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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 63 Documents
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Penyebab Menurunnya Hasil Belajar Siswa pada Pembelajaran Sosiologi di SMA Negeri 2 Kupang Rosalia Leong Soares
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 3 No. 1 (2025): 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.v3i1.2080

Abstract

Dampak Kelas Sosial pada Kelanjutan Pendidikan Anak di Desa Nunmafo Yohana Hati Bimeku
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 3 No. 1 (2025): 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.v3i1.2081

Abstract

The study aims to determine (1) the impact of social class structure on sustained children's education of Nunmafo Village, and (2) the supporting factors of social class structure on sustained children's education of Nunmafo Village. This is qualitative research where parents and children in Nunmafo Village became subject of the study. The data were collected through observations, interviews, and documentations. The data were validated using triangulation of source, technical, and time. The results showed that social class structure has an impact on children's sustainability education in Nunmafo Village. Children in the upper class receive quality education and teachers, but they are more concerned with business than education. Middle-class families can satisfy their children's educational demands, but they do not receive high-quality education and teachers. Children in society have high expectations but are limited by financial constraints. While supportive variables include: (1) restricted access to educational resources, (2) economic demands, (3) a lack of family support, and (4) a lack of motivation among children. So it can be concluded that differences in social class structure have an important message in determining children`s educational success.
Kolaborasi Guru Dan Peserta Didik Dalam Membangun Disiplin Positif di SMA Negeri 5 Kupang Irvantus Jebagun
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 3 No. 1 (2025): 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.v3i1.2082

Abstract

This study aims to find out: 1) the collaboration of teachers and students in building positive discipline at SMA Negeri 5 Kupang. 2) the factors that inhibit the collaboration of teachers and students in building positive discipline at SMA Negeri 5 Kupang. The type of research uses qualitative methods. The subjects in this study are teachers and students. Data collection techniques through observation, interviews, and documentation and data analysis techniques used are data collection, data reduction, data presentation and conclusions. The results of this study show that: the collaboration of teachers and students in building positive discipline at SMA Negeri 5 Kupang is in the form of 1) mutual trust, 2) mutual respect, 3) mutual care, and 4) mutual reinforcement. The factors that hinder teacher and student collaboration in building positive discipline at SMA Negeri 5 Kupang are: 1) not being responsible for their duties, 2) lacking confidence, 3) often seeking attention from others, and 4) often lying as an excuse for coming to school late.
Beyond Screen Time: How Technology is Building the Preschool Brain Sayed Mahbub Hasan Amiri
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 4 No. 1 (2026): 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.v4i1.3040

Abstract

The discussion surrounding early childhood technology continues to concentrate predominantly on the duration of screen time, overlooking a critical examination of how particular digital tools qualitatively affect cognitive development. This study asked 74 early childhood teachers and administrators from different types of schools (public, private, Montessori, Reggio, and Head Start) about how they use technology with kids ages 3 to 5 and what effects it has on their thinking. Data indicates a transition from passive consumption to active creation. The study strongly links tablet-based creation apps and digital cameras to the observed 31% increase in creativity and self-expression. There is a strong correlation between educational robotics and coding kits and the growth of problem-solving and critical thinking skills 28%. Interactive e-books and audio resources help people learn languages 22%, especially if they speak more than one language. Success is not determined by duration but by purposeful integration that employs technology as a medium for documentation, collaboration, and targeted skill development within play-based teaching. It is important to move beyond the "screen time" model to a "tech-quality" model. The cognitive advantage is contingent upon the tool's function, the child's position as a creator, and its smooth integration into comprehensive early learning experiences.
Dinamika Locus of Control terhadap Kematangan Karier pada Siswa Sekolah Menengah Dwi Septia Ningsih; Risma Anita Puriani
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 4 No. 1 (2026): 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.v4i1.3084

Abstract

This study aims to examine the dynamics of locus of control on the career maturity of high school students. The study uses a literature review method with a traditional review approach through searching and critically reviewing relevant research articles. Data were obtained from publications published between 2020 and 2025 with the keywords “locus of control” and “career maturity.” Based on the criteria set, 15 articles were obtained that examined locus of control and career maturity in junior high school, high school, and vocational high school students. The results of the study show that locus of control is correlated with the career maturity of secondary school students, where an internal locus of control orientation tends to be associated with a higher level of career readiness, while an external orientation is associated with low career planning and decision-making skills. These findings confirm the role of locus of control as a psychological factor that influences the career maturity of secondary school students.
The Influence of Principals’ Transformational Leadership and Teacher Commitment on Learning Quality Neng Nurhemah; Akhiruddin; Herdi Wisman Jaya
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 4 No. 1 (2026): 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.v4i1.3181

Abstract

This study aims to analyze the influence of principals’ transformational leadership and teacher commitment on learning quality at Yayasan IPTEK Tangerang Selatan. The research employed a quantitative approach with a correlational method. The population consisted of all teachers under the foundation, totaling 83 respondents; therefore, total sampling was applied. Data were collected using a questionnaire and analyzed through the Kolmogorov-Smirnov normality test, multiple linear regression, ANOVA (F-test), partial t-test, and multicollinearity test. The results indicate that all variables were normally distributed, as shown by Asymp. Sig. values greater than 0.05. The ANOVA test produced F = 76.524 with Sig. = 0.000, confirming that transformational leadership and teacher commitment simultaneously have a significant effect on learning quality. Partially, transformational leadership showed a positive and significant effect (B = 0.432; Sig. = 0.000), and teacher commitment also demonstrated a positive and significant effect (B = 0.517; Sig. = 0.000). The R Square value of 0.656 suggests that 65.6% of the variance in learning quality can be explained by the combined influence of transformational leadership and teacher commitment. These findings emphasize that strengthening learning quality requires both effective transformational leadership and strong professional commitment among teachers within the school organization.
Inovasi Pembelajaran Jarak Jauh Sebagai Upaya Dalam Meningkatkan Literasi Siswa Inyong J. M. Be’y; Nurdin
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 4 No. 1 (2026): 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.v4i1.3182

Abstract

This study aims to analyze distance learning innovation as an effort to improve students’ literacy at SMA Negeri Sabun. This research employs a qualitative approach, using data collection techniques such as observation, interviews, and documentation. The research subjects consist of one teacher and two students selected purposively. The findings indicate that digital-based distance learning innovation enhances students’ active participation in the learning process. Teachers play a crucial role in designing interactive learning strategies, providing constructive feedback, and utilizing engaging digital media. This encourages students to become more independent, critical, and creative in accessing and processing information. Furthermore, distance learning offers flexibility in time and access to various learning resources, enriching students’ learning experiences. However, several challenges remain, including limited internet access and limited technological skills. Overall, distance-learning innovation has proven effective in improving students’ literacy, including reading, writing, and digital literacy.
Penerapan Model Pembelajaran Self Learning dalam Meningkatkan Prestasi Belajar Siswa Kristian Yohanis Nokas; Andreas Ande
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 4 No. 1 (2026): 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.v4i1.3183

Abstract

This study aims to analyze the implementation of the self-learning model in improving students' academic achievement in sociology. This research employed Classroom Action Research (CAR), conducted in two cycles, consisting of planning, action, observation, and reflection stages. The subjects were 36 students of class XI IPS2 at SMA Negeri 1 SoE. Data were collected through observation, tests, and documentation and analyzed using descriptive quantitative methods. The results showed that before implementing the self-learning model, the level of learning mastery was only 22.22%. After the first cycle, it increased to 41.67% but had not yet met the classical mastery criteria. In the second cycle, there was a significant improvement, reaching 94.44%, indicating that most students met the required standard. This improvement demonstrates that the self-learning model enhances students’ independence, participation, and understanding of the material. Therefore, the self-learning model is proven effective in improving students' academic achievement in sociology.
Analisis Kultur Sekolah dalam Pembentukan Etika Siswa Lewis Laana; Ahmad Atang
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 4 No. 1 (2026): 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.v4i1.3184

Abstract

This study aims to analyze the role of school culture in shaping students’ ethical behavior and to identify the supporting and inhibiting factors in the process. The research employed a qualitative approach using a case study method conducted at SMA Negeri 2 Kalabahi. Data were collected through observation, interviews, and documentation involving the principal, teachers, and students. Data analysis was carried out through data reduction, data display, and conclusion drawing. The findings reveal that a strong and positive school culture significantly contributes to shaping students’ ethical behavior. This is reflected in the implementation of school vision and mission, character-building programs, integration of ethical values into the curriculum, and teachers’ role as role models. Co-curricular and extracurricular activities also reinforce moral internalization among students. Supporting factors include clear school policies, collaboration with external stakeholders, and active participation of school members. Meanwhile, inhibiting factors include external environmental influences, limited resources, and lack of parental involvement. This study highlights that school culture plays a strategic role in sustainably developing students’ ethical behavior.
Penerapan Pendidikan Multikultural untuk Menumbuhkan Budaya Toleransi Ricki Rianto Koho; Zainur Wula
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 4 No. 1 (2026): 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.v4i1.3185

Abstract

This study aims to analyze the implementation of multicultural education in fostering a culture of tolerance, particularly at SMA Negeri 3 Kalabahi. The research employed a descriptive qualitative approach using observation, interviews, and documentation as data collection techniques. The research subjects consisted of teachers and students selected through purposive sampling. The findings reveal that multicultural education has been integrated into both classroom learning and school activities through habituation, extracurricular programs, and social interactions emphasizing mutual respect and appreciation of diversity. Teachers act as facilitators, mediators, and role models in instilling tolerance values. Supporting factors include a heterogeneous school environment and institutional policies promoting tolerance, while challenges include limited student understanding and external environmental influences. Therefore, multicultural education plays a significant role in fostering a culture of tolerance through a holistic approach in teaching and school culture.

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