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PENSOS: Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi
Published by Universitas Muhammadiyah Kupang
ISSN : -     EISSN : 29875110     DOI : https://doi.org/10.59098/pensos.v1i1
Core Subject : Education, Social,
Education Social Sciences
PENSOS: Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi dipublis oleh program studi pendidikan sosiologi, fakultas keguruan dan ilmu pendidikan, Universitas Muhammadiyah Kupang sebagai wadah untuk menumbuhkembangkan kreativitas dan pertukaran gagasan dari hasil-hasil penelitian dan pengabdian dari para mahasiswa, dosen, dan guru. Jurnal ini membahas pokok-pokok pembelajaran sosiologi di sekolah dan perguruan tinggi serta isu-isu yang terkait dengan sosiologi pendidikan baik dalam pengembangan teori, implementasi maupun pengembangan sistem pendidikan sosial budaya secara keseluruhan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 50 Documents
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Penerapan Model Pembelajaran Tipe Learning Start a Question untuk Meningkatkan Keaktifan Belajar Sosiologi Nomleni, Yetri
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 2 No. 2 (2024): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v2i2.1754

Abstract

The purpose of this study was to increase student activities in sociology learning with the Start A Question Type Learning Model. The type of research was classroom action research (PTK), which was conducted for two cycles, each covering four stages: planning, implementing, observing, and reflecting. The subjects of this study were students of Grade XI IPS II SMA Negeri Flobamorata Kupang, with a total of 23 students. Data analysis techniques used qualitative and quantitative analysis. Based on the results of the study, the application of the learning model Learning Start a Question can increase the student activities in sociology learning, with the results of the observation in cycle I of student activity being 70% and student test results with an average score of 71%. So, in Cycle I, the results of these observations and tests have not reached a level of success. This research continued to Cycle II with an average score of 80% and student test results 82%. Thus, it can be concluded that applying the learning model Type Learning Start a Questions can increase the activeness of teaching sociology for Grade XI IPS SMA Kebangakan Ekspor Flobamorata Kupang.
Penerapana Metode Problem Solving Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Sosiologi Halla, Fulgensia
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 2 No. 2 (2024): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v2i2.1755

Abstract

The purpose of this study was to determine (1) the application of the problem-solving method to improve students' critical thinking in students' sociology learning and (2) the application of the problem-solving method to improve critical thinking skills. The data collection techniques were observation sheets, interviews, tests, and documentation. The data analysis techniques used were qualitative and quantitative data analysis. The results of the classroom action research from the pre-cycle, cycle I to cycle II showed that there was an increase in student learning outcomes in the sociology subject after the problem-solving method was applied to class XI L students of SMAN 5 Kupang. The conclusion is that the application of the problem-solving method to improve students' critical thinking skills in the sociology subject of class XI SMAN 5 Kupang. This was obtained from the results of the implementation of the action, which showed an increase in student learning outcomes in the sociology subject after the problem-solving method was applied. There was an increase in the presentation of learning outcomes totaling from the pre-cycle total score of 1,195 with an average score of 5.85%, Cycle I total score of 1,430 with an average of 6.65%, while cycle II total score of 1,805 with an average of 8.22%. This study shows that the researcher's success criteria have been achieved, namely 80% above the KKM 72.
Penerapan Model Pembelajaran Group Investigation untuk Meningkatkan Hasil Belajar Sosiologi Toto, Aprelifas
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 2 No. 2 (2024): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v2i2.1757

Abstract

21st Century Skills-Based Sociology Learning at SMA Muhammadiyah Kupang Mantolas, Ondi
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 2 No. 2 (2024): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v2i2.1791

Abstract

This research aims to determine the implementation of 21st-century skills-based sociology learning at Muhammadiyah High School Kupang. To determine the supporting and inhibiting factors for skills abad21-based sociology learning at Muhammadiyah High School. The benefits of this research are theoretical and practical. This research was conducted at SMA Muhammadiyah Kupang. This research uses a qualitative approach. The subjects in the research are sociology subjects, teachers, and classes. The research uses triangulation to see the validity of the data. The analysis used is data techniques, presenting data, and analyzing data. The results of 21st-century skills-based sociology learning are carried out by (1) the teacher conducting questions and answers and stimulating students to be motivated in questions and answers. (2) the teacher provides direction to students regarding the use of technology, and (3) the teacher motivates students to use cell phones. Supporting factors for 21st-century learning are (1) The teacher encourages students to connect ideals. (2) Teachers use LCD of Infocus during learning. The inhibiting factors for 21st-century learning are (1) Students use cell phones to play games and (2) cell phones have a bad influence on students. (3) Teachers are still rigid in implementing 21st-century learning. (4) Teachers are still not fluent in managing LCDs and laptop computers used in learning.
Internalisasi Nilai-Nilai Sosial Masyarakat Dawan Pada Pembelajaran Masyarakat Multikultural Da Silva, Harenoko Eliani
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 2 No. 2 (2024): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v2i2.1793

Abstract

Pendidikan Multikultural Dalam Menumbuhkan Sikap Toleransi Antara Siswa Berbeda Agama Ruba, Lina
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 2 No. 2 (2024): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v2i2.1795

Abstract

This study aims to determine the process of implementing multicultural education and to determine supporting and inhibiting factors in realizing inter-religious harmony in SMA Negeri 1 Raijua. The subjects of this study are principals, Christian teachers, and students. The data are collected through observation, interviews, and documentation. The study shows that multicultural education in SMA Negeri 1 Raijua has been implemented well. The students have understood, applied, and been tolerant of differences, especially in religion, ethnicity, tribe, culture, race, and school environment. These can provide a good example, instil a humanitarian attitude in the school environment and surroundings through community service, and foster a spirit of togetherness that creates social sensitivity in every student. The process of multicultural education is also carried out through the example of teachers and students through the subject contained in the curriculum. Supporting factors for the multicultural education process are the school environment, school curriculum, and infrastructure. The inhibiting factors of the multicultural education process are the lack of supporting media, the lack of posters that contain multicultural values, and the lack of multicultural education practices outside the school.
Strategi Adaptasi Siswa pada Pembelajaran Sosiologi di SMA Negeri 8 Kupang Aman, Timoteus
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 2 No. 2 (2024): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v2i2.1796

Abstract

The aim of this research is to determine students' adaptation strategies in participating in sociology learning at SMA Negeri 8 Kupang. The approach used in this research is qualitative. The research subjects using the purposive sampling technique consisted of school principals, teachers and students of SMA Negeri 8 Kupang. Research data was collected through interviews and documentation. This research data was analyzed using the interactive analysis technique of the Milles and Huberman model. This research found several findings. First, the adaptation strategies used by students at SMA Negeri 8 Kupang are quite good and varied. This can be seen from the adaptation strategies that have been carried out by students as well as assistance from the school, such as special guidance from teachers, providing supporting facilities such as books and the internet, and even going out into the community to carry out observations. Second, there are driving and inhibiting factors in the adaptation strategy process carried out by students in sociology learning at SMA Negeri 8 Kupang, driving factors such as motivation from teachers, providing supporting facilities such as books and the internet. Meanwhile, factors inhibiting students include skipping school, being lazy about doing assignments and lack of support from parents.
Peranan Orang Tua dan Guru Dalam Meningkatakan Kedisiplinan Siswa di SMA Negeri Silaipui Maubila, Elisabet
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 2 No. 2 (2024): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v2i2.1797

Abstract

Implementasi Merdeka Belajar Melalui Mata Pelajaran Sosiologi di SMA Negeri 2 Tasifeto Barat Belu, Jenabeba Da. C. Pires
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 2 No. 2 (2024): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v2i2.1825

Abstract

The purpose of this study was to determine (1) the implementation of independent learning through Sociology subjects at SMA Negeri 2 Tasifeto Barat and (2) To determine the impact of the implementation of independent learning through sociology subjects at SMA Negeri 2 Tasifeto Barat. The type used in this study is qualitative descriptive research, data collection methods using observation, interviews, and documentation. The research subjects were the Principal, Sociology Teachers, and Students. Data validity using source triangulation, technique triangulation, and time triangulation. The results of the study that was carried out at SMA Negeri 2 Tasi Feto Barat show that the implementation of independent learning can be done by designing diverse learning experiences, building effective relationships with students, and providing relevant learning resources. The positive impacts that arise are increased learning independence, the growth of an attitude of independence, the formation of collaboration and communication, and students feeling freer and more independent in learning. While the negative impacts of independent learning are that there are still students who do not understand independent learning, there are difficulties experienced by students in learning due to limited references, and lack of student experience in facing the implementation of independent learning. Apart from that, learning can be implemented by designing diverse learning experiences, building effective relationships with students, and providing relevant learning resources.
Penerapan Model Pembelajaran Inside Outside Circle untuk Meningkatkan Hasil Belajar Sosiologi Missa, Wendelina S.
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 2 No. 2 (2024): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v2i2.1826

Abstract

The aim of this research is to (1) describe the application of the Inside Outside Circle (IOC) learning model to improve the sociology learning outcomes of class X B students at SMA Muhammadiyah Kupang. (2) Can applying the Inside Outside Circle (IOC) learning model improve sociology learning outcomes? The benefits of this research are theoretical and practical. This research is classroom action research, including implementation planning, evaluation, and reflection. The subjects of this research were 19 students of class X B SMA Muhammadiyah Kupang. This research was carried out in two cycles, each consisting of two meetings. Data collection techniques were carried out by observation and interview tests. Meanwhile, descriptive statistical analysis techniques are analysis techniques analyzed before being in the field, analysis while in the field, and data reduction. The research results show that the application of the inside-outside circle (IOC) learning model can improve sociology learning outcomes. This is seen before the action of student learning outcomes of 34% or the poor category. After taking action in cycle 1, student learning outcomes were 63% or in the Fairly Good category. Meanwhile, in cycle II, student learning outcomes are 95% or in the Very Good category. Thus, it can be concluded that applying the inside-outside circle (IOC) learning model can improve sociology learning outcomes at Muhammadiyah Kupang High School.

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