Sociology Learning Research Articles

Efforts to increase student participation, achievement motivation, and learning outcomes through the active learning model type everyone is a teacher here in the subject of sociology class XI of SMA Negeri 2 Menyuke

This research was conducted in an effort to improve student participation, achievement motivation, and learning outcomes through the Active Learning Model Type Everyone is A teacher Here in the subject of sociology for grade XI students at SMA Negeri 2 Menyuke. This research is generally motivated by the fact that the learning outcomes of students in this subject at SMA Negeri 2 Menyuke are still low. Many efforts have been made, but they have not provided maximum results. The use of the everyone is A teacher here (ETH) learning model in this research is an innovative effort in sociology learning at SMA Negeri 2 Menyuke. The method used is Classroom Action Research, with the research subjects being grade XI IPS 1 students at SMA Negeri 2 Menyuke. In addition to observation to observe the implementation of the action and student participation in learning, the instruments used in this research are also questionnaires to collect data on achievement motivation and learning outcome tests to measure the success of learning using this method. There are two cycles used in this research, and it is concluded after the second cycle is implemented. The results of the research show that the use of everyone is a teacher here (ETH) can improve student participation, achievement motivation, and learning outcomes in sociology for grade XI IPS 1 students at SMA Negeri 2 Menyuke. The research results recommend that sociology teachers use this method by varying it with various relevant media.

Utilizing Indonesian Metropop Novels as Material and Media in Sosiology of Literature Learning

This study aims to explain the use of Indonesian metropop novels as material and media in teaching the sociology of literature in universities. The sociology of literature course aims to provide students with an understanding of the relationship between literary works and various social phenomena that occur in society. Through this course, students gain knowledge about the basic concepts of the theory of sociology of literature and various forms of research using the theory of sociology of literature. This type of research is qualitative research using descriptive methods. The results of the study show that Indonesian metropop novels describe a socio-cultural phenomenon in society, especially the lifestyle and culture of urban communities who live and live in big cities which are shown through story characters. Thus, Indonesian metropop novels can be used as material and media sociology of literature learning.

Pemantapan Profesi Keguruan (P2k) Kegiatan Profesi Keguruan

Education is crucial for human resources in Indonesia; factors such as inequality of teaching staff, lack of facilities and budget affect the quality of education. Creative teachers in learning methods determine success. The PBL approach in sociology in high school is considered relevant, despite challenges such as lack of social interaction and motivation to learn. Research at SMAN 8 Mandai focuses on implementing PBL using the PTK method in two cycles, involving PBL learning innovation with exploration, elaboration and confirmation stages. Evaluation uses observation, tests and interviews. The results show significant improvement in cycle II, reaching the level of learning completeness. In conclusion, PBL is effective in improving the quality of sociology learning in class XI IPS 1 SMAN 8 Mandai.

The Mainstreaming of Egalitarian Pedagogy in Sociology Learning Process

The purpose of this study was to determine the practice of teaching sociology using an egalitarian pedagogy approach in the Practice of Field Experience (PPL) II of Teacher Professional Education Program (PPG) Pre-service at SMAN 1 Masbagik, East Lombok. The method of this research was qualitative research with a phenomenological approach. The subjects of this study were students of the PPL II of PPG Pre-service at SMAN 1 Masbagik, East Lombok. Data collection techniques were observation, interviews, and documentation, while the data analysis technique used was interpretative phenomenological analysis. In the practice of learning sociology at PPL II PPG Pre-service, students as professional teacher candidates applied innovative learning models such as discovery and inquiry learning, Project Based Learning (PjBL), Problem Based Learning (PBL), and Cooperative Learning. These learning models emphasize student-centered learning where students are encouraged to be active, independent, critical, creative, interactive, and collaborative. At this point, the practice of learning sociology prioritizes group discussions, problem solving through case studies and assignments (field studies). Besides applying innovative learning models, students from the Field Experience Practice (PPL) II PPG Pre-service also used an egalitarian pedagogical approach, namely sociology learning which was designed to be more fun and meaningful so as to create learning that is more humane, dialogical, and participatory. Learning here is interpreted as learning together so as to create an egalitarian relationship between the teacher and students in the classroom where the teacher acts more as a facilitator, motivator, and inspirer.
 Keywords: pedagogy, egalitarianism, sociology, Teacher Professional Education (PPG)

Transforming Online Learning Management: Generative Models on ChatGPT to Enhance Online Student Engagement Scale (OLE)

Artificial Intelligence (AI) technology in education is rising, with ChatGPT, an advanced AI chatbot developed by OpenAI, gaining popularity. This study focuses on exploring the potential of ChatGPT in enhancing academic learning in sociology and politics. Using a quantitative research approach, the study examines student engagement with ChatGPT in an educational setting. The research was conducted with 23 fourth-semester undergraduate students in early 2023. The findings indicate that ChatGPT generates enthusiasm and high levels of student engagement, facilitating activities such as idea exchange, discussions, analysis, and motivation. However, the integration of ChatGPT in education requires well-defined strategies and pedagogical approaches that prioritize critical thinking skills and access to fact-checking resources. The study suggests future research directions to ensure the responsible use of chatbots like ChatGPT in academic environments. Although challenges exist, such as potential bias, the need for human oversight, and risks of misuse, effective management can overcome these obstacles. Leveraging AI in education offers opportunities for students to develop an early understanding of social biases, critical elements, and risks associated with AI implementation. The study concludes with recommendations for addressing these challenges and promoting the ethical use of ChatGPT in education.

Application Of Wondershare Filmora Interactive Mulitimedia Learning To Improve Sociology Leraning Outcomes For Students At State SMA 10 Gowa

This research aims to determine (1) the application of video-based interactive multimedia learning media assisted by the Wondershare Filmora application in sociology learning at SMA Negeri 10 Gowa, and (2) improving student learning outcomes through video-based interactive multimedia learning media assisted by the Wondershare Filmora application in sociology learning. in senior high school. This research uses Classroom Action Research (PTK). The research objects are Class X students of SMA Negeri 10 Gowa. Data sources in this research are interviews, observations, tests and documentation. The data in this research were analyzed using descriptive quantitative statistical analysis. Based on the research that has been carried out, the results obtained (1) through the application of Wondershare Filmora media can help teachers create interesting, unique and interactive learning media in the classroom learning process. (2) Based on the results of the first cycle and second cycle tests, 35 students were declared to have met the KKM. This research has implications for the application of video based interactive multimedia learning media, learning in the classroom takes place actively and interactively, students appear more enthusiastic and motivated to pay attention to what is displayed and explained directly by the teacher. This can certainly improve student learning outcomes, especially in Sociology subjects for students at SMA Negeri 10 Gowa.

The The Relationship between Intensity of Social Media and Learning with Learning Outcomes of Sociology in Ngawi Regency

Teenagers, one of Indonesia's primary consumers, mainly access social media using smartphones. As a student, they use it freely, even when the teachers are in classes. Schools fear unlimited access to social media because the distraction could affect their scores. However, it also could bring positive change. 2019 is the year when the global pandemic crippled the world. Schools are forced to operate online with no direct supervision of the teachers. Social media could be used as an alternative teaching method in such events. This study aimed to determine the relationship between the intensity of social media use and learning related to learning outcomes. The use of social media carried out by students regardless of time affects student learning outcomes, both positively and negatively. Teachers use social media to support the value obtained by students to the maximum through utilization in learning. This study uses correlational quantitative methods with problem characteristics in the form of relationships between 2 or more correlations. The data collection techniques used were questionnaires and interviews. The analysis techniques used are normality test, linearity test, double linear regression test, and Pearson correlation test. The results obtained are: (1) a positive and significant relationship exists between the intensity of social media use and student sociology learning outcomes. (2) there is a positive and significant relationship between learning and student sociology learning outcomes. (3) there is a positive and significant relationship between the intensity of social media and learning with the sociology learning outcomes of grade XI social studies students of SMA N 1 Ngawi. The use of social media can be beneficial for students in learning and learning outcomes of student sociology

INTERNALIZATION OF GENDER EQUALITY VALUES IN SOCIOLOGY LEARNING

This research is motivated by the existence of gender bias practices carried out by students. The main aim of this research is to analyze the role of teachers at SMAN 9 Bandung City when internalizing gender equality values in sociology learning as an effort to minimize gender bias practices and form the character of students who are sensitive and care about gender equality in everyday life.Internalizing the value of gender equality is a process where a person begins to accept and understand the values, norms, principles related to gender and apply them in the community environment. This research was conducted through interviews, observations and documentation studies using a qualitative approach with a strategy in the form of case studies of Sociology Teachers, Guidance and Counseling Teachers and class XI students. Based on this researcht we can know,Sociology teachers strive to implement learning methods that can increase the participation of male and female students equally. On the other hand, sociology teachers try to use interactive learning media such as video shows, images, PowerPoints that reflect gender equality. Then the sociology teacher tries to correlate relevant material with gender equality issues, such as material on social differentiation, social stratification and various social phenomena. By internalizing the value of gender equality, it increases students' ability to understand the meaning of gender equality values, students' understanding of gender equality is also reflected in the character of students who are shown in making decisions based on common interests, mutual respect and support for each other, participation of male students. -men and women become more equal.

PENINGKATAN HASIL BELAJAR MELALUI PEMBELAJARAN KOOPERATIF TIPE NUMBER HEAD TOGETHER (NHT) PADA MUATAN IPS DI SDI OTOMBAMBA

This research is class action research (Class Action Research) which aims to improve social studies learning outcomes in class IV SDI Otombamba. The implementation of this research consisted of four stages, namely planning, implementation, observation and evaluation and reflection. The subjects in this research were 27 class IV students at SDI Otombamba, 14 male students and 13 female students. Data on the level of students' understanding of social studies subjects, material on natural appearance and socio-cultural diversity through giving tests at the end of the cycle. Data on student activity during the learning process is obtained from the results of observations filled in on the observation sheet. Data obtained from observations were analyzed qualitatively while data from sociology learning results were analyzed quantitatively. The research results showed that in the first cycle which was completed individually, only 11 students or 40.7% of the 27 students met the minimum completion criteria (KKM). Classically it has not been fulfilled because the average value obtained was 58.7. Meanwhile, in cycle II, 26 students or 96.7% had fulfilled the KKM and classically had been fulfilled, namely the average score obtained was 75.9. In cycle I, student learning outcomes were in the medium category. This means that student learning outcomes regarding subject matter have increased from the medium to high category. Based on the results of the research above, it can be concluded that the learning outcomes of SDI Otombamba students through the application of the Numbered Heads Together (NHT) learning model have increased.

TRANSFORMASI PEMBELAJARAN SOSIOLOGI: PERAN KETERAMPILAN 4C DI ABAD KE-21

The development of education and the transformation of 21st-century learning have influenced the shift in the educational paradigm in preparing learners who are adaptable to the challenges of the times. Unlike other scientific fields, especially sociology, which aims to explore various events or phenomena that emerge in society. Therefore, this article aims to critically examine the transformation of sociology learning through the role of the 4C skills in the 21st century. This research employs a qualitative method with a descriptive analysis approach and gathers information through literature review. The research findings indicate that the role of the 4C skills in the 21st century can be considered an alternative in sociology learning, which can be internalized by changing the conventional "teacher-centric" teaching model to a "student-centric" one. The teaching models referred to include project-based learning, problem-based learning, inquiry learning, and discovery learning, by applying Critical Thinking, Communication, Collaboration, and Creative skills.

Fostering Students' Social Tolerance in Sociology Learning in High School Harapan Mandiri

This study aims to determine the fostering of students' social tolerance in sociology learning at SMA Harapan Mandiri. The method used in this study is qualitative with a descriptive approach, data collected through observation, interviews, and documentation at SMA Harapan Mandiri. Data analysis uses reduction, presentation, and conclusions. The results showed that a holistic approach through an inclusive curriculum, tolerance case studies, guided discussions, use of diverse learning resources, collaborative activities, empathy skills training, tolerant behavior models, and personal guidance significantly contributed to the formation of students' social tolerance attitudes at SMA Harapan Mandiri

Improving Critical Thinking Skills Through Problem-Based Learning Assited by Youtube for Class XI IPS Students of SMAN 1 West Sumatra

This research is motivated by the low critical thinking skills of students in sociology learning. Sociology learning does not only emphasize material understanding but forms students' critical thinking skills. This study aims to determine the increase in critical thinking skills of class XI IPS students at SMAN 1 West Sumatra through problem-based learning assisted by YouTube. This type of research is Classroom Action Research (CAR), which consists of two cycles. Each cycle consists of four stages, namely planning, implementing, observing, and reflecting. The research subjects were students of class XI IPS at SMAN 1 West Sumatra for the 2022/2023 academic year, with a total of 25 students. Data collection techniques used are observation, interviews, and tests. Data were analyzed using qualitative analysis techniques. The results of the study reveal that problem-based learning assisted by YouTube can improve students' critical thinking skills. In the first cycle, all students' critical thinking skills (100%) were in the uncritical criteria and in the second cycle, there was an increase, namely all students (100%) were in the minimum critical criteria. The six indicators of students' critical thinking have increased. The action in cycle I is to give problems to students in the form of orders to analyze YouTube videos about social problems with the YouTube link that has been provided in the LKPD. The actions in cycle II were slightly different from cycle I, namely students were instructed to look for videos of social problems on their own to analyze. The next action is to give rewards to students who experience increased critical thinking skills.

Increasing Of Student Learning Activities In Sociological Learning Using Differential Learning Models

The problem of low student activity in participating Sociology learning process. The types of activities experienced are: Students pay attention to the teacher when explaining lessons; Willing the students to ask and answer the questions; Students' interest in doing assignments; Courage of students in group presentations; As well as student activities in collaboration. The purpose of this study is to increase the sociology learning activities of class XII IPS 1 student of SMAN 1 Ranah Pesisir using the Differentiated Learning Model for the 2022/2023 school year. This type of research is Classroom Action Research (PTK) which is carried out in two cycles. Each existing cycle consists of three meetings. The first cycle consists for four stages: scheming, implementing, observation and reflection. The subjects of this study consisted of 29 students of class XII IPS 1. The Techniques used for collecting the data through observations and interviews. The collected data were analyzed using qualitative methods. The results showed that the first cycle of student learning activity was 64.60% and in the second cycle increased 20.66% to 85.26%. An indicator of the success of learning activities in this study was an increase in the average score of students' sociology learning activities from the first cycle to the second cycle. Another indicator of success in this study if the number of students who are active in learning activities in one class reaches 75%.

Development of E-Library Applications for Sociology Learning

The background of this study is the lack of learning resources owned by students during the sociology learning process. The purpose of this study is to produce a feasible and practical E-Library application for learning Sociology. The type of research used in this research is Research and Development (R&D). The development model used in this development research is the ADDIE development model. The research instruments used included: validation sheets and practicality questionnaires. Data collection techniques are carried out using observation, tests, questionnaires, and documentation. The results showed that the media validation test for the media expert's assessment of the E-Library 1 application was 96% "very feasible", and the media expert's assessment 2 of the E-Library application was 95% "very feasible". The final score of the eligibility validation of media experts is 95.5% so the E-Library application for sociology learning is "very feasible" to use. Meanwhile, the material validation test for material expert 1's assessment of the E-Library application was 93% "very feasible", and material expert 2's assessment of the E-Library application was 87% "very feasible". The final score of the material expert feasibility validation is 90% so the E-Library application for sociology learning is "very feasible" to use. Furthermore, the results of the particulate test by students were 92%, and the value was categorized as "very practical". Based on this assessment, it can be concluded that the E-Library application for sociology learning has received good responses from users so that it is practically used in a learning process.

Obstacles to Implementation of Differentiation Learning in Sociology Subjects

The implementation of the Merdeka curriculum at SMA Makassar City poses a significant challenge for sociology teachers in implementing differentiated learning. This type of qualitative research with a case study approach was used in this study which focused on the phase of teacher adaptation to an independent curriculum. Teachers from various backgrounds from both public and private schools were the main informants in this study. Data were collected through in-depth interviews, and observations made during the differentiated learning process were applied by teachers. The data obtained is then analyzed through three stages., Validation through source triangulation. The results of the study found that there are at least four main obstacles faced by teachers in their efforts to implement differentiated learning. First, the complexity of the process in differentiated learning causes some teachers to feel overwhelmed in designing and managing learning experiences that fit students' individual needs. Second, limited resources such as diverse teaching materials and different assessment instruments pose a real challenge in providing effective responses to variations in student styles and levels of understanding. Third, it is difficult to ensure active involvement of students in the classroom mainly due to time constraints and students' skills that are still developing. Fourth, teachers' understanding and skills in applying differentiated learning are still lacking The barriers found in this study are real challenges faced by sociology teachers, and indicate the need for more intensive training and support to optimize differentiated approaches in the sociology learning process.

Penerapan Model Pembe Lajaran Learning Cycle 5E Pada Materi Konflik Sosial

The purpose of this study was to find out the application of the Learning Cycle 5E Learning Model at Grade XI IPS SMA Efata Soe. This type of research was Classroom Action Research (PTK) which was intended to improve classroom learning. The subject of this study was 23 students at Grade XI IPS SMA Efata Soe. This research was conducted in two cycles. In each cycle, there were 2 meetings, and an evaluation or test was held at the end of the meeting. Data collection techniques used observation sheets, interviews, tests, and documentation. The data analysis technique used qualitative and quantitative data analysis. This research shows that there was an increase in student learning outcomes in learning sociology in Cycle II. Sociology learning outcomes at the Pre-Cycle meeting total scores of 1,560 with an average of 67.8 and Cycle 1 total scores of 1,640 with an average of 71.30 while Cycle II total scores of 1,910 with an average of 83.8. This study shows that the success criteria set by the researcher were 80% above the KKM 72, so this research was said to be successful because it has achieved success indicators.

Building Sociological Imagination through Social Media:

This paper has three critical purposes. Firstly, to describe the content and activities presented by the @Sociology_Perspective Instagram account as an attempt to enrich our understanding of sociology. Secondly, to explain the shape of the Instagram account strategy for building sociological imagination. Thirdly, to illustrate the sociological analysis of learning sociology based on the Instagram platform using Wright C Mills' thinking about sociological imagining. A qualitative approach with case study methods was used for research, and data was collected through observations, in-depth interviews, and online documentation. The results of this paper show that the @Sociology_Perspective Instagram account has a variety of content and activities consisting of writing spaces, discussions, and information activities that improve sociological understanding, academic and soft skills, and critical thinking. In the context of sociology learning, such an increased capacity makes sociology a fascinating and easier-to-understand discipline with popular learning formats. The various content and activities on the @Sociology_Perspective Instagram platform are part of building sociological imagination that helps students link situations and social structures with their personal experiences. This process also trains and stimulates students to reflect on the social world with sociological concepts

Pembelajaran Sosiologi Secara Daring Selama Pandemi COVID-19 di SMA N 1 Taebenu Nusa Tenggara Timur

This study aims to (1) find out about online sociology learning during the COVID-19 pandemic at SMA N 1 Taebenu and (2) find out what obstacles were faced by teachers and students in implementing online learning during the pandemic. This research was qualitative research that was intended to deeply understand the effectiveness of online sociology learning during the COVID-19 pandemic. The subjects of this study were students, teachers, and the headmaster. The data collection used observation, interviews, and documentation. Interactive analysis techniques include data reduction, data display, and drawing conclusions. The results of research that implementing online learning during the COVID-19 pandemic was not effective because in the learning process students and teachers experienced obstacles by teachers experiencing limitations in the use of learning platforms (technology). Then the obstacles experienced by students were their limitations in facilities such as not having a cellphone, laptop, also not having an internet package, and being constrained by the internet connection.

Reconsidering and teaching sociologies in Zambian teacher education: seeking Mbuyi, Mulenga, and Munkombwe

Global movements to decolonise sociology have gained significant momentum in recent decades and offer far-reaching implications for the field of education. One understudied area of research, however, concerns the sociologies of education taught and experienced in teacher education outside of Anglo/European contexts. This paper uses post-/­decolonial theory to explore the teaching and learning of sociology of education for pre-service teachers at the University of Zambia. It draws on data from surveys (n = 318) and five focus groups with pre-service teachers (n = 20), a focus group with tutors (n = 3) working on the course, and reflections by course lecturers to examine Zambian pre-service teachers’ experiences and perspectives of sociology. We argue that a sociology of education which includes some elements of the classical canon but is grounded more firmly in sociological perspectives related to local social issues, contexts, and epistemologies may lead to a more informed and inspired cadre of pre-service teachers, and by extension, citizens.

Sociology Learning Curriculum for Sustainable Development: The Sierra Leone Rural and Urban Social Observation

This research sought to explore sociology learning curriculum affairs, teaching and social learning for sustainable development in Sociology Departments in Sierra Leone. Education for Sustainable Development is a United Nations Educational, Scientific and Cultural Organisation dream which desires at transforming the route to education by accommodating doctrines, attitudes, customs and demands in all sorts of learning. Literature has authenticated the significance of problem resolving, environmentally applicable sociology education, activity dependent and cooperative education as the foundation for sustainable development. Focus has also been lodged alongside the pedagogical and sociology curriculum affairs in assistance of sustainable teaching and learning in developing nations. The methodology recruited consisted of literature search, questionnaires, interviews, observation and documentary analysis. The research was embraced on two rural and two urban university sociology departments. The outcomes disclosed that some departments obeyed a genuinely harmonised sociology curriculum where academic performance was harmonised with industry-based education or learning, while others obeyed an authentically academic sociology curriculum. Results demonstrated that trailing an academic sociology curriculum steered to relevant employment though unemployment was immense due to the absence of competence. The immense rate of employment of those trailing harmonised sociology curriculum seemed to be an inducement. The research concluded that a harmonised curriculum and sociology education was more constructive for sustainable development and entrepreneurship. Advance research is required on the sociology curriculum and approaches for education or industry harmonisation for sustainable development and challenges sociology departments encounter in attempting to execute the Education for Sustainable Development programme in developing nations.