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All Journal Harmoni Sosial: Jurnal Pendidikan IPS Jurnal Pendidikan Ilmu Sosial Pendidikan Kewarganegaraan Al Ishlah Jurnal Pendidikan JPK (Jurnal Pancasila dan Kewarganegaraan) Jurnal Dimensi Pendidikan dan Pembelajaran Citizenship Jurnal Pancasila dan Kewarganegaraan EDUPEDIA Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat PKn Progresif : Jurnal Pemikiran dan Penelitian Kewarganegaraan Jurnal Pendidikan PKn J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Integralistik Gawi: Journal of Action Research
S. Sutrisno
Prodi PPKn, FKIP Universitas Muhammadiyah Ponorogo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Fostering Civic Knowledge in Students with Special Needs: Approaches and Strategies for Inclusive Education Diana Puspitaningrum; Sutrisno Sutrisno; Sunarto Sutrisno; Afiah Nur Fadilah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6196

Abstract

While the education system traditionally prioritizes Civic Knowledge for all students, it often overlooks the specific needs of students with special needs. Ensuring that these students acquire adequate Civic Knowledge is crucial for their development as responsible citizens. This qualitative research adopts a case study approach at the Jenangan Ponorogo State Special Needs School. Purposive sampling was used to select the principal and the teacher responsible for Pancasila education as key informants. Data were collected through interviews, observations, and documentation to capture in-depth insights. The study identifies three main approaches to implementing Civic Knowledge for students with special needs: (1) a harmony-based approach, emphasizing mutual respect and collaboration; (2) a discipline-based approach, focusing on structured behavior and consistency; and (3) an Indonesian-based approach, incorporating national values and cultural identity. Additionally, four key strategies were found to be effective: (1) habituation of worship, fostering spiritual growth; (2) cultivation of philanthropic values, encouraging empathy and social responsibility; (3) democratic practice, promoting active participation; and (4) promotion of good citizenship, reinforcing civic duties. The integration of these three approaches and four strategies offers a comprehensive framework to enhance Civic Knowledge among students with special needs. Tailoring Civic Education in this manner not only supports their civic competence but also promotes inclusivity and active citizenship. These findings contribute valuable insights for educators and policymakers aiming to develop effective Civic Knowledge programs for special needs education.
Evaluating the Effectiveness of the GenBI Work Program in Developing Leadership Skills in Young Leaders Noor Diana Anindya A.R; Sutrisno Sutrisno; Sunarto Sunarto
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.5866

Abstract

Despite active participation in organizations, many young individuals lack strong leadership and collaborative skills. The GenBI Community (Generasi Baru Indonesia) serves as a platform to cultivate leadership qualities through structured work programs. This study evaluates the effectiveness of GenBI’s work programs in shaping leadership attributes among the younger generation. A quantitative approach was employed with data collected from 100 respondents across three case study locations: Muhammadiyah Ponorogo University Commissariat, IAIN Ponorogo, and UNIDA Gontor. A structured questionnaire was used to assess leadership indicators, including fairness, instructional ability, discipline, and responsibility. Data analysis was conducted using Welch’s ANOVA to determine the significance of the program's impact. The findings indicate that GenBI’s work programs effectively foster leadership qualities among participants. Key indicators such as fairness, the ability to give instructions, discipline, and responsibility were prominently developed. Welch’s ANOVA results (significance = 0.107) support the conclusion that leadership skills are positively influenced by participation in these programs. The study highlights the impact of GenBI’s main work programs, particularly GEBETAN (GenBI Independent Food Commodity) and Dedication to the Country, in strengthening leadership capabilities. The program employs innovative strategies that inspire and empower youth to assume leadership roles. GenBI's structured programs play a significant role in shaping leadership among young individuals. The effective strategies developed can be adapted to other organizations and communities, fostering broader leadership development across diverse environments.
Social Media as a Learning Tool: Its Influence on the Critical Thinking of Slow Learner Students in Civics Education Marsanda Puspitaningtias; Ambiro Puji Asmaroini; Sutrisno Sutrisno
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8532

Abstract

In the digital era, social media is increasingly integrated into educational practices. However, its potential remains underutilized for students with special educational needs, particularly slow learners. This study investigates the impact of social media use on the critical thinking skills of slow learners within civic education instruction. A quantitative approach with a cross-sectional survey design was adopted. The sample comprised 55 slow learner students—30 from Junior High School 3 Ponorogo and 25 from Junior High School Muhammadiyah 2 Ponorogo. Data were collected using a validated and reliable questionnaire and analyzed through simple linear regression. The analysis revealed that social media use accounted for 22% of the variance in students’ critical thinking skills (R² = 0.22). The effect size, calculated using Cohen’s f², was 0.282, indicating a moderate effect. Key improvements were noted in students’ abilities to analyze, evaluate, and draw conclusions when social media was integrated into learning with teacher support. These findings suggest that purposeful and guided use of social media can significantly enhance critical thinking in slow learner students. The study highlights the importance of adaptive instructional design and teacher facilitation in maximizing the educational benefits of digital platforms. To foster inclusive and effective learning, educators should incorporate teacher-mediated social media strategies tailored to the needs of slow learners, particularly in civic education contexts.
Pelatihan Alat Peraga Edukatif Berbasis Alam sebagai Penguatan Nilai Karakter Lingkungan bagi Guru MGMP PPKn MTs di Ponorogo Hadi Cahyono; Sutrisno Sutrisno; Ambiro Puji Asmaroini
Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Vol. 6 No. 2 (2025): Volume 6, No 2, Juni 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/atjpm.v6i2.5694

Abstract

Masalah yang dihadapi mitra yaitu MGMP PPKn MTs di Ponorogo ialah guru mengalami kesulitan dalam membuat dan berinovasi alat peraga edukatif dalam proses pembelajaran sehingga siswa menjadi kurang bersemangat di kelas. Masalah kedua belum banyaknya kesempatan pelatihan pengembangan alat peraga edukatif bagi guru karena dampak Pandemi Covid-19 yang melanda sehingga kompetensi guru dalam menciptakan alat peraga yang inovatif belum bisa terealisasi dengan baik. Berdasarkan permasalahan tersebut, kami menawarkan solusi yaitu akan mengadakan pelatihan pengembangan alat peraga edukatif berbasis alam untuk menambah referensi guru dan mengembangkan pembelajaran di madrasah. Kegiatan tersebut bertujuan menambah pengetahuan dan motivasi guru dalam pengembangan alat peraga pembelajaran yang inovatif serta menambah motivasi belajar siswa di kelas. Pengabdian kepada masyarakat yang dilaksanakan di MGMP PPKn MTs Kabupaten Ponorogoberjalan dengan lancar. Kegiatan dilaksanakan selama 2 kali pertemuan. Pertemuan pertama dilaksanakan pada 9 Juni 2022 dengan membuat Alat Permainan Edukatif berupa Ular Tangga. Kemudian pertemuan kedua dilaksanakan pada 16 Juni 2022 dengan membuat Alat Permainan Edukatif Kuis Lingkaran Persatuan. Alat permainan edukatif tersebut bisa digunakan dalam kegiatan pembelajaran.
Pengaruh Model Pembelajaran Proyek Warga Global Terhadap Civic Virtue Peserta Didik Sutrisno Sutrisno; Ambiro Puji Asmaroini; Sunarto; Della Futvy Sekarningrum
Integralistik Vol. 37 No. 1 (2026): Januari :2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/integralistik.v37i1.419

Abstract

This study aims to systematically measure and analyze the effect of implementing the global citizen project model on the development of Civic Virtue attitudes in students. using a quantitative approach of associative pre-experimental designs with the One-Group Pretest-Posttest Design research method carried out on one experimental group without a control group. data collection with pre-test and post-test, questionnaires, and documentation. Using parried sample T test analysis, simple linear regression and coefficient of determination, with a sample of 32 respondents in the experimental class. The results of the study showed that the global citizen project learning model had a positive and significant effect on the Civic Virtue of students at SMAN 1 Babadan. The ability of the global citizen project (X) in explaining the Civic Virtue value (Y) was 76.7% and the remaining 23.3% was explained by the influence of other variables not studied by the researcher. The implications of the results of this study indicate that learning using a systematic model will affect the characteristics of students, so this needs to be considered by teachers when implementing learning in the classroom so that learning objectives are achieved by paying attention to the influence on student characteristics.
Building Teacher Literacy Culture in Vocational Schools: a Case Study of the SAKA Guru Program at The Vocational High School Level Weny Fibrianti; Alip Sugianto; Sutrisno Sutrisno
Gawi: Journal of Action Research Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i1.315

Abstract

Despite the extensive proliferation of the School Literacy Movement, current operational paradigms remain predominantly student-oriented, thereby failing to substantively position teachers as primary agents of literacy production, particularly within the purview of vocational education. This study aims to describe the implementation, the supporting and inhibiting factors, and the impact of the SAKA Guru Program (One Teacher One Literary Work) in holistically building teacher literacy culture at SMK Negeri 1 Ponorogo. Adopting a qualitative approach with a case study design, empirical data were harvested via semi-structured interviews, participant observation, and documentary analysis utilizing six key informants. The data were analyzed using Braun and Clarke's thematic analysis through six stages: data familiarization, generating initial codes, searching for themes, reviewing themes, defining themes, and producing the research report; their validity was strengthened through source triangulation, method triangulation, and member checking. The empirical findings delineate three primary insights. First, the program's implementation produced a work-production-based teacher literacy model that positions teachers as the principal actors in the transformation of vocational literacy culture. Second, the program's success and sustainability were determined by the balance between systemic supporting factors (leadership support, facilities, training, a sharing culture, and appreciation) and inhibiting factors rooted in individuals and time constraints. Third, the program's impact emerged through a cycle of participation, work production, strengthening of professional identity, and replication of literacy culture, thereby encouraging the creation of literary works, reinforcing reading and writing habits, and cultivating a literacy culture among teachers. This study advances the theoretical paradigms of literacy as a social practice and the School Literacy Movement by translating these concepts into the realm of vocational teachers, while concurrently offering a holistic, teacher-centered literacy implementation model with teachers as producers of works that can be effectively replicated within analogous vocational contexts.
PENGARUH PEMBELAJARAN KEWARGANEGARAAN TERHADAP PARTISIPASI SOSIAL SISWA BERKEBUTUHAN KHUSUS Diana Puspitaningrum; Sutrisno Sutrisno; Sunarto Sunarto
PKn Progresif : Jurnal Pemikiran dan Penelitian Kewarganegaraan Vol 19, No 1 (2024): Jurnal PKn Progresif Volume 19 Nomor 1 Juni 2024
Publisher : Program Studi Pendidikan Pancasila dan Kewarganegaraan FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/pknp.v19i1.89218

Abstract

Tujuan utama penelitian ini adalah untuk memahami sejauh mana pembelajaran kewarganegaraan dapat mempengaruhi tingkat partisipasi sosial siswa dengan kebutuhan khusus di lingkungan sekolah. Metode penelitian yang digunakan adalah studi literatur dan analisis konten terhadap kajian-kajian yang relevan dengan tema kewarganegaraan, pendidikan inklusif, dan partisipasi sosial.Hasil penelitian menunjukkan bahwa pembelajaran kewarganegaraan yang disesuaikan dengan kebutuhan siswa berkebutuhan khusus berpotensi signifikan dalam meningkatkan partisipasi sosial mereka. Faktor-faktor seperti desain kurikulum yang inklusif, strategi pengajaran yang disesuaikan, serta dukungan yang diberikan oleh guru dan lingkungan sekolah memiliki peran penting dalam memfasilitasi pengalaman pembelajaran yang efektif bagi siswa ini. Penekanan pada pengembangan keterampilan sosial, pemahaman terhadap hak dan kewajiban sebagai warga negara, serta pengalaman praktik langsung dalam konteks sosial turut berkontribusi dalam meningkatkan partisipasi sosial siswa berkebutuhan khusus.Kesimpulan dari penelitian ini menunjukkan bahwa pendekatan pendidikan kewarganegaraan yang mempertimbangkan kebutuhan khusus siswa dapat membentuk landasan yang kuat untuk meningkatkan partisipasi sosial mereka. Implikasi dari temuan ini adalah pentingnya pengembangan strategi pembelajaran yang inklusif dan mendukung bagi siswa berkebutuhan khusus, serta perluasan pemahaman terhadap bagaimana pendidikan kewarganegaraan dapat menjadi alat untuk mempromosikan integrasi sosial yang lebih baik di masyarakat.Penelitian ini memberikan kontribusi untuk peningkatan praktik pendidikan inklusif dan pengembangan kurikulum yang sensitif terhadap kebutuhan khusus siswa. Dengan demikian, pemahaman yang lebih baik tentang pengaruh pembelajaran kewarganegaraan terhadap partisipasi sosial siswa berkebutuhan khusus dapat membuka jalan bagi perbaikan pendidikan yang lebih inklusif dan berkesinambungan di masa depan.
Co-Authors - Sapriya Afiah Nur Fadilah Alda Dea Franciska Alip Sugianto Ambiro Puji Asmaroini Beti Andriani Della Futvy Sekarningrum Diana Puspitaningrum Hadi Cahyono Hadi Cahyono Kokom Komalasari Marsanda Puspitaningtias Mukhamad Murdiono Noor Diana Anindya A.R Prihma Sinta Utami Rahmad Rahmad Rahmat Rahmat Sunarto Sunarto Sunarto Sunarto Sutrisno Weny Fibrianti