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INDUSTRIALISASI DI KASONGAN suyato, Suyato
Informasi Vol 29, No 1 (2003): INFORMASI
Publisher : Universitas Negeri Yogyakarta

Industrialisasi atau proses menuju masyarakat industri dapat dijelaskan dari dua sisi, yaitu struktural dan kultural. Secara struktural, semakin terdiferensiasi suatu masyarakat karena tingginya spesialisasi kerja, semakin modern masyarakat tersebut. Sedangkan secara kultural , semakin rasional tindakan sosial dalam masyarakat, semakin modern masyarakat tersebut. Pembahasan ini mencoba memadukan kedua perspektif tersebut dengan asumsi bahwa bila proses diferensiasi secara struktural tidak diikuti rasionalisasi tindakan . secara kultural maka proses industrialisasi akan terhenti pada masa transisi. Desa Kasongan sebagai salah satu sentra industri tengah mengalami proses tersebut. Namun demikian, proses diferensiasi secara struktural dan rasionalisasi tindakan secara kultural belum mampu menyebabkan tererosinya ikatan patron-klien yang ada dalam desa tersebut sehingga menyebabkan desa tersebut berhenti pada masa transisi. Dengan kata lain, proses transformasi menuju masyarakat industri baik dari aspek struktural maupun kultural . belum mampu menghasilkan tipe tindakan sosial yang bersifat elektif yang mempertimbangkan kesesuairU"! antnra tujuan dan cara mencapai Faktor-faktor yang menyebabkan desa Kasongan berada pada tahap transisi antara lain .' Kuatnya ikatan patron-klien, rigiditas ruang normatif, rasionalisasi tindakan tidak sebanding dengan laju diferensiasi struktural, dan tipe masyarakat industri yang diharapkan tidak jelas. Dengan demikian, banyak sekali kemungkinan yang bisa terjadi sebagaimana banyaknya kemungkinan araii perubahan sosiai.

Strategi Penguatan Nasionalisme Perbatasan Indonesia Mukhamad Murdiono; Suyato Suyato; Iqbal Arpannudin
JPK (Jurnal Pancasila dan Kewarganegaraan) Vol 5, No 2 (2020): Juli
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/jpk.v5.n2.2020.pp34-43

Penelitian ini bertujuan untuk mendeskripsikan strategi penguatan nasionalisme yang dilakukan oleh guru Pendidikan Pancasila dan Kewarganegaraan (PPKn), faktor pendukung dan faktor penghambat dalam penguatan nilai nasionalisme generasi muda di daerah perbatasan Indonesia. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian adalah para guru PPKn yang mengikuti program sarjana mendidik di daerah terdepan, terluar, dan tertinggal di wilayah Indonesia. Pengumpulan data menggunakan teknik wawancara mendalam dan dokumentasi. Data dianalisis dengan teknik analisis induktif. Langkah-langkah analisis data yang dilakukan meliputi: reduksi data, kategorisasi, display data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi penguatan nasionalisme yang dilakukan oleh guru PPKn yakni melalui pendekatan budaya dan psikologis dengan pembiasaan dan keteladanan dalam pembelajaran. Faktor-faktor yang mendukung antara lain kemauan peserta didik yang kuat, sinergi sekolah dan pemerintah, dan kehadiran Tentara Nasional Indonesia. Sementara faktor penghambat antara lain: keterbatasan akses informasi sumber belajar mengenai nasionalisme, letak geografis, dan adat istiadat.The strategy to Strengthen Indonesian Border Nationalism. This study aims to describe the strategy of strengthening nationalism carried out by Pancasila and Citizenship Education (PPKn) teachers, supporting factors and inhibiting factors in strengthening the value of young generation's nationalism in Indonesia's border regions. This research is a descriptive study with a qualitative approach. Research subjects were PPKn teachers who took part in educating undergraduate programs in the foremost, outermost, and disadvantaged regions in the Indonesian region. Data collection uses in-depth interview techniques and documentation. Data were analyzed by inductive analysis techniques. The steps of data analysis include: data reduction, categorization, data display, and drawing conclusions. The results showed that the strategy of strengthening nationalism carried out by PPKn teachers was through cultural and psychological approaches with habituation and exemplary learning. Supporting factors include a strong student will, school and government synergy, and the presence of the Indonesian National Army. While the inhibiting factors include: limited access to information about learning resources about nationalism, geographical location, and local wisdom.

PEl'lGEMBANGAN INTELLECTUAL CAPITAL DAN SOCIAL CAPITAL MELALUI PENDIDIKAN KEWARGANEGARAAN Suyato Suyato
Jurnal Cakrawala Pendidikan Vol 2, No 2 (2008): Cakrawala Pendidikan, Juni 2008, Th. XXVII, No. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Developingintellectu,,1 and social capital in preparing student for their future'srole as constructiveand critical citizen is essential in a healthy de~ocratic state,School-based civiceducation ,as one of means in building such ones faces somechallenges, Developing intellectual and capital, may be, is the greatest one. Thispaper tries to propose the urgency of such effort by arguing that school"based civiceducationCan be utilized as a means of making well informed citizen, The mainconcepts, such as democracy, citizenship, and responsibilities of governmentshould be understood by citizen properly and comprehensively. Therefore, theparamount challenge of civic education teachers is how to implement a teachingstrategy for best instilling those values, because people are not born with theknowledge, skills, and attitudes necessary to make democracy work; rather, theyacquire this knowledge and capacity for democratic citizenship .only Ihroughexperience,especially through 'School-based civic educa.tion, One of the beststrategies of civic education is portfolio-based teaching strategy. In this activity,studentshave an opportunity to practicing their values related to deIrtocracy,citizen,and responsibility of government. Besides its disadvantages, portfoliobased teaching strategy is a promising one in order to prepare the well informedcitizen veryneeded in a healthy democratic 'State. Accordingly, teachers of civiceducation should change their circumstances by implementing this strategy

PEl'lGEMBANGAN INTELLECTUAL CAPITAL DAN SOCIAL CAPITAL MELALUI PENDIDIKAN KEWARGANEGARAAN Suyato Suyato
Jurnal Cakrawala Pendidikan Vol 3, No 3 (2007): Cakrawala Pendidikan, November 2007, Th. XXVI, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Developingintellectu,,1 and social capital in preparing student for their future'srole as constructiveand critical citizen is essential in a healthy de~ocratic state,School-based civiceducation ,as one of means in building such ones faces somechallenges, Developing intellectual and capital, may be, is the greatest one. Thispaper tries to propose the urgency of such effort by arguing that school"based civiceducationCan be utilized as a means of making well informed citizen, The mainconcepts, such as democracy, citizenship, and responsibilities of governmentshould be understood by citizen properly and comprehensively. Therefore, theparamount challenge of civic education teachers is how to implement a teachingstrategy for best instilling those values, because people are not born with theknowledge, skills, and attitudes necessary to make democracy work; rather, theyacquire this knowledge and capacity for democratic citizenship .only Ihroughexperience,especially through 'School-based civic educa.tion, One of the beststrategies of civic education is portfolio-based teaching strategy. In this activity,studentshave an opportunity to practicing their values related to deIrtocracy,citizen,and responsibility of government. Besides its disadvantages, portfoliobased teaching strategy is a promising one in order to prepare the well informedcitizen veryneeded in a healthy democratic 'State. Accordingly, teachers of civiceducation should change their circumstances by implementing this strategy

Elections as a means of citizens political education: A comparative study between Indonesia and Malaysia Sunarso Sunarso; Suyato Suyato; Puji Wulandari Kuncorowati; Toba Sastrawan Manik; Ali Masykur Fathurrahman
Jurnal Cakrawala Pendidikan Vol 41, No 1 (2022): Cakrawala Pendidikan (February 2022)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v41i1.44305

The purpose of this study is to compare Indonesian and Malaysian elections in terms of (1) legal basis, (2) organizing institution, (3) implementation, (4) political party function, and (5) public participation. It was a library study using a qualitative approach. Documentation was used to gather information. The data were analyzed descriptively using the Miles and Haberman model. The data were collected, grouped, reduced, interpreted, and concluded. The data were interpreted based on concepts, theories, and critical analysis. Cross-checking was used as the data validity technique. The results of this study are (1) Indonesia has hosted 12 elections, some of which have been influenced by political dynamics, including Law No. 12 of 2003 concerning Elections for the 2004 Election, Law No. 10 of 2008, and Law No. 7 of 2017 concerning Elections. Malaysian elections are governed by two laws: (a) the Malaysian Law on General Election Deed 1958 and (b) the Malaysian Law on General Election Error Act 1954. (c) P.U.(A) 293/2002 concerning the General Election (Voter Registration) Regulation last amended by P.U.(A) 106/2012; (d) P.U.(A) 185/2003 concerning Election Regulation (Post Elections) 2003; (e) P.U.(A) 386/1981 concerning General Election Regulations (Execution of Grand Elections) 1981, last amended by P.U. (A) 134/2013. (2) General Election Commission (KPU) is the name of the election organizers, whereas General Election Institute is the name of the election organizers in the New Order Era (LPU). Suruhanjaya Choice Raya is the Malaysian election organizer (SPR) (3) The election system in Malaysia is simpler and more efficient. Malaysia uses the District Election System which is based on the location of the election district, not the population. The election system in Indonesia uses the proportional election system. (4) Malaysia is a constitutional monarchy and adheres to a parliamentary democracy system. Both Indonesia and Malaysia adhere to a multi-party system. (5) The average voter turnout in Malaysian elections is 85 percent, while voter turnout in Indonesia is only 74 percent. In general, Malaysian elections are worse than those in Indonesia. In Malaysia, election organizers tend to favor government parties. Suruhanjaya Choice Raya Malaysia (SPR) barred Diaspora residents in other nations from using the post in 2018, claiming that the Diaspora favored opposition parties.

MENGITEGRASIKAN TRADISI-TRADISI DALAM SOCIAL STUDIES DAN STRATEGI PENDIDIKAN NILAI KOMPREHENSIF DALAM RANGKA MEMECAHKAN MASALAH SOSIAL Suyato Suyato
Humanika, Kajian Ilmiah Mata Kuliah Umum Vol 7, No 1 (2007): Humanika, Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v7i1.21014

Krisis nilai dan moral yang melanda Indonesia dewasa ini bisa dijadikan indikasi kegagalan pendidikan nilai dan moral baik di sekolah, keluarga, maupun masyarakat. Social studies yang merupakan salah satu mata pelajaran yang memiliki misi pendidikan nilai dan moral selama ini cenderung menggunakan atau menekankan secara lebih berat pada satu tradisi dan strategi pembelajaran tertentu sehingga lebih bersifat parsial. Mengingat permasalah nilai dan moral yang demikian berat melanda negara ini, para guru Social Studies perlu melakukan perubahan, khususnya pemilihan strategi pembelajaran yang selama ini terbutli kurang efektif. Salah satu cara itu adalah dengan mengintegrasikan tradisi dan strategi pembelajaran. Dengan mengintegrasikan tradisi social studies sebagai pendidikan kewarganegaraan, ilmu sosial, reflective inquiry dan mengintegrasikan strategi pendidikan nilai baik inkulkasi, fasilitasi, pemodelan, maupun pengembangan ketrampilan berkaitan dengan nilai, termasuk pendidikan nilai komprehensif baik materi, media, pelaku, waktu, tempat dan evaluasi diharapkan pendidikan nilai akan lebih efektif. Dengan pendidikan nilai dan moral yang efektif diharapkan akan tercipta warga negara yang memiliki integritas nilai dan moral yang tangguh sehingga krisis nilai dan moral yang melanda negeri ini segera teratasi. Meskipun guru telah melakukan tugasnya dengan baik, tanpa dukungan dari orangtua, tokoh masyarakat, dan pemerintah, pendidikan nilai tidak akan efektif. Oleh karena itu, pendidikan nilai dan moral yang komprehensif menuntut kerjasana semua stake holder untuk bahu-membahu secara sinergis dan berkesinambungan dalam upaya mendidik anak bangsa menjadi insan yang memiliki integritas nilai dan moral yang tangguh.

Belajar demokrasi di sekolah: Re-orientasi pendidikan dan pengembangan kultur sekolah yang humanis Suyato Suyato
Jurnal Civics: Media Kajian Kewarganegaraan Vol 13, No 1 (2016): June 2016
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/civics.v13i1.11078

This essay explores the factors that cause a lack of effective preparation of citizens supporting the democratic political system carried by educational institutions, especially schools. After describing the global context, in particular the tendency (trend) practices of Citizenship Education that has shifted to the sheer mission preparation productive workforce as it promoted the ideology of neoliberal role strategies educational institutions (schools), not in the setting up of citizens supporting democratic values , further description focuses on the development of the humanist school culture, which the authors believe to be an absolute prerequisite for learning effective democracy. Recently described of learning about democracy effectically, next, it describes theorization of by a description of the importance of critical pedagogy and ended by a description of the change of learning democracy into learning democracy democratically.

Perilaku menyimpang dalam perspektif sosiologis Suyato Suyato
Jurnal Civics: Media Kajian Kewarganegaraan Vol 2, No 2 (2005): December 2005
Publisher : Universitas Negeri Yogyakarta

Discourse of deviant behavior becomes difficult because of its complexity and relativity. Its complexity stems from the facts that there are many concepts should be considered, namely medical concepts, legal aspects, and morals issues. Its relativity comes from the facts that there are many perspectives, such as cross-cultural perspectives, subculture variations, ecological context, variation over time, and situational aspects. Sociologists have been made explanation on deviant behavior but not yet comprehensive. Sociological perspectives on deviant behavior can be categorized as structural functional theory, symbolic interaction theories, and conflict theory. Each of them tries to explain major question, basic assumption, and causes of deviance by using its own perspective. For example, control theory has been emphasis that because the lack of strong tied (legal or social) from others, individual tends to conduct defiantly. Sociologists also has been tried to comprehend ways people neutralize their misbehavior. Using economic perspective and control theory to eliminated corruption conducted by apparatus in district development program as an example, this article concluded that it is needed to make a comprehensive perspective in solving deviant behavior problems, such as corruption.

Upaya pembentukan warga negara yang baik dan tantangan yang dihadapi oleh para guru PKn peserta SM3T 2015 Suyato Suyato; Mukhamad Murdiono; Budi Mulyono; Iqbal Arpannudin
Jurnal Civics: Media Kajian Kewarganegaraan Vol 13, No 2 (2016): December 2016
Publisher : Universitas Negeri Yogyakarta

The research was an explorative research deploying interview and questionnaire as collecting data methods. Collected data was analyzed descriptive qualitatively. The research found that (1) although respondents have different conceptions of good citizens, they have shared view on main features of good citizen, namely caring others, responsibility, independence, democratic, critical, and simple life; (2) almost all of them have chosen lecturing as instructional method to develop good citizen; (3) they have found both internal and external obstacles in dealing with their efforts, such as teachers themselves and students and the lack of infrastructures of schools; and (4) many efforts were deployed, one of them was of seduction their colleagues to work professionally. They believed that it was not thought but caught by which a good citizen could be developed. They were ready to be examples.

Teams Games Tournament (TGT): memadukan unsur competitive dan cooperative dalam rangka peningkatan kualitas pembelajaran PKn Suyato Suyato
Jurnal Civics: Media Kajian Kewarganegaraan Vol 3, No 1 (2006): June 2006
Publisher : Universitas Negeri Yogyakarta

Many researches has been done in searching the advantages and disadvantages, both Cooperative and Competitive model of teaching, each of them has marry advantages. Accordingly, the rest task of teachers is to take the advantages and eliminate its disadvantages. This article tries to propose Team Game Tournament as a means in integrating cooperative and competitive aspects of instructional activity. With its distinctive feature, TGT can combines both cooperative and competitive spirits of student as a result, hopefully, student' achievement will increase. Implementation of TGT in some right occasion is one of means in increasing instructional effectiveness.

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