character education requires a holistic approach, integration of digital literacy, and teacher role models, accompanied by school and parental support to instill noble morals in a sustainable manner.
A CRITICAL ANALYSIS OF FACTORS CONTRIBUTING TO SPEAKING ANXIETY AMONG PHASE C STUDENTS DURING CLASSROOM PRESENTATIONS Cefi Kurniasih; Ana Andriani; Y. Suyitno; Wakhudin
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6571

Abstract

Anxiety about speaking in front of the class is one of the main obstacles to the active participation of Phase C students (grades V and VI) in elementary schools. This study aims to analyze in depth the factors of anxiety about speaking in front of the class in phase C students in one of the elementary school clusters in Adipala District, Cilacap. The descriptive qualitative research method with a case study method, the subjects were phase C students, teachers, and parents. Data were collected through observation, interviews, and documentation studies. Data were analyzed through data condensation, data presentation, and verification of conclusions. Data validity was through source triangulation and technical triangulation. The results of the study indicate that anxiety about speaking in Phase C students is caused by internal and external factors. Internal factors include (1) cognitive/psychological aspects such as fear of making mistakes and feeling inferior; (2) emotional aspects such as nervousness, embarrassment, and mental stress; (3) behavior of avoiding turns or diverting attention; and (4) negative experiences and a tendency towards perfectionism that encourages the desire to always appear perfect. External factors include (1) peer reactions to mistakes that cause embarrassment or fear of being ridiculed; (2) a tense and competitive classroom climate that makes students reluctant to perform; (3) a teacher's corrective communication style without support that creates anxiety; (4) minimal family support that creates a lack of self-confidence; and (5) a lack of interactive learning media that creates a lack of motivation to speak. Overall, the dominant factors of speaking anxiety from an internal aspect are psychological and emotional, while external aspects are the social environment or peers and the classroom climate. Thus, anxiety about speaking in front of the class arises as a result of the interaction between personal factors and the learning environment, so it requires holistic handling through the support of teachers, family, and peers in creating a safe learning atmosphere and building student self-confidence.
VARIATIONS IN LEARNING INTEREST AMONG ELEMENTARY SCHOOL STUDENTS WHO PLAY ONLINE GAMES: A QUALITATIVE CASE STUDY Isti Windi Astuti; Ana Andriani; Y. Suyitno; Wakhudin
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6575

Abstract

The learning interests of students who enjoy playing online games are an important aspect in improving the effectiveness of learning in elementary schools, especially in phase C (grades V and VI), who are experiencing cognitive and social development. This study aims to analyze the learning interests of phase C students who use online games. The qualitative research approach uses a case study design with subjects of phase C elementary school students, teachers, and parents in the Maos Cilacap cluster. Data collection was conducted through observation, interviews, and documentation studies. Data were analyzed using an interactive model that includes data condensation, data presentation, and drawing conclusions. Data validity was guaranteed through triangulation of sources and techniques. The results of the study show variations in the learning interests of students who use online games based on seven indicators: desire to learn, enjoyment, attention, interest, enthusiasm for learning, task completion, and adherence to rules. Some students have high interest, characterized by the ability to manage study and play time, consistent focus, interest in the material, active participation, diligent completion of tasks, and compliance with rules. The group with moderate interest shows sufficient motivation and attention; participation and task completion require direction, and compliance with rules varies. Some students exhibited low interest, as evidenced by inconsistent motivation, easy distraction from games, impaired focus, minimal participation, and low compliance. These findings underscore the importance of teachers and parents in guiding and creating a supportive learning environment, enabling online gaming activities to promote enjoyable, effective, and meaningful learning for students' cognitive, social, and emotional development.
THE POLITENESS CHARACTERISTICS OF ELEMENTARY SCHOOL STUDENTS WITH MIGRANT PARENTS: A CRITICAL ANALYSIS Agus Setyabudi; Ana Andriani; Y. Suyitno; Wakhudin
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6576

Abstract

Students who grow up without direct parental guidance often experience changes in their social and emotional behavior. This study analyzes how polite character is formed in elementary school students in the Punggelan cluster whose parents have migrated. The research method was qualitative with a case study design. The subjects were students, teachers, and substitute guardians or family members living with the students. Data were collected through observation, interviews, and documentation, then analyzed through data condensation, data presentation, and conclusion drawing. Data validity was verified using source and method triangulation techniques. The results showed that the polite character of elementary school students whose parents have migrated showed behavioral variations across all indicators of politeness. Students who received regular communication and emotional guidance from their parents were able to apply politeness more consistently, such as respecting the rights of others, using polite language, demonstrating non-verbal politeness, and respecting teachers and peers. In contrast, students who were cared for by substitute guardians tended to exhibit less consistent behavior, such as interrupting, difficulty maintaining attention, using impolite language, avoiding eye contact, or joking excessively. This variation is influenced by parental presence, parenting styles, teacher training and guidance at school, and the influence of the social environment. Research confirms that the development of good manners in children from migrant families is a result of interactions between family, school, and the environment. Therefore, consistent training and support across contexts are key to fostering stable polite behavior.
Critical Analysis of Principal Supervision on Teachers' Professional Competence in the Learning Process at State Kindergartens in Banjarnegara Regency Agus Mudianto; Y. Suyitno; Ine Kusuma Aryani
Proceedings Series on Social Sciences & Humanities Vol. 25 (2025): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v25i.1790

Abstract

This study is about the analysis of Principal supervision, State Kindergartens in Banjarnegara Regency, aims to find out how the professional competence of kindergarten teachers is in the learning process, the supervision strategy of the Kindergarten Principal, the Implementation. of professional competence of kindergarten teachers in the learning process in kindergarten classes, the learning outcomes of students in kindergarten in the learning process. This research method is descriptive qualitative, namely a research method that uses data in the form of written or spoken language from people and actors that can be observed according to events and situations and conditions that occur, the research subjects are Kindergarten Principals and Kindergarten Teachers, data collection techniques are observation, interviews and documentation. Data analysis techniques are data collection, reduction, presentation, and collection. Research results: 1) The professional competence of Kindergarten teachers in the learning process in Kindergarten classes has improved better after periodic supervision by Kindergarten Principals; 2) The Kindergarten Principal's supervision strategy in improving the professional competence of teachers in the learning process, namely Planning a supervision program, Implementation of supervision carried out in the four Pembina State Kindergartens in order to improve the professional competence of teachers in the learning process: class visits, observations during the learning process, individual and comprehensive discussions about the results of supervision, Evaluation of supervision activities that have been carried out in the form of guidance and direction both individually and comprehensively, 3) Implementation of the professional competence of Kindergarten Teachers can be carried out well, 4) Student learning outcomes in Kindergartens in the learning process have increased.
A CRITICAL ANALYSIS OF TEACHER PROFESSIONAL COMPETENCIES IN PANCASILA EDUCATION LEARNING IN DEVELOPING STUDENTS' RESPONSIBLE CHARACTERS IN ELEMENTARY SCHOOLS Riswanto; Ine Kusuma Aryani; Y. Suyitno; Subuh Anggoro
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8150

Abstract

This study aims to critically analyze the professional competence of teachers in Pancasila education in developing the character of responsibility in elementary school students. The qualitative research method with a case study design at Sidamulya 03 Public Elementary School. The research subjects included class teachers, students, and the principal. Data collection techniques were carried out through observation, interviews, and documentation. Data were analyzed using an interactive model including data condensation, data presentation, and drawing conclusions. Data validity was tested through triangulation of sources and techniques. The results of the study indicate that the professional competence of teachers in Pancasila Education learning, which includes mastery of material, goal-based planning, development of creative and innovative teaching materials, continuous professionalism, and utilization of media and learning resources, plays a role in creating directed and meaningful learning. This has an impact on the development of students' character of responsibility, which is evident from the awareness of obligations as students, independence in the learning process, completing assignments well, not cheating, and punctuality in completing and submitting assignments. The implication is that strengthening teachers' professional competence is important in supporting character formation, especially responsibility, so that teachers and schools need to continue to develop contextual and character-oriented learning in a sustainable manner.
TEACHER PROFESSIONAL COMPETENCIES IN DEVELOPING STUDENTS' DISCIPLINE CHARACTER THROUGH INTERACTIVE WORDWALL MEDIA IN NATURAL AND SOCIAL SCIENCE LEARNING IN FOURTH GRADE OF ELEMENTARY SCHOOL Ruly Via Ratnawati; Ine Kusuma Aryani; Y. Suyitno; Subuh Anggoro
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8174

Abstract

This study aims to analyze the professional competence of teachers in developing students' disciplined character through interactive media, Wordwall, in natural and social science learning in elementary schools. The research method is qualitative with a case study design at SDN 1 Bedana. The research subjects were class teachers and fourth-grade students. Data collection techniques through observation, interviews, and documentation. Data analysis used an interactive model that includes data condensation, data presentation, and drawing conclusions. Data validity was tested through source triangulation and technique triangulation to ensure the validity of the research findings. The results show that the professional competence of teachers in natural and social science learning based on Wordwall contributes to strengthening students' disciplined character through learning management that includes mastery of material, planning learning objectives, preparing interactive teaching materials, continuous self-development, and the use of learning technology. The impact is seen in increasing student discipline, which is demonstrated through compliance with rules, consistency in participating in learning, punctuality, and responsibility for the learning process and outcomes. In conclusion, students' disciplined character can be strengthened through good teacher professional skills and the use of Wordwall learning media that is carried out regularly and directed. Therefore, teachers and schools need to optimize its use so that learning is of higher quality and students become more accustomed to being disciplined.
STRENGTHENING STUDENTS' INDEPENDENT CHARACTER THROUGH THE IMPLEMENTATION OF THE LEARNING BY DOING METHOD IN SCOUT EXTRACURRICULAR ACTIVITIES IN ELEMENTARY SCHOOL Banjar Mustika Hening; Ine Kusuma Aryani; Y. Suyitno; Subuh Anggoro
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8209

Abstract

Strengthening students' independent character in elementary schools is important, but its implementation still needs to be optimized through scouting extracurricular activities. This study aims to critically analyze the strengthening of students' independent character through the implementation of the learning by doing method in scouting extracurricular activities in elementary schools. The qualitative research method with a case study design at SDN Tayem 01, Cilacap. The research subjects included 2 scout instructors, 6 students, and the principal. Data were collected through interviews, observations, and documentation. Data were analyzed using an interactive model, namely data condensation, data presentation, and drawing conclusions. Data validity was tested through triangulation of sources and techniques. The results of the study indicate that the application of learning by doing through real practice, meaningful learning experiences, striving through real actions, problem-solving based on experience, as well as interaction and collaboration in Scouting activities can encourage the development of students' independent character gradually. Students become more confident, less dependent on others, and complete assignments responsibly without having to be reminded. It is concluded that learning by doing in scouting extracurricular activities is effective in forming the independent character of elementary school students. Teachers and all related parties need to optimize the application of the learning-by-doing method in extracurricular activities to strengthen students' independent character in a sustainable manner
Co-Authors Agus Mudianto Agus Setyabudi Andriani, Ana Banjar Mustika Hening Cefi Kurniasih Febriyanti Ine Kusuma Aryani Isti Windi Astuti Kukuh Arif Prabowo Riswanto Ruly Via Ratnawati Subuh Anggoro Wakhudin