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All Journal Literasi : Jurnal Ilmu Pendidikan Journal Evaluation in Education (JEE)
Atik Catur Budiati
Sebelas Maret University
Education Social Sciences Other

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Social Practices of Literacy and Numeracy Through Culturally Responsif Teaching (CRT) Approach in Sociology Learning Atik Catur Budiati; Siany Indria Liestyasari; Dwi Astutik; Bagas Narendra Parahita; Riadi Syafutra Siregar; Ghufronudin Ghufronudin
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1373

Abstract

Purpose of Study: This study aims to identify social practices of literacy and numeracy using the CRT approach in Sociology learning. Methodology: This research uses a descriptive qualitative approach with a phenomenology type. The data source consists of focus group discussion (FGD) results, observation, and document analysis. FGD involves sociology teachers in Soloraya, with the purposive sampling technique used to select informants. Observation was carried out directly by observing the sociology learning process in the class. Document analysis includes teaching modules, sociology learning gain, student worksheets, and other learning sets. Data validity was tested using source and method triangulation. Data analysis was done using Interpretative Phenomenology Analysis, encompassing four stages: bracketing, intuiting, analyzing, and describing. Main Findings: The result of the research shows that teachers get a support system from government regulation, the Merdeka Mengajar platform, the learning community, the supervisor, and the subject teacher working group. Each of the parties plays a role that supports CRT-based literacy and numeracy learning. The learning activity can be identified in three things. Firstly, teachers hold the authority to accustom the students to using numeric data in the context of local culture. Secondly, teachers integrate numeric data from local cultures to make learning more relevant and contextual. Thirdly, teachers create an inclusive learning environment by accommodating numeric data in the context of local culture. Novelty/Originality of Study: By applying CRT, sociology teachers teach literacy and numeracy skills and help students see the relevance of these skills in understanding and participating in social change.
Hiperrealitas Perencanaan Sosial dalam Kebijakan Sistem Zonasi sebagai Upaya Pemerataan Kualitas Pendidikan di Kabupaten Karanganyar Ricky Erlangga; Siany Indria Liestyasari; Atik Catur Budiati
Literasi: Jurnal Ilmu Pendidikan Vol. 14 No. 3 (2023)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2023.14(3).119-134

Abstract

Diperlukan perencanaan yang baik untuk menyelesaikan masalah pendidikan di Indonesia. Penelitian ini akan mengkaji sejauh mana kesiapan perencanaan sosial dalam kebijakan sistem zonasi serta apa implikasinya terhadap proses implementasi pada PPDB SMP di Kabupaten Karanganyar. Metode yang digunakan adalah kualitatif dengan pendekatan deskriptif analitik. Data diperoleh dari enam sekolah di Kabupaten Karanganyar sebagai subjek penelitian. Hasil penelitian menunjukan bahwa perencanaan sosial dalam kebijakan zonasi belum dilakukan dengan baik karena masih terjadi non harmonisasi kebijakan, terjadi bongkar pasang kebijakan, tidak melibatkan masyarakat, dan tidak memperhatikan elemen pendukung. Akibatnya implementasi menjadi tergganggu sehingga pencapaian tujuan menjadi terhambat. Hal ini dibuktikan dengan tidak siapnya kerangka kerja kebijakan, tidak maksimalnya peran pemerintah daerah, banyak kecuarangan, tidak ada pengembangan program, minim sosialisasi, dan hanya efektif di daerah tertentu saja.
Co-Authors Bagas Narendra Parahita Dwi Astutik Ghufronudin Ghufronudin Riadi Syafutra Siregar Ricky Erlangga Siany Indria Liestyasari