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SocioEdu: Sociological Education
Published by Universitas Muhammadiyah Kupang
ISSN : -     EISSN : 27463567     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
SocioEdu: Sociological Education published by the Faculty of Teacher Training and Education, Muhammadiyah University of Kupang as a forum for fostering creativity and exchange of ideas among academics, lecturers, researchers, practitioners and observers of educational issues. This journal discusses the main issues of teaching sociology, multicultural education, sociology of education, and other relevant social sciences, both in theory development, implementation and development of the education system, social and culture as a whole by ISSN Online: 2746-3567. The frequency of publication is twice a year in March and September.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2023): Sociological Education" : 5 Documents clear
TEACHER'S STRATEGY IN INTEGRATING CULTURAL VALUES IN SOCIOLOGY LEARNING AT SMA NEGERI 6 KUPANG Beatrix Jelita Akoit; Ihsanuddin
SocioEdu: Sociological Education Vol. 4 No. 1 (2023): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v4i1.870

Abstract

The purpose of this study was to find out (1) cultural values in learning sociology and (2) the supporting factors in integrating cultural values in learning Sociology at SMA Negeri 6 Kupang. This qualitative research was done on the teachers and students at SMA Negeri 6 Kupang. The data were collected through observation, interviews, and documentation. The data were analysed using interactive analysis, namely: data reduction, data collection, data display, and conclusion. The study showed that the teacher's strategy in internalizing cultural values was to instil cultural values that will encourage positive behaviour, and provide the value of courtesy, honesty, and tolerance. While the supporting factors for internalizing cultural values in learning at SMA Negeri 6 Kupang were inside factors; the students feel happy to do an activity and the outside factors; family, teachers, environment, facilities and society.
THE CORRELATION OF SOCIAL ENVIRONMENT TOWARD CHILDREN'S LEARNING ACHIEVEMENT AT SMA PGRI KUPANG Riani Nomleni
SocioEdu: Sociological Education Vol. 4 No. 1 (2023): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v4i1.871

Abstract

This study specifically looked at how the social environment affects student achievement at SMA PGRI Kupang. The objective of this study was to explain the relationship between social environment and learning achievement at SMA PGRI Kupang. An ex post facto quantitative method was used to examine the relationship between social environment and children's learning achievement. The data were collected using a form of questionnaires and documentation through 14 students (XI IPS) as samples. The data was analyzed using some techniques, including; descriptive statistical analysis, mean analysis, average value analysis, and correlation analysis to test the hypothesis. The product-moment correlation test was a statistical analysis technique. This study found a strong link between children's learning achievement and their social environment. One of the factors of success was determined by the social environment. As a result, SMA PGRI Kupang had a bad environment that can affect learning activities and lower children's learning achievement. Based on the data analysis, 0.73 at a 5% significance level, and rtable score was 0.24. This means that the value is greater than the rtable value, with 0.73 greater than 0.24. The first hypothesis (Ho) was accepted, while the alternative hypothesis (Ha) was rejected.
THE TEACHER'S ROLE IN INTERNALIZING LOCAL WISDOM VALUES AT SMA PGRI KUPANG Imelda Sari Inda Momay; Budiyanto Tukang
SocioEdu: Sociological Education Vol. 4 No. 1 (2023): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v4i1.872

Abstract

This study aims to determine the role of teachers in SMA PGRI Kupang and to find out how teachers internalize local wisdom values in SMA PGRI Kupang. The type of research used for this research is qualitative to understand in depth the role of the teacher in internalizing local wisdom values at SMA PGRI Kupang. Data collection techniques used are observation, interviews and documentation. The results of this study indicate that the teacher's role at SMA PGRI Kupang is that the teacher internalizes the value of local wisdom so that students continue to preserve local wisdom that has existed for a long time from religious values that require students to pray before carrying out learning activities with the aim of students remaining for teachings of their respective religions. Second, the value of Gotong Royong with the aim of creating cohesiveness, fostering an attitude of helping each other and strengthening a sense of brotherhood. Third, cultural and artistic values that require students to comply with the rules in SMA PGRI Kupang and continue to practice positive habits such as 3S culture (smile, greet, greet), use of school uniforms according to the rules and recommendations for maintaining 5K (cleanliness, security, order, beauty and kinship).
THE ROLE OF SOCIOLOGY TEACHER IN OVERCOMING STUDENTS LEARNING DIFFICULTIES AT SMA NEGERI 2 SAMBI RAMPA Rahmawati; Imrayani
SocioEdu: Sociological Education Vol. 4 No. 1 (2023): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v4i1.873

Abstract

The objectives of the study were to determine the role of sociology teachers and the factors that impede overcoming students with learning difficulties at SMA Negeri 2 Sambi Rampas. This study employs a qualitative method. The informants were sociology teachers and students who had learning difficulties. Data for the research was collected through observation, interviews, and documentation. This study employs qualitative analysis techniques that revolve around data collection, data reduction, and drawing conclusions. According to the findings, the role of the sociology teacher in overcoming learners who have learning difficulties was becoming a source of inspiration, providing motivation, facilitating learning, guiding, and managing classrooms that are comfortable for students to learn in. Furthermore, the factors that cause students to experience difficulties in learning are the decreased interest in learning, the influence of online games, the lack of desire or willingness of students to learn and learning facilities that are inadequate and poorly managed.
CHANGES IN STUDENT LEARNING BEHAVIOR IN THE COVID-19 PANDEMIC ERA SMA KRISTEN KAPAN Kamau, Wering Martha; Oematan, Absalom
SocioEdu: Sociological Education Vol. 4 No. 1 (2023): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v4i1.874

Abstract

This qualitative research aims to determine changes in student learning behaviour during the COVID-19 pandemic, and the impact of changes on student learning behaviour at SMA Kristen Kapan. The research subjects were students, teachers, and the headmaster. The data were collected through observation, interviews, and documentation. The data were analysed through data reduction, data display, and drawing conclusions. The study shows that there are changes in students' learning behaviour, namely: the students were less active to ask questions, the students were less enthusiastic about learning, and the students were not active (silent) in joining the learning process. Besides, the impact is that the students begin to forget the school culture, students were more interested in playing online games and social media, lack discipline in learning, the students feel bored, and lack motivation.

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