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All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan JURNAL PENDIDIKAN TAMBUSAI
Asis, Rahmi Ramadhani Abdul
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Social Sciences

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Analisis Faktor Kurangnya Partisipasi Aktif Siswa terhadap Hasil Belajar PPKn di SMK Negeri 2 Kolaka Asis, Rahmi Ramadhani Abdul; Mardani, Intan; Awalia, Resky; Galang, Galang; Sopiandy, Dede
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.26716

Abstract

Penelitian ini bertujuan untuk menganalisis faktor-faktor yang menyebabkan rendahnya partisipasi aktif siswa dalam pembelajaran PPKn serta dampaknya terhadap hasil belajar di SMK Negeri 2 Kolaka. Menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus, data dikumpulkan melalui wawancara, observasi, dan dokumentasi terhadap siswa kelas XI Teknik Permesinan serta guru mata pelajaran PPKn. Hasil penelitian menunjukkan bahwa partisipasi siswa yang rendah disebabkan oleh berbagai faktor internal seperti rendahnya minat belajar, kurangnya konsentrasi, dan hambatan psikologis (malu, takut salah, rendah percaya diri), serta faktor eksternal seperti metode ceramah yang monoton, lingkungan kelas yang tidak mendukung, dan kurangnya fasilitas. Kondisi ini berdampak langsung pada pencapaian hasil belajar yang kurang optimal. Penelitian ini menegaskan pentingnya pendekatan pembelajaran yang kontekstual dan partisipatif, seperti model Problem Based Learning dan Student Teams Achievement Division. Kontribusi dari studi ini terletak pada fokusnya terhadap konteks pendidikan kejuruan di daerah, yang masih jarang dikaji,serta memberikan rekomendasi strategis untuk peningkatan kualitas pembelajaran PPKn di SMK.
Strategi Guru PPKn dalam Pembentukan Moral pada siswa di SMA Negeri 2 Kolaka Asis, Rahmi Ramadhani Abdul; Sopiandy, Dede; Hariyadi, Slamet
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 12 No 1 (2026): Maret
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v12i1.33036

Abstract

The decline in students moral quality, reflected in low discipline, responsibility, and social awareness, has become a serious challenge in education amid globalization and rapid digital development. This condition highlights the strategic role of teachers, particularly civics education (ppkn) teachers, in fostering students’ moral development in a contextual and sustainable manner. This study aims to analyze in depth the strategies employed by ppkn teachers in shaping students’ morality at SMA Negeri 2 Kolaka, as well as examining the support, constraints, and efforts of the school environment in this process. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving ppkn teachers, the principal, the vice principal for student affairs, and students. Data analysis was conducted interactively through data reduction, data display, and conclusion drawing. The findings reveal that the strategies used by ppkn teachers in moral formation are holistic, integrative, and contextual. Teachers implement contextual moral discussion-based learning combined with exemplary behavior in daily school life. This strategy encourages moral internalization through reflection, moral decision-making, and the habituation of positive behavior. Furthermore, the integration of local socio-cultural values and social interaction among students strengthens the moral formation process. The school environment supports moral development through value-based school culture, habituation programs, and a humanistic guidance system. Despite internal and external challenges, adaptive strategies implemented by teachers and the school contribute to positive changes in students’ moral behavior. This study emphasizes that effective moral education requires synergy between pedagogical strategies, teacher exemplarity, and institutional school support.
Co-Authors Awalia, Resky Galang, Galang Mardani, Intan Slamet Hariyadi Sopiandy, Dede