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Proceedings Series on Social Sciences & Humanities
Published by Universitas Muhammadiyah Purwokerto
ISSN : -     EISSN : 2808103X     DOI : https://doi.org/10.30595/pssh.v2i.92
Core Subject : Social,
Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences
The Proceedings Series on Social Sciences & Humanities aims to publish proceedings from conferences on the scope: 1. Business, Management & Accounting 2. Social Sciences (General)
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 1,156 Documents
 89   90   91   92   93 
An Analysis of Code-Mixing in Presentations by English Department Students of Universitas Kuningan Nabila, Salsa; Syarafina, Zatalini Nadhilah; Ardianti, Vania Putri; Darsih, Endang
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1645

Abstract

Code-mixing or language mixing is often found in bilingual contexts, especially in academic activities such as student presentations. This research is motivated by the use of code-mixing by sixth-semester students of the English Education Study Program of Universitas Kuningan in the presentation of Sociolinguistics in the ELT course. The purpose of this study is to identify the factors that encourage the use of code-mixing, analyze the pattern of code-mixing used, and evaluate its impact on the clarity of the message in the presentation. The method used was descriptive qualitative, with data collection techniques through observation, presentation transcripts, and interviews. The results showed that there were three types of code-mixing used, namely: inner code-mixing at 3.5% (3 utterances), outer code-mixing at 39.5% (34 utterances), and hybrid code-mixing as the most dominant at 57% (49 utterances) of the total 86 utterances analyzed. The five main factors driving the use of code-mixing are audience understanding, spontaneity of speaking, emphasizing important points, self-confidence, and limited vocabulary.
The Correlation Between Parents Educational Background on Student Mindset in Learning English of 10th Grade Students in SMK Ma’arif 9 Kebumen Rohmawati, Nuzulia; Nabila, Zulfa
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1646

Abstract

This research explore the correlation between parents' educational background and students' mindsets in learning English among tenth-grade students at SMK Ma'arif 9 Kebumen during the academic year 2024/2025. Utilizing Carol Dweck's theory of mindset, the study distinguishes between fixed and growth mindsets, emphasizing how these perspectives influence students' learning approaches and challenges faced in academic settings. A mixed-method approach was employed, with a sample size of 63 students selected through a random sampling technique, representing 20% of the total population. Data was collected using a Likert-type scale questionnaire designed to assess both parents' educational levels and students' mindsets, which were subsequently analyzed using Pearson's correlation coefficient. The findings revealed that the average educational background of parents fell into the low category. It can be seen from the average value of parents education level background was 29,03; it is on the interval 21 – 40. While students' mindsets were classified as having a moderate growth mindset. It can be seen from the average value of students mindset was 117,16 it is on the interval 90 – 119. However, the correlation analysis indicated no significant correlation between parents' educational background and students' mindsets in learning English. This is evidenced by the value of correlation coefficient= -0,080 , it meant very low or no significant.
The Correlation Between English Club Participation and Student English Learning Achievement at MAN 2 Kebumen Makhasina, Ibtida Atul; Heriyanto, Dwi
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1647

Abstract

This study analyses the correlation between participation in English Club participation and student English learning achievement at MAN 2 Kebumen. This study aims to determine the relationship between student participation in extracurricular English Club and student learning achievement. This research is a quantitative research with correlation method. The population of this study was grade XI students of MAN 2 Kebumen with a sample of grade XI selected using purposive sampling technique for sample selection because the target sample taken was students who participated in the English Club. The research data were selected by using two instruments; questionnaire and documentation data. The researcher used a closed questionnaire with the respondent choosing the answer 'yes or no' with the documents used being student learning outcomes. The questionnaire was distributed to students who are members of the English Club. Then the results were analyzed by calculation using the Spearman correlation analysis method using SPSS software with a significance level, the author obtained a significant correlation of 0.008. The result is 0.008 < 0.05. Since 0.008 is smaller than 0.005 (0.008 < 0.05), this means that there is a relationship between student participation in tutoring and the variable of student English learning achievement. Furthermore, from the data analysis, a spearman correlation of 0.621 was found, which means that the correlation is strong according to the correlation interpretation table. Based on the research results, the null hypothesis is rejected. The analysis showed a significant positive correlation between students' involvement in English Club and their English learning achievement. This finding indicates that involvement in language-based extracurricular activities can support students' academic achievement in English learning.
Pelatihan Guru dan Pengembangan Profesional di Lembaga Pendidikan Abdillah, Alip Fikri; Khoirurrozikin, Khoirurrozikin; Fatchurrizqi, Muhammad
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1648

Abstract

Berkembangnya teknologi yang kini semakin pesat menjadi tantangan sekaligus problematika di kalangan guru pada lembaga pendidikan. Di tengah arus digitalisasi, masih banyak guru yang belum siap beradaptasi secara optimal, terutama karena kurangnya pelatihan yang memadai terkait teknologi pembelajaran yang semakin canggih. Salah satu kendala utama yang dihadapi adalah minimnya pelatihan berkelanjutan yang relevan dengan perkembangan teknologi pendidikan. Penelitian ini bertujuan untuk menganalisis efektivitas pelatihan dan kontribusinya terhadap pengembangan profesional guru di suatu lembaga pendidikan. Metode yang digunakan dalam penelitian ini adalah kajian literatur sistematis dengan menelusuri dan menganalisis berbagai artikel ilmiah yang membahas efektivitas pelatihan terhadap peningkatan profesionalisme dan kinerja guru. Hasil penelitian menunjukkan bahwa pelatihan yang berkualitas, terstruktur, dan berkelanjutan mampu meningkatkan kompetensi pedagogik guru secara signifikan. Guru yang mengikuti pelatihan secara konsisten mengalami peningkatan dalam hal perencanaan pembelajaran, penguasaan materi ajar, serta kemampuan memanfaatkan teknologi dalam proses belajar mengajar. Selain itu, pelatihan yang bersifat praktis, melibatkan praktik langsung di kelas, serta pendampingan oleh supervisor terbukti efektif dalam meningkatkan kepercayaan diri dan inovasi dalam pengajaran. Efektivitas pelatihan ini juga sangat dipengaruhi oleh beberapa faktor, seperti dukungan manajerial dari pihak sekolah, ketersediaan anggaran, dan motivasi intrinsik dari guru itu sendiri. Berdasarkan temuan tersebut, lembaga pendidikan perlu merancang program pelatihan yang tidak hanya bersifat formal, tetapi juga kontekstual dan aplikatif sesuai dengan kebutuhan nyata guru di lapangan. Pengembangan profesional guru harus menjadi bagian dari kebijakan strategis pendidikan. Program pelatihan ini direkomendasikan untuk dirancang secara berkelanjutan agar tetap relevan dan berdampak positif dalam jangka panjang terhadap peningkatan mutu pendidikan.
Moderasi Beragama sebagai Agenda Pendidikan Nasional Lestiani, Devi; Rahma, Mona Asiva; Anjani, Sely Nur
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1649

Abstract

Pendidikan Agama Islam memainkan peranan penting dalam membentuk perilaku dan sikap yang moderat melalui ajaran mengenai toleransi, penghargaan terhadap multikulturalisme, serta pengakuan atas berbagai pemahaman keagamaan. Mainsteaming moderasi beragama dalam Pendidikan Agama Islam dapat dilakukan melalui beberapa strategi, yaitu penguatan paradigma moderasi, kurikulum, dan pembelajaran. Ketiga Stategi ini berkaitan satu sama lain dalam pengembangan kebijakan penerapan penguatan Moderasi dalam konteks Pendidikan Agama Islam. Dalam perwujudan moderasi ini dipandang penting mengarah pada Mainstreaming pembentukan sikap dan perilaku moderat yang didukung oleh pemahaman keagamaan yang moderat. Namun, meningkatnya konflik sosial akibat perbedaan agama dan kepercayaan menggarisbawahi kebutuhan akan penguatan moderasi beragama dalam sektor pendidikan. Tujuan dari penelitian ini untuk menganalisis kebijakan moderasi beragama yang diterapkan oleh Kementerian Agama Republik Indonesia, khususnya di bidang pendidikan. Metode yang dipakai dalam studi ini adalah tinjauan pustaka yang mencakup berbagai kebijakan serta pelaksanaanya. Temuan penelitian menunjukkan bahwa moderasi beragama telah menjadi inisiatif strategis sejak tahun 2016 untuk menanggulangi intoleransi, fanatisme, dan ekstremisme. Langkah ini dilaksanakan melalui penguatan paradigma moderasi, perancangan kurikulum, dan pengembangan metode pembelajaran dalam Pendidikan Agama Islam yang mengedepankan nilai – nilai moderat. Disamping itu, moderasi beragama juga diterapkan dalam kegiatan ekstrakurikuler keagamaan sebagai platform untuk membangun karakter siswa. Ditengah keragaman suku, budaya, dan agama di Indonesia, pendidikan yang mengedepankan moderasi beragama menjadi solusi penting untuk meningkatkan keharmonisan sosial. Oleh karena itu, pemerintah harus terus memfasilitasi penerapan moderasi beragama dalam pendidikan. Para pendidik juga perlu diperlengapi dengan pengetahhuan menyeluruh agar dapat menyampaikan nilai – nilai moderasi secara efisien kepada para siswa.
Curriculum Implementation and Innovation in Learning Muntoha, Ali; Maolana, Firda Nur Alif
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1650

Abstract

In the face of rapidly changing educational demands, the focus on curriculum implementation and learning innovation has become crucial for schools globally. Conventional curriculum frameworks are no longer adequate to meet the diverse challenges learners face today. Consequently, educators are embracing innovative methods such as competency-based learning, interdisciplinary approaches, and the use of technology including blended learning, gamification, and virtual classrooms to boost student engagement and improve learning outcomes. These innovations create more adaptable, inclusive, and learner-centered environments, helping students develop essential 21st-century skills like digital literacy, critical thinking, and teamwork. Despite these advantages, obstacles remain, such as unequal access to technology, teacher preparedness, and the necessity for continuous professional development. Nonetheless, effective curriculum implementation combined with innovative learning strategies shows strong potential to enhance education quality and prepare students for the demands of the modern digital world.
Theachers' Roles and Pedagogical Strategies in the Integration of 21st Century Skills in Educational Institutions Musafah, Aziz; Mubarok, Khotimul; ‘Adani, M. Zaki
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1651

Abstract

Global transformation and rapid technological advancement have compelled the world of education to adapt to the demands of 21st-century skills. In this context, teachers play a crucial role as learning facilitators who must be able to implement strategies that are relevant to both current and future needs. The objective of this study is to systematically examine the role of teachers and instructional strategies in supporting the implementation of 21st-century skills in educational institutions. This research adopts a systematic literature review method by analyzing several scholarly articles to obtain structured data on teaching strategies for applying 21st-century skills. The findings indicate that teachers have a central role in designing and implementing learning processes that foster critical thinking, communication, collaboration, and creativity (the 4C). Effective instructional strategies in this context include project-based learning, problem-based learning, and the integration of digital technology into teaching and learning activities. Teachers who successfully adopt these innovative strategies have been shown to enhance student engagement and promote collaborative and reflective learning environments. However, many teachers still face challenges related to training, understanding the concept of 21st-century skills, and limited supporting facilities in educational institutions. Therefore, it is essential for educational institutions and governments to provide ongoing professional development programs for teachers, along with adequate infrastructure and resources. These efforts are necessary to ensure the optimal and equitable implementation of 21st-century skills across all levels of education.
Peran Pendidik dalam Mengembangkan Kurikulum Merdeka Hasanah, Ike Nur; Febriani, Mely; Fitri, Salsabila Khalishah
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1652

Abstract

Pendidikan adalah fondasi paling utama dalam pembentukan karakter. Pada proses pendidikan yang ada di Indonesia, kurikulum merdeka menjadi salah satu bentuk usaha yang dibuat oleh pemerintah untuk memberikan kebebasan dalam proses pembelajaran, sekaligus menekankan pengembangan karakter dan kompetensi siswa. Peran pendidik sangat penting, pendidik tidak hanya sebagai seseorang yang hanya menyampaikan materi, melainkan sebagai fasilitator, motivator, dan inovator yang merancang pembelajaran sesuai kebutuhan siswa, serta menggabungkan nilai-nilai kebangsaan yang membantu siswa dalam pembentukan karakter. Penelitian ini bertujuan untuk menganalisis peran strategis pendidik dalam implementasi Kurikulum Merdeka, khususnya dalam menanamkan nilai-nilai pendidikan karakter kepada peserta didik melalui pendekatan pembelajaran yang fleksibel dan berpusat pada siswa. Penelitian ini menggunakan metode kajian literatur dengan pendekatan analisis deskriptif. Data dikumpulkan melalui penelusuran berbagai sumber tertulis seperti jurnal ilmiah, buku, laporan penelitian, serta regulasi pendidikan terkait Kurikulum Merdeka. Kajian ini bertujuan untuk memahami dan menganalisis konsep, peran pendidik, manfaat, serta hambatan dalam penerapan Kurikulum Merdeka di sekolah. Kurikulum Merdeka memberikan kebebasan bagi siswa dalam belajar dan menekankan penguatan karakter serta kompetensi mereka. Guru berperan sebagai fasilitator, motivator, dan inovator dalam menciptakan lingkungan pembelajaran yang sesuai dengan kebutuhan siswa. Selain itu, nilai-nilai kebangsaan diintegrasikan dalam pendidikan untuk membentuk karakter yang kuat dan berlandaskan identitas nasional. Pendekatan ini membuat sistem pendidikan lebih fleksibel dan siap menghadapi tantangan di masa depan.
Students' Self-Confidence and the Production of Fillers in Speaking English Yanti, Tri Septi Setia Darma; Humaira, Zalfa Hana; Rosmayati, Elin; Darsih, Endang
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1653

Abstract

This study aims to explore the relationship between students’ self-confidence and the use of fillers in English speaking skills. Fillers such as “um”, “uh”, “like”, and “you know” are linguistic elements that often appear in oral communication, especially when the speaker is hesitant or needs time to think. This study used a qualitative approach with a case study design. Data were collected through direct observation in class presentation activities and semi-structured interviews with ten students of the English Education Study Program at Kuningan University. The results showed that all participants used fillers in varying frequencies, with a tendency to increase when they felt insecure, nervous, or when experiencing a lack of ideas. Non-verbal indicators such as eye contact, intonation, and body language showed that students with lower self-confidence used fillers more often. Although most were aware of the presence of fillers in their speech, only a few had concrete strategies to reduce them. These findings indicate that low self-confidence is closely related to the increasing use of fillers. This study is expected to contribute to the development of English-speaking learning strategies that focus not only on linguistic aspects but also on students’ psychological readiness.
Students Experiences in Navigating Listening Challenges with World Englishes: A Phenomenological Study Kurniasih, Cicih; Alfaridzi, Wahdan Fauzan; Abdurrahman, Teguh; Darsih, Endang
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1654

Abstract

This study explores the challenges that students of English Education face in comprehending listening texts with accent variation within the framework of World Englishes. Using a qualitative phenomenological research design, the data were obtained through semi-structured interviews with ten students of the sixth semester of Kuningan University who had studied the World Englishes elective course. The results showed that the major difficulties comprised unfamiliar types of accents (such as Indian, Singaporean, and British accents), speed of speech, interference from background noise, and the use of unfamiliar local words and idioms. To cope with these, the students used a variety of coping strategies such as replay of audio, use of subtitles, increased exposure to varied accents through digital media, and the use of technology such as online dictionaries and artificial intelligence. The experiences of lecturer support differed; while some students felt supported by the diverse materials, others relied on self-study mechanisms. The study concluded that while there were complex difficulties in comprehending World Englishes, the students demonstrated enormous flexibility in self-study. The findings point to the need to develop a more inclusive listening curriculum and pedagogy that explicitly embraces global accent differences to prepare students for communication in real-life contexts.

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