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All Journal Asatiza: Jurnal Pendidikan Jurnal Pedagogi dan Pembelajaran
Alviani, Adistia Akses
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Education Social Sciences Other

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Selection of essential materials in social studies subjects through a differentiated approach according to Carol Tomlinson Kristy, Grisyelda Tabitha; Alviani, Adistia Akses; Kusuma, Evita Rizki; Apriliana, Imroatul; Nabida, Luxnaya; Sayidina, Miastika Nur; Parahita, Bagas Narendra; Siregar, Riadi Syafutra
Asatiza: Jurnal Pendidikan Vol. 5 No. 3 (2024): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v5i3.1846

Abstract

One of the key elements of the Merdeka Curriculum is the implementation of essential materials, which are deemed crucial and must be delivered to students. However, limited research has focused on essential materials within social studies subjects. Therefore, it is necessary to conduct an in-depth analysis of how teachers apply essential materials in social studies. Based on this need, the objective of this study is to analyze the selection of essential materials by social studies teachers using a differentiated approach, as proposed by Carol Tomlinson. This research employs a Systematic Literature Review (SLR) method, gathering secondary data sources relevant to the research topic. The data consists of journal articles from 2019 to 2024, retrieved using Harzing's Publish or Perish software. The subjects of this study are high school social studies teachers, with a focus on their practices in teaching essential materials. The findings reveal that teachers have selected essential materials that are both relevant and engaging for students. This is evidenced by the use of learning media that resonates with students' daily lives, as well as digital-based teaching methods such as problem-based learning (PBL), gamification, and field studies. As a result, students are able to easily grasp the material, enhancing their motivation, conceptual understanding, and engagement in the learning process.
Digital Native Characteristics: A Phenomenological Study Focused on Essential Material in Sociology Courses Kristy, Grisyelda Tabitha; Alviani, Adistia Akses; Kusuma, Evita Rizki; Apriliana , Imroatul; Nabida, Luxnaya; Sayidina, Miastika Nur; Parahita, Bagas Narendra; Siregar, Riadi Syafutra
Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v7i3.79978

Abstract

The generation of students born in the digital era (digital natives) possesses distinct characteristics that educators must consider. However, many teachers have yet to implement essential materials in their teaching practices that align with these characteristics. Therefore, teacher innovation is required to adapt and elaborate on essential materials to meet the needs of digital natives. This study aims to explore the implementation of essential sociology learning materials by teachers tailored to the characteristics of digital natives. The research employs a qualitative phenomenological approach. Data collection techniques include observation, interviews, and documentation. The study involves 14 teachers who have implemented the independent curriculum and integrated technology into the learning process, as well as 18 students actively engaged in technology-based learning from 9 high schools in the Surakarta residency. The findings reveal six characteristics of digital natives: digital proficiency, technological flexibility, experiential learning, visual orientation, social interaction, and multitasking. Teachers have made efforts to deliver essential sociology materials while considering these characteristics. However, several challenges remain, such as limited teacher proficiency in technology, lack of innovation in designing teaching media, and inadequate school facilities and infrastructure. This study contributes to helping educators adapt sociology teaching methods to the characteristics of digital natives. The findings indicate that while teachers have aligned sociology learning with the traits of digital natives, they face challenges related to infrastructure and innovation.
Co-Authors Apriliana , Imroatul Apriliana, Imroatul BAGAS NARENDRA PARAHITA Kristy, Grisyelda Tabitha Kusuma, Evita Rizki Nabida, Luxnaya Sayidina, Miastika Nur Siregar, Riadi Syafutra