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All Journal Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Society Habitus: Jurnal Pendidikan Sosiologi dan Antropologi
Dwi Astutik
Universitas Sebelas Maret
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Pemanfaatan media pembelajaran berbasis kelas virtual di masa pandemi Bagas Narendra Parahita; Dwi Astutik; Ghufronudin Ghufronudin; Yuhastina Yuhastina
Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 4, No 3 (2021): Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS)
Publisher : University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jipemas.v4i3.11414

Abstract

During distance learning (PJJ), teachers have difficulty developing creativity regarding the online learning process, especially when compiling learning media. Service activities were carried out by the Eduscape Group Research team from the Sebelas Maret University FKIP together with the Sociology MGMP of Karanganyar Regency as an effort to optimize online learning. The learning media provided by Google for Education, especially Google Slides, was chosen to be the main target for the preparation of virtual classes because it has flexibility, ease of use, and is easily accessible by both teachers and students. The method of implementing service activities is carried out in the meeting room of SMA Negeri Karangpandan, Karanganyar Regency, face to face with stringent health protocols. Service activities consist of material presentation, demonstration, mentoring and collection of virtual class results. The result of this activity is that teachers can compose and use and create learning media through various online platforms (google slides, online quizzes, pdf converters, exploration of material content on youtube) to prepare virtual classes.
PRAKTIK MULTIKULTURALISME DALAM DUNIA PENDIDIKAN (ANALISIS KEKUASAAAN, WACANA, PENGETAHUAN PADA PRAKTIK TOLERANSI DI SEKOLAH MENENGAH ATAS BERBASIS AGAMA KOTA SURAKARTA) Dwi Astutik
Habitus : Jurnal Pendidikan, Sosiologi, dan Antropologi Vol 3, No 1 (2019): HABITUS:JURNAL PENDIDIKAN, SOSIOLOGI, DAN ANTROPOLOGI
Publisher : Program Studi Pendidikan Soiologi Antropologi, FKIP-UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/habitus.v3i1.31936

Abstract

Artikel ini bertujuan untuk mengidentifikasi praktik multikulturalisme di Sekolah Menengah Atas Berbasis Agama di Kota Surakarta yang dijalankan oleh pengetahuan yang terdisiplinkan menurut Foucault. Metode yang digunakan adalah metode kualitatif dengan pendekatan studi kasus. Sekolah berbasis agama di Kota Surakarta yang dipilih menggunakan kriteria yang sudah ditentukan (keragaman agama, suku dan ras, kurikulum dan muatan local). Data diperoleh melalui observasi yang bersifat nonpartisipatif, wawancara mendalam (in-depth interview). Analisis yang dilakukan meliputi pengumpulan data, triangulasi, penyajian data, dan penarikan kseimpulan. Hasil penelitian ini menunjukkan bahwa kekuasaan yang dimiliki oleh institusi pendidikan mampu menciptakan suatu pengetahuan terkait praktik toleransi di sekolah. Akan tetapi, hal ini cenderung kontradiktif dengan praktik yang ada. Sekolah justru menjadi tempat berkembangnya wacana dan pengetahuan (mendewakan satu identitas diantara identitas yang lain) yang dibangun dan disiplinkan kepada siswa. Peran pengetahuan yang dibangun di sekolah menunjukkan bahwa pengaruh elit sekolah berperan sebagai pembuat dan pelestari pengetahuan yang secara sistematis menanamkan nilai dan paham terkait dengan sikap toleransi terhadap sesama dalam kondisi keberagaman melalui pendidikan di sekolah. Penanaman yang terus menerus oleh sekolah akan memunculkan kebiasaan-kebiasaan yang tertanam pada diri siswa melalui sebuah peraturan. Pengembangan nilai-nilai keagamaan dalam konteks multikulturalisme yang ada bersifat top-down dari elit sekolah. Kepentingan pihak sekolah secara tuntutan institusional maupun pribadi mencerminkan bagaimana sekolah dikomidifikasi menjadi arena produksi wacana dan pengetahuan yang akhirnya mampu menguasai sebuah institusi pendidikan.
Peluang dan Tantangan Guru Sosiologi dalam Menghadapi Kurikulum “Merdeka Belajar” di Era Revolusi Industri 4.0 Yuhastina Yuhastina; Bagas Narendra Parahita; Dwi Astutik; Ghufronudin Ghufronudin; Danang Purwanto
Society Vol 8 No 2 (2020): Society
Publisher : Laboratorium Rekayasa Sosial FISIP Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (828.058 KB) | DOI: 10.33019/society.v8i2.234

Abstract

This study aims to analyze the opportunities and challenges of Merdeka Belajar as a national education program for high school teachers nationally. Teachers’ problem in implementing Merdeka Belajar (Freedom of Learning) curriculum lacks understanding of the procedures. This happened because there was no structural explanation regarding the differences between the curriculum they had been running so far and Merdeka Belajar curriculum. Many problems arise when implementing the curriculum that the education they have been running has made students dependent. In this context, this study questions how high school sociology teachers’ opportunities and challenges in facing Merdeka Belajar curriculum in the fourth industrial revolution (industry 4.0)? This study aims to identify problems and strategies for teachers in facing the new paradigm of Merdeka Belajar. This study’s analysis is based on theories such as those from Neill, Rogers, Freire, Boal, Giroux, and Knowles to critically analyze the pedagogical paradigm of national education that teachers have used. This study uses Knowles’s theory of andragogy to explore the notion of Merdeka Belajar. This study’s qualitative research method includes observation of the teacher-student relationship and interviews with several high school teachers in Karanganyar, Central Java. Besides, document studies related to Merdeka Belajar program are also used to understand the policy context. This study found that teachers did not realize that they had been using a pedagogical paradigm (education for children) for high school-level children who had grown up. When they switched to Merdeka Belajar curriculum, they also did not know that the paradigm they should be using is andragogy (education for adults). In this situation, they improvised as best they could to implement Merdeka Belajar. The teachers only carry out orders from the school. However, the school is still trying to understand how it works based on structural orders without clarity. Students’ dependence on teachers has become the cause of teachers’ difficulty to move out of the pedagogical paradigm into andragogy. In this situation, the teachers tried to do their best to implement Merdeka Belajar program during the Covid-19 pandemic. Teachers and schools must also face all infrastructural barriers and socioeconomic conditions with limited online learning access.
Co-Authors Bagas Narendra Parahita Bagas Narendra Parahita Danang Purwanto Ghufronudin Ghufronudin Yuhastina Yuhastina