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All Journal Jurnal Pendidikan Sosiologi dan Humaniora Jurnal Geografi
Sari, Ifa Meilyana
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Humanities Earth & Planetary Sciences Education Environmental Science Social Sciences Other

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Increasing Interest in Learning Sociology Through Interactive Learning Media Kahoot! in Class XII Sociology 3 Fadhilah, Muhammad Arif; Imran, Imran; Partiwi, Sri Uji; Sari, Ifa Meilyana; Harjanti, Diah Trismi
Jurnal Pendidikan Sosiologi dan Humaniora Vol 16, No 1 (2025): April 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/j-psh.v16i1.89568

Abstract

This research was conducted with the aim of increasing students' interest in learning in sociology through the use of interactive learning media Kahoot! in class XII Sociology 3 SMA Negeri 8 Pontianak consisting of 37 students. The obstacles faced include a lack of interest in learning students and boredom in learning sociology. As a solution, the researcher chose to use the interactive media Kahoot! as an effort to increase students' interest in learning. The method used in this study is Classroom Action Research (PTK) which involves several stages, In cycle 1, the use of interactive media in learning was not yet complete, but when tested as an initial form, the results obtained were temporarily positive student responses marked by 42% of students participating in the learning process. So the researcher decided to continue the research to cycle 2. in cycles 2 and 3 each consists of 3 stages of research carried out by the researcher. Namely the planning stage which functions as steps as a procedural guide. Then the implementation stage which functions as the process of implementing interactive media in the form of Kahoot. The last stage is analysis and reflection as a process to review the effectiveness of learning using interactive kahoot! media in the learning system in class XII Sociology 3. Students have shown positive responses to the use of Kahoot! and find it interesting and fun. It can be concluded that the use of interactive learning media Kahoot! effective in increasing students' interest in learning in sociology. Based on the results of analysis and reflection in cycle 3 of the research, as many as 94% of students showed enthusiasm to participate in learning. This media is able to create a fun learning experience and reduce student boredom. It is recommended that sociology teachers consider using interactive media such as Kahoot! as an alternative strategy in increasing students' understanding and interest in learning in sociology subjects.
School-Based Disaster Resilience: A Mixed-Methods Study of Student Responses to Wildfire Hazards Maruddani, Rizki Feroza; Maryani, Enok; Astari, Annisa Joviani; Sari, Ifa Meilyana
JURNAL GEOGRAFI Vol. 17 No. 2 (2025): JURNAL GEOGRAFI
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jg.v17i2.67890

Abstract

Wildfires in peatland areas have disrupted not only ecological systems but also educational continuity in Indonesia, particularly for students living in high-risk zones. This study aims to measure the resilience of senior high school students in Muaro Jambi Regency and explore the role of schools in supporting disaster preparedness and psychosocial well-being. Using a mixed-methods approach, the research integrates quantitative data from 343 students across three wildfire risk zones: high, medium, and low, with qualitative insights from semi-structured interviews with principals of three public senior high schools representing each zone. Resilience was assessed using the Disaster Resilience Scale for Individuals (DRSi), covering six dimensions: knowledge and skills, adaptive capacity, psychological endurance, social connectivity, physical health, and financial capability. Descriptive analysis showed slightly higher resilience scores in high-risk zones, but ANOVA results indicated no statistically significant differences across zones. The qualitative analysis used six thematic indicators: curriculum integration, supporting facilities, teacher roles, external collaboration, social support, and post-disaster recovery. Schools in high-risk zones demonstrated more proactive strategies, including disaster-themed projects, stakeholder coordination, and flexible learning during haze events. The study contributes to the field of education by affirming the relevance of whole-school approaches in disaster risk reduction and highlighting the need for localized, inclusive, and psychosocially responsive educational practices in wildfire-prone regions.
Co-Authors ANNISA JOVIANI ASTARI Diah Trismi Harjanti Enok Maryani Fadhilah, Muhammad Arif Imran Imran Maruddani, Rizki Feroza Partiwi, Sri Uji