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All Journal Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Jurnal Pustaka Indonesia
Erianjoni
Universitas Negeri Padang, Indonesia
Education Languange, Linguistic, Communication & Media Other

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Enhancing Students’ Collaborative Skills through Padlet-Assisted Open-Ended Problem-Based Learning in Sociology Classrooms Widya Trisna; Erianjoni; Syafri Anwar; Eka Asih Febriani
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2360

Abstract

This study addressed the limited collaboration skills observed among Grade XI students in Sociology learning at SMAN 1 Batipuh, as reflected in passive participation, unequal task distribution, limited interpersonal communication, and insufficient responsibility during group activities. The study aimed to examine how Problem-Based Learning (PBL), integrated with Open-Ended Collaboration and supported by Padlet, facilitated the progressive improvement of students’ collaboration skills. A Classroom Action Research design was employed through two cycles, with each cycle comprising planning, action, observation, and reflection stages. Data were collected using structured classroom observations, collaboration skill assessments, semi-structured interviews, field notes, documentation, and students’ digital interaction records on Padlet. The collaboration assessment was adapted from Crebert’s teamwork framework and focused on group collaboration, contribution toward shared goals, responsibility and interdependence, and interpersonal communication. Qualitative data were analysed through data reduction, data display, thematic interpretation, and conclusion drawing, while quantitative data were examined using mean scores and percentage-based performance categories. The findings indicated progressive improvements in students’ active participation, equitable contribution to group tasks, responsibility for assigned roles, confidence in expressing ideas, peer feedback, and collaborative problem-solving across the research cycles. Padlet supported continuous interaction, documentation, idea sharing, and reflective feedback throughout the learning process. The findings suggest that the pedagogical integration of authentic social problems, multiple solution pathways, structured collaboration, teacher scaffolding, and digital mediation can create a more participatory and accountable Sociology learning environment. This integrated instructional approach therefore offers a contextually relevant strategy for strengthening collaboration skills as an essential component of twenty-first-century education.
Social Exchange Among Effeminate Male Students in Senior High Schools in Padang City Angga Dayu Satria; Erianjoni; Delmira Syafrini; Fatmariza
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2382

Abstract

This study examines the dynamics of social exchange among male students with feminine gender expression in senior high schools in Padang City, West Sumatra, within a socio-cultural context strongly influenced by Minangkabau values. In this study, the term male students with feminine gender expression refers to participants who identify themselves as male while expressing behaviors, communication styles, or aesthetic preferences commonly associated with femininity. The study focuses on gender expression rather than gender identity or sexual orientation, recognizing these as distinct concepts. Grounded in Social Exchange Theory, this research aims to analyze the forms, influencing factors, and impacts of social exchange within school environments. A descriptive qualitative approach was employed, with data collected through in-depth interviews, participant observation, and documentation across five selected schools. Informants included male students with feminine gender expression, peers, and teachers selected through purposive and snowball sampling. Data were analyzed using the Miles and Huberman interactive model. The findings reveal three forms of social exchange: symbolic, emotional, and instrumental. Symbolic exchange involves communication styles, identity recognition, and expressive language; emotional exchange includes empathy, trust, and peer support; while instrumental exchange is reflected in the use of skills and talents to gain acceptance and social recognition. Internal factors, including self-concept, confidence, competencies, and impression management, together with external factors such as peer acceptance, school climate, cultural norms, and social media influence, shape these interactions. The findings indicate that participants actively negotiate their gender expression and build reciprocal social relationships, contributing to their academic engagement, psychological well-being, and social integration within the school community.
Social Cohesion Through Cross Cultural Social Interaction in a Multiethnic School: A Study at SMA Negeri 2 Minas, Riau Rizki Hardi Nata; Wirdanengsih; Erianjoni; Delmira Syafrini; Rosmadi Bin Fauzi
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 6 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v6i1.2594

Abstract

This study examines cross cultural interaction and social cohesion in a multicultural school environment at SMA Negeri 2 Minas, Riau. Cultural diversity in Indonesian schools continues to grow, bringing students from different ethnic backgrounds into shared social spaces. Differences in language, communication styles, and cultural values influence interaction patterns and shape the quality of social relationships among students. The study aims to analyze the dynamics of cross cultural interaction, to explore students’ lived experiences, and to examine the formation of social cohesion in a multietnic school setting. A qualitative approach with a phenomenological design was employed. Data were collected through in depth interviews, observations, and documentation involving students and teachers. Data analysis included data reduction, categorization, and interpretation to identify patterns and meanings. The findings indicate that cross cultural interaction occurs in both formal and informal activities. Students experience acceptance and comfort, as well as challenges such as miscommunication, stereotypes, and group based interaction. Social cohesion develops through shared activities, common interests, and the role of teachers in facilitating interaction, although it is not evenly distributed across all groups. In conclusion, cross cultural interaction shapes students’ social experiences and contributes to the gradual formation of social cohesion through ongoing interaction and adaptation in a multicultural school environment.
Co-Authors Angga Dayu Satria Delmira Syafrini Eka Asih Febriani Fatmariza Rizki Hardi Nata Rosmadi Bin Fauzi Syafri Anwar Widya Trisna Wirdanengsih