Articles
<![CDATA[Problem Based Learning E-Module for Facilitating Sociology Learning in the Digital Era ]]>
<![CDATA[Yuningtyas, Laras Andita]]>;
<![CDATA[Sariyatun]]>;
<![CDATA[Djono]]>
<![CDATA[ Jurnal Edutech Undiksha Vol. 11 No. 1 (2023): June ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jeu.v11i1.58123
<![CDATA[This Technological developments present a variety of digital learning resource options that can be used by teachers, as well as being a solution to overcome the problem of less interactive learning. This study aims to develop a problem-based learning e-module product for sociology learning in senior high schools. This research approach is research and development (RnD), which adopts the 4-D model. This research will involve two media experts, two material experts, and three subject teachers. Data collection techniques use non-test techniques with instruments consisting of questionnaires. Obtaining questionnaire scores will be analyzed descriptively with percentages. The results of this study indicate that problem-based learning-based e-modules obtain a percentage score of 91% from media experts and are included in the 'very good' qualification. The assessment of material experts obtained 86%, which was included in the qualification of 'very good. The teacher's assessment is 89% which is included in the 'very good' category. The e-module developed in this study was deemed 'very feasible' to be used as a learning medium and tested on students in the sociology learning process.]]>
<![CDATA[ACTUALIZATION OF HISTORICAL EMPATHY TO ACHIEVE THE STUDENT PROFILE OF PANCASILA ]]>
<![CDATA[Susanto, Heri]]>;
<![CDATA[Sariyatun]]>;
<![CDATA[Djono]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 12 No 2 (2023): PAEDAGOGIA: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24239/pdg.Vol12.Iss2.412
<![CDATA[Historical empathy is an aspect that is relevant to the student profile of Pancasila. The achievement of historical empathy can be a way to achieve a student profile of Pancasila. This study aims to: 1) analyze the correlation of students' historical empathy preferences with elements of the student profile of Pancasila; 2) formulate a historical empathy actualization model to achieve a student profile of Pancasila by referring to students' cognitive and affective preferences in learning history. This study uses a quantitative method to determine the correlation of historical empathy with elements of the student profile of Pancasila and a qualitative method to formulate interrelationships between components in the study and formulate a historical empathy actualization model to achieve a student profile of Pancasila. The results showed: 1) there was a significant correlation in the three aspects of empathy with the elements and sub-elements of the student profile of Pancasila; 2) based on students' cognitive and affective preferences in history learning, an actualization model can be formulated using two models, namely actualization that is relevant is the use of edutainment in history learning and project learning based on learning products.]]>
<![CDATA[Exploring Multiculturalism and Intolerance: Understanding the Dynamics of Diversity ]]>
<![CDATA[Sariyatun]]>;
<![CDATA[Marpelina, Leni]]>
<![CDATA[ Jurnal Pendidikan Multikultural Indonesia Vol. 6 No. 2 (2023): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jpmu.v6i2.64695
<![CDATA[Amidst growing global challenges, multiculturalism and intolerance play a significant role in shaping a diverse society. Conflicts of interest and cultural differences often lead to intolerance, affecting social interactions and public policy. This research explores multiculturalism and intolerance to understand diversity dynamics in society. It utilizes a literature review, analyzing various journal articles and books relevant to the research topic. Additionally, this research reveals the complexity of the relationship between multiculturalism and intolerance. Factors such as cultural differences, identity politics, conflicts of interest, and social injustice are the main influences on the tolerance level in society. This research aims to analyze how these factors interact, evaluate their impact on multiculturalism and tolerance, and create strategies to enhance multicultural education and inclusive public policies. These findings emphasize the importance of multicultural education and inclusive public policy in promoting cross-cultural understanding and reducing prejudice. The implications of this research are the need for collaboration between the government, educational institutions, and civil society to strengthen multicultural education and implement inclusive policies that support tolerance and harmony between cultural groups. This research provides essential insights for strengthening multiculturalism and addressing societal intolerance through an approach focused on inclusivity and social justice.]]>
<![CDATA[Analysis of Types of Technology Use as a Supporting Tool for Sociology Learning by High School Students ]]>
<![CDATA[Fathan Syuhada Kurniawan]]>;
<![CDATA[Sariyatun]]>;
<![CDATA[Herry Widyastono]]>
<![CDATA[ Journal of Education Technology Vol. 6 No. 4 (2022): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jet.v6i4.51619
<![CDATA[Today's findings must refer to the four attributes of 21st-century learning: specific reasoning and critical thinking, imagination, progress, joint effort, and correspondence. 21st-century learning requires discoveries that are open and versatile to today's changing mechanical events. Therefore, this research aims to analyze the types of technology used by teachers to support the sociology learning process. In this study, the method used is the descriptive qualitative method. Data collection techniques used were surveys and interviews referring to questionnaires and interview guidelines as research instruments. The research subjects consisted of 145 high school students. The data obtained will then be analyzed interactively with 4 stages. The research results show that 95% of students are identified as having a smartphone. It is also supported by regulations at school that allow the use of smartphones for learning activities. It is just that this opportunity has challenges where students still tend to use smartphones to play games (48% of student respond). Seeing these opportunities and challenges, smartphones are a type of technology that can be optimized for sociology learning activities independently and in groups. Thus students can divert the use of smartphones as a means of playing, becoming a tool to support learning facilitated by the teacher.]]>
<![CDATA[Interactive Mobile Learning-Based Gamification to Improve the Collaboration Skills of 11th Grade Students in High School ]]>
<![CDATA[Sujarwo, Fakhrudin]]>;
<![CDATA[Sariyatun]]>;
<![CDATA[Rejekiningsih, Triana]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jet.v7i3.63210
<![CDATA[Instilling multiculturalism and a community attitude of cooperation in maintaining national integration can be done through the Sociology learning process. However, the Sociology learning process that occurred have not been carried out optimally. Thus, collaboration skills as an essential skill in building a 21st-century knowledge society need to be achieved. It can be seen interaction between students who still prioritize personal interests rather than group interests to attain common goals. This happened in the Sociology subject in class XI high school. Based on these problems, this research aimed at optimizing the Sociology learning process through the development and elaboration of gamification-based mobile learning media to improve collaboration skills. This research was a development research (R&D). The gamification-based mobile learning media was tested using a static group comparison design approach in the experimental class and comparison class. The test results were that the practical course scored 82.66, and the comparison class scored 67.40. It indicated that, there were an average difference where the experimental type was 15.26 points superior or 22.63% premium to the comparison class. The t-test results showed that gamification-based mobile learning media products improved collaboration skills. It was concluded that the mobile learning media developed is suitable for use and effective in enhancing the collaboration skills of class XI high school students.]]>
<![CDATA[PELATIHAN PENELITIAN DAN PENULISAN ARTIKEL PRAKTIK BAIK BAGI GURU SEJARAH DI KARANGANYAR ]]>
<![CDATA[Abidin, Nur Fatah]]>;
<![CDATA[Sariyatun]]>;
<![CDATA[Agung S, Leo]]>;
<![CDATA[Musadad, Akhmad Arif]]>;
<![CDATA[Yuniyanto, Tri]]>
<![CDATA[ Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 6 No. 1 (2023): Februari ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (146.531 KB)
|
DOI: 10.29303/jppm.v6i1.4285
<![CDATA[Penelitian metode praktik baik menjadi salah satu solusi dari keterbatasan yang dihadapi guru dalam melakukan penelitian tindakan kelas selama masa post-pandemi. Berdasarkan diskusi awal dengan MGMP, guru belum memiliki pengetahuan mengenai metode praktik baik dengan demikian diperlukan pelatihan penulisan metode tersebut. Tujuan kegiatan pengabdian adalah memperkuat kompetensi penelitian dan penulisan artikel ilmiah dalam masa pandemi dan tatap muka terbatas. Pelaksanaan kegiatan dilakukan melalui tahapan/proses pelatihan, pendampingan-evaluasi, dan refleksi. Kegiatan diikuti oleh 35 guru sejarah di wilayah Kabupaten Karanganyar. Hasil kegiatan pengabdian menunjukkan bahwa guru sejarah mayoritas belum memiliki pemahaman dan pengetahuan mengenai penelitian dan penulisan artikel praktik baik. Kegiatan pelatihan kemudian difokuskan untuk memberikan pengetahuan dasar bagi guru. Setelah kegiatan pengabdian guru memiliki pemahaman dan pengetahuan mengenai praktik baik. Akan tetapi, jumlah guru yang mampu menyusun draft artikel praktik baik masih belum maksimal. Hambatan bagi guru dalam penulisan artikel praktik baik terletak pada faktor administratif dan faktor kesediaan waktu. Dengan demikian dapat disimpulkan bahwa guru telah memiliki pengetahuan mengenai penelitian dan penulisan metode praktik baik tetapi diperlukan tindak lanjut dalam bentuk pendampingan secara berkesinambungan kepada guru untuk memperkuat pengetahuan yang telah dimiliki guru.]]>
<![CDATA[LOKAKARYA PEMANFAATAN SUMBER PRIMER DALAM PEMBELAJARAN SEJARAH KURIKULUM MERDEKA ]]>
<![CDATA[Sariyatun]]>;
<![CDATA[Abidin, Nur Fatah]]>;
<![CDATA[Akhmad Arif Musadad]]>;
<![CDATA[Leo Agung S]]>;
<![CDATA[Tri Yuniyanto]]>
<![CDATA[ Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 7 No. 1 (2024): Februari ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29303/jppm.v7i1.6068
<![CDATA[Salah satu aspek pedagogis yang perlu dikembangkan guru dalam pembelajaran sejarah Kurikulum Merdeka adalah penguatan keterampilan mengajar-belajar berbasis sumber primer. Berdasarkan hasil FGD dan Survey terbatas (2022), guru SMA di Surakarta masih mengalami kendala dalam penggunaan sumber primer dalam pembelajaran sejarah. Kondisi tersebut tentunya menghambat transisi dan trasformasi pembelajaran sejarah dari kerangka Kurikulum 2013 menuju Kurikulum Merdeka. Solusi dari permasalahan tersebut adalah penguatan pedagogi guru dalam penggunaan sumber primer melalui kegiatan lokakarya. Lokakarya secara luring dan dilaksanakan dalam empat tahap yaitu persiapan, pelatihan, pendampingan, dan evaluasi-refleksi. Materi yang disampaikan dalam lokakarya meliputi pembelajaran sejarah Kurikulum Merdeka, penggunaan sumber primer dalam pembelajaran sejarah, model pembelajaran sejarah berbasis sumber primer, dan penyusunan modul ajar berbasis sumber primer. Hasil pengabdian telah mendorong guru untuk memahami kerangka teoretik dalam memanfaatkan sumber primer dalam pembelajaran sejarah. Modul ajar yang telah dikumpulkan peserta lokakarya telah mengintegrasikan sumber primer dalam pembelajaran sejarah. Lebih lanjut, implmentasi dari perencanaan pembelajaran sejarah berbasis sumber primer perlu untuk dikaji secara lebih lanjut.]]>
<![CDATA[Advancing Fashion Design Education: Evaluating the Eligibility of Video Tutorial Media for Basic Pattern Content in Vocational High School ]]>
<![CDATA[Wati, Widya Rahma]]>;
<![CDATA[Sariyatun]]>;
<![CDATA[Sudiyanto]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i3.76069
<![CDATA[Technological innovation should be optimally applied to all subjects, without exception art and design education in SMK. The presence of technology and learning media there should also not only improve learning methods but also make people easier to get information. This research aims to create a technological innovation in the form of Video Tutorials for learning Drawing Patterns for vocational high school students. This research is a type of research and development (R&D) by adopting 7 steps from 10 steps proposed by Borg & Gall. The subjects involved in this research consisted of 2 media experts, 2 material experts, and 3 teachers. The data collection techniques were non-test, namely interviews, observations and questionnaires. The research instruments used were a list of questions, an observation sheet and a video media feasibility questionnaire. The collected data were analyzed by finding the average, then described in paragraph form to provide an overview of the field findings and media feasibility. The results showed that the average acquisition of media experts I, II, II respectively received the Good category. As for the results of the practitioner's assessment, the average score obtained by teachers I and II consecutively fell into the Good category. Thus, video tutorial media for learning to draw patterns is declared feasible to use as learning media. The research findings successfully show that video tutorials empower students to learn independently and improve their pattern making skills, as well as enable teachers to deliver visually appealing learning, thus encouraging better information absorption among students.]]>
<![CDATA[The Urgency of Android-Based Interactive Multimedia Development to Improve High School Students Collaboration Skills ]]>
<![CDATA[Pramusita, Mutiara Kusuma Ananda]]>;
<![CDATA[Sariyatun]]>;
<![CDATA[Suryono, Hassan]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jet.v8i1.75278
<![CDATA[Humans as social creatures are defined as humans who cannot live alone so they work together to build a harmonious social life with collaboration skills. Through the application of education, collaboration skills are one of the skills of the 21st century. In applying sociology learning, students have difficulty understanding sociology material and developing their collaboration skills. Even though collaboration skills are needed for social life. Based on the problems above, this research aims to develop Android-based interactive multimedia to optimize mobile learning on social interaction material. This research is a type of development research (R&D) using the ADDIE model which involves media experts, content experts, and experts on skills measurement instruments in learning. The data collection technique uses a quantitative descriptive approach with percentage analysis. The results of data analysis show that 2 media experts gave an average score of 3.71 with a percentage of 93% percent. Then 4 learning content experts gave an average score of 3.9 with a percentage of 97.50%, and finally, 4 learning instrument experts gave an average score of 4 with a percentage of 100%. It was concluded that interactive multimedia was declared very suitable for use in teaching sociology for class X SMA/MA. The Android-based interactive multimedia being developed is expected to contribute to the urgent need for learning media innovation that is adapted to the learning needs of the 21st Century.]]>
<![CDATA[Virtual Tour Media to Support Digital Literacy Culture in Learning The History of The Spice Route ]]>
<![CDATA[Ahmad Alim Wijaya]]>;
<![CDATA[Sariyatun]]>;
<![CDATA[Sudiyanto]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 14 No 1 (2025): March ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jpiundiksha.v14i1.87667
<![CDATA[The current problem is the lack of reading materials and learning media related to the context of the spice route, both locally and nationally. Educators tend to convey spice route material briefly by inserting the material with a broader scope so students' understanding is lacking. This study aims to develop a virtual tour media for the spice route in filling the availability of interactive media to form a digital culture in history learning. This type of development research uses the ADDIE approach model involving various media and material experts. The data collection technique uses a quantitative approach with percentage analysis. The sample used in this study was class X students at SMAN. The data collection method uses a questionnaire. The data collection instrument uses a questionnaire sheet. The data analysis technique uses qualitative and quantitative descriptive analysis. The analysis results show that media experts give an average score of 3.7 (very good). Meanwhile, media experts gave an average score of 3.4 (very good). Then, for the acquisition of user trial scores, 2.9 (good) was used for limited group tests, 3.3 (very good) was used for medium group tests, and 3.7 (very good) was used for broad group tests. The study results show that after a series of testing processes were carried out on the virtual media of the spice route, the media is feasible and can be used in class X as an alternative tool for presenting interactive and timeless history learning.]]>
