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All Journal Jurnal Ilmiah Profesi Pendidikan Edu Sociata : Jurnal Pendidikan Sosiologi Journal of Pedagogi
Lirhan, Lirhan
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Religion Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Pengaruh Lingkungan Sekolah Terhadap Pembentukan Karakter Siswa Pada Mata Pelajaran IPS Kelas V SD Negeri Daya 1 Makassar Lirhan, Lirhan; Hamka, Nurwafiat
EDU SOCIATA ( JURNAL PENDIDIKAN SOSIOLOGI ) Vol 6 No 2 (2023): Edu Sociata : Jurnal Pendidikan Sosiologi
Publisher : EDU SOCIATA ( JURNAL PENDIDIKAN SOSIOLOGI )

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/es.v6i2.1856

Abstract

The main objective of this research is to determine the influence of the school environment on the formation of student character in the social studies subject class V at SD Negeri Daya 1 Makassar. This type of research is correlational research which is used to determine the relationship and level of relationship between two. The population of this study was all students at SD Negeri Daya 1 Makassar, totalling 162 people. Meanwhile, the research sample was 25 class V students at SD Negeri Daya 1 Makassar. Data collection was carried out by distributing questionnaires and documentation. The data collected in the research was analyzed using inferential statistical techniques. Based on the results of the data analysis, it can be seen that the results of the school environment questionnaire were 1520 and the results of the character formation questionnaire were 1421. The results of the correlation data with 25 students had a correlation of 0.397 from the t table of 0.396. Thus, t count > t table, at a correlation coefficient level that is between 0.20-0.39, is considered a low level. This shows that the data analysis value is higher than the r table value, so the research hypothesis is accepted. Based on the research results, is the influence of the school environment on the formation of student character in social studies subjects for class V at SD Negeri Daya 1 Makassar.
Pengaruh Model Think Pair and Share (TPS) Berbantuan LKPD dilengkapi Mind Map Terhadap Kompetensi Belajar Siswa Imron, Muhamad; Yarmalinda, Dwi; Lirhan, Lirhan
EDU SOCIATA ( JURNAL PENDIDIKAN SOSIOLOGI ) Vol 6 No 2 (2023): Edu Sociata : Jurnal Pendidikan Sosiologi
Publisher : EDU SOCIATA ( JURNAL PENDIDIKAN SOSIOLOGI )

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/es.v6i2.1942

Abstract

The purpose of this study is to determine the effect of cooperative learning model type of LKPD-assisted Think Pair and Share (TPS)equipped with Mind Map to learners' learning competencies. This research is a quasi experimental research. The population of this study were students of grade X SMAN 2 Siak upstream registered in the academic year 2023/2024. Sampling was done by using Simple Random Sampling technique and obtained class X2 as experiment class and class X1 as control class. instruments used in the form of objective tests and observation sheets. data analysis techniques to test the hypothesis are t-test, two-way anova test and Mann Whitney U test. Based on the results of data analysis and discussion, obtained some conclusions, namely: learning competencies cognitive, affective, and psychomotor learners who follow cooperative learning model type LKPD-assisted Think Pair and Share (TPS)equipped with Mind Map is better than learners who follow the learning conventional. The average value of initial ability of experimental class students 63,14 with high category while control class 60,23 with low category. The average value of Competence in the Cognitive Area of the experimental class was 82.54 with a total of 25 and 5 unfinished participants while the control class with an average score of 62.17 the number of students who completed 5 people and the unfinished 25 people. The average score of Competence The affective class of experimental class is 89.10 with good category while the control class with the average value is 63,80 with the less category. The average value of Competence in the Aspects of Psychomotor in experimental class is 89.50 with good category while control class is 64,81 with less category. There is an interaction between the learning model with the initial ability of learners in influencing the learning competence of the cognitive domain of the learners.
Upaya Meningkatkan Hasil Belajar Menulis Karangan Dengan Model Pembelajaran Picture and Picture Pada Siswa Kelas V SD Sion Mantembu, Distrik Anotaurei, Kota Serui Lirhan, Lirhan; Nurhartina, Andi; Sahara, Desy Putri; Katulung, Marlin; Maria, Anni; Mamori, Selviana; Uyai, Ayub Benyamin
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.2483

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterampilan menulis karangan siswa kelas V di SD YPK Sion Mantembu. Observasi awal menunjukkan bahwa proses pembelajaran masih bersifat monoton, kurangnya penggunaan media inovatif, serta rendahnya motivasi siswa yang berdampak pada nilai rata-rata kelas (63,5) yang masih di bawah Kriteria Ketuntasan Minimal (KKM 75). Tujuan penelitian ini adalah untuk mengetahui kemampuan siswa dalam menulis karangan berdasarkan pengalaman mereka sebelum dan sesudah menggunakan media gambar melalui model pembelajaran Picture and Picture. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan tujuan meningkatkan kemampuan menulis siswa. Sedangkan sampel penelitian adalah 25 siswa. Pengumpulan data dilakukan dengan mengadakan siklus I dan siklus II dengan menggunakan Teknik tes: Data mengenai ketuntasan belajar menulis karangan siswa diperoleh melalui tes hasil belajar karangan yang dilakukan pada setiap siklus. Berdasarkan data evaluasi yang diperoleh pada akhir siklus II, sama seperti pada siklus I, penilaian dilakukan melalui tugas atau tes hasil belajar secara individu pada siswa kelas V SD YPK Sion Mantembu. Hasil tes pada siklus II menunjukkan bahwa dari 25 siswa yang menjadi subjek penelitian, 23 siswa telah mencapai standar KKM sebesar 80%. Angka ini menunjukkan peningkatan yang signifikan dibandingkan dengan hasil tes pada siklus I.
Literacy Development in Serui, Papua: Challenges, Educational Practices, and Community-Based Strategies in Remote Primary Education Sinaga, Yenniwati; Lirhan, Lirhan; Susanti F, Susanti F; Bondi, Rafli
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/6551kq05

Abstract

This study aims to examine literacy development in remote primary schools in Serui, Papua, by analyzing the interaction between structural constraints, pedagogical practices, and community engagement. Unlike previous studies that tend to isolate these factors, this research positions literacy as both a cognitive skill and a sociocultural practice, highlighting the need for an integrated analytical framework in multilingual and geographically isolated contexts. This study employed a convergent mixed-method multiple-case study design, in which qualitative and quantitative data were collected concurrently and integrated during analysis. The study involved six primary schools, 12 teachers, 6 principals, 48 students, and 24 parents selected through purposive sampling based on their active involvement in literacy practices. Data were obtained through classroom observations, semi-structured interviews, document analysis, and Oral Reading Fluency (ORF) assessments. Qualitative data were analyzed thematically, while quantitative data were analyzed descriptively, followed by data triangulation to ensure validity. The findings indicate that literacy outcomes are shaped by the interplay of structural limitations, multilingual instructional challenges, and community participation. Schools implementing culturally responsive pedagogy and community-based literacy programs showed higher reading performance (mean 66 WPM vs. 57 WPM). The integration of mother-tongue scaffolding and local storytelling significantly enhanced student engagement and comprehension. Based on these findings, this study proposes the Community-Integrated Literacy Framework (CILF) as a context-sensitive model for improving literacy in remote and multilingual settings.
Co-Authors Bondi, Rafli Hamka, Nurwafiat Imron, Muhamad Katulung, Marlin Mamori, Selviana Maria, Anni Nurhartina, Andi Sahara, Desy Putri Sinaga, Yenniwati Susanti F, Susanti F Uyai, Ayub Benyamin Yarmalinda, Dwi