Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Edu Cendikia: Jurnal Ilmiah Kependidikan Jurnal Abdimas Mahakam
Sri Hariati
Sembilan Belas November University Of Kolaka
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Pelatihan Manajemen dan Penanganan Kasus Kekerasan terhadap Perempuan dan Anak Zulfikar Putra; Eko Bambang Murdiansyah; Darmawan Wiridin; Farid Wajdi; Dede Sopiandy; Sri Hariati
Jurnal Abdimas Mahakam Vol. 9 No. 02 (2025): Juli
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/jam.v9i02.3318

Abstract

Abstrak   Kekerasan adalah setiap perbuatan yang berakibat kesengsaraan dan penderitaan baik fisik, psikis, seksual, psikologis dan termasuk penelantaran, ancaman serta tindakan tertentu yang merupakan pemaksaan atau perampasan kemerdekaan secara sewenang-wenang baik yang dilakukan di depan umum atau dalam kehidupan pribadi. Pada berbagai kasus kekerasan yang terjadi, pada umumnya korbannya lebih banyak menimpa kalangan perempuan dan anak karena di pandang lemah (tidak berdaya/mampu melawan). Adapun metode pemecahan yaitu dengan melakukan pelatihan ke instansi pemerintahan dan sekolah-sekolah yang berada di Buton Tengah (Buteng). Hasil dari pengabdian ini adalah memberikan penyampaian mengenai keberadaan lembaga Pusat Pelayanan Terpadu Pemberdayaan Perempuan dan Anak (P2TP2PA) yang bertujuan memberikan pelayanan bagi perempuan dan anak korban kekerasan serta berupaya memberikan kontribusi terhadap pemberdayaan perempuan dan anak dalam rangka terwujudnya  kesetaraan dan keadilan gender. Bentuk dari manajemen dan penanganan yaitu dengan proses pengelolaan tindakan penanganan kasus yang meliputi asesment, perencanaan, pelaksanaan pelayanan, pemantauan/monitoring dan evaluasi untuk menangani secara sistematis dengan berkoordinasi dan melibatkan sumber-sumber yang dibutuhkan. Kata Kunci:   Manajemen dan penanganan, kasus kekerasan, perempuan, anak.
Pedagogi Deep Learning sebagai Pendekatan Transformatif dalam Penguatan Critical Character dan Global Awareness: Deep Learning Pedagogy as a Transformative Approach in Strengthening Critical Character and Global Awareness Sri Hariati; Alibin Rahmat; Tanti Irnanda; Komang Widiantara Saputra
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8262

Abstract

Social Sciences education in higher education plays a strategic role in developing students' critical thinking skills and global awareness as 21st-century citizens. However, learning that is still oriented towards mastering concepts often fails to optimize the development of critical character and global awareness. Therefore, a learning approach that encourages in-depth understanding, critical reflection, and the connection between knowledge and social reality is needed. This study aims to analyze the effects of deep learning pedagogy on students' critical character and global awareness in the Civics Study Program within social science education. The study used a quantitative approach with a quasi-experimental design employing a nonequivalent control group pretest-posttest design. The research sample was selected using purposive sampling, comprising an experimental group and a control group. Data were collected through questionnaires, observations, and documentation, then analyzed using descriptive statistics, normalized gain (N-Gain), and inferential statistical tests. The results showed that deep learning pedagogy had a positive effect on both research variables. The average N-Gain value of 0.60 for the critical character variable is in the medium category, while the value of 0.73 for the global awareness variable is in the high category. These findings indicate that deep learning is more effective at developing students' global awareness, particularly cross-cultural empathy, concern for global issues, and an orientation toward social action, without neglecting the development of critical thinking skills. Deep learning pedagogy has the potential to be a relevant alternative for supporting the development of critical character and global awareness within Citizenship Education in higher education.
Upaya Meningkatkan Partisipasi Aktif Murid melalui Metode Diskusi dan Presentasi pada Mata Pelajaran PPKn di MAS Nurul Yaqin Dawi-Dawi Kabupaten Kolaka Dede Sopiandy; Sri Hariati; Slamet Hariyadi; Rahmi Ramadhani Abdul Asis; Suci Nurfitriani Umar
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 12 No 2 (2026): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v12i2.34381

Abstract

The low level of students’ active participation in Civic Education (PPKn) learning, which is still dominated by lecture-based methods, is the main problem addressed in this study. Previous studies generally examined discussion or presentation methods separately and focused more on cognitive learning outcomes, thus failing to comprehensively optimize students’ active participation. Therefore, the novelty of this study lies in the integration of case-based discussion methods and structured presentations within a single learning cycle in the context of Madrasah Aliyah, making the learning process more contextual and participatory. This study aims to improve students’ active participation through the implementation of discussion and presentation methods in accordance with the characteristics of Classroom Action Research (CAR), which focuses on improving the learning process rather than testing effectiveness. The study employed the Kemmis and McTaggart model conducted in three cycles, consisting of planning, action, observation, and reflection stages. The subjects of this study were 23 tenth-grade science students at MAS Nurul Yaqin Dawi-Dawi. Data were collected through observation, interviews, and documentation, and analyzed descriptively. The results showed that students’ active participation increased significantly in each cycle. In Cycle I, participation was still low and learning was teacher-centered. In Cycle II, case-based discussions using student worksheets began to increase student engagement. In Cycle III, the integration of discussion and presentation methods was implemented effectively, with 85% of students categorized as highly active and 15% as moderately active, with no passive students. In addition, improvements were observed in students’ argumentation skills, confidence in expressing opinions, and the quality of academic interaction. These findings indicate that discussion methods contribute to the development of critical thinking, while presentation methods enhance communication skills and speaking confidence. The integration of both methods creates a more participatory, collaborative, and meaningful learning environment.
Co-Authors Alibin Rahmat Darmawan Wiridin Dede Sopiandy Eko Bambang Murdiansyah Farid Wajdi Komang Widiantara Saputra Rahmi Ramadhani Abdul Asis Slamet Hariyadi Suci Nurfitriani Umar Tanti Irnanda Zulfikar Putra