Garuda - Garba Rujukan Digital

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

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

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

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

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

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.

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