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All Journal JPG (Jurnal Pendidikan Geografi) Socius (Jurnal Pendidikan dan Pembelajaran Ilmu Pengetahuan Sosial) (Edisi Elektronik)
Bambang Subiyakto
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Earth & Planetary Sciences Education Environmental Science Social Sciences

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IPS TEACHER RECEPTION ON THE IMPLEMENTATION OF FACE-TO-FACE LEARNING (PTM) DURING THE COVID-19 PANDEMIC Syaharuddin Syaharuddin; Ridho Hayati; Bambang Subiyakto; A. Munaya Rahman; mutiani mutiani
JURNAL SOCIUS Vol 11, No 1 (2022): Jurnal Socius
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/js.v11i1.8856

Abstract

Face-to-face learning (PTM) during the pandemic does not provide comfort for students and social studies teachers in learning at school. Learning requires students and teachers to strictly carry out PROKES, from wearing masks to not being allowed to gather. In addition to students, teachers face the same problem when required to complete curriculum targets (emergency) with shorter study times. The aims of this study are to (1) describe the implementation of learning during a pandemic; (2) the constraints experienced during the implementation of PTM during the pandemic; (3) Implementation of PTM which is expected to overcome the obstacles faced during the pandemic. The subjects of this study were principals, teachers and students in the city of Banjarmasin as many as 37 people. Structured interviews were conducted via google form. Data were analyzed by following the Miles and Huberman models. This article concludes that the choice of learning methods with PTM in the midst of a pandemic, according to students the most important thing is that it is easier to accept lessons and more effective communication with fellow friends and teachers. Social studies teachers are easier to condition the class so that the material that has been prepared is easier to convey. The main obstacle for PTM is the shorter study time so that the curriculum targets are difficult to achieve. Second, the difficulty of communicating between students and teachers because they have to carry out strict PROKES both in the use of masks and prohibition of gathering. This study recommends a more comprehensive investigation of the implementation of PTM in order to find the right formulation for the implementation of PTM to run effectively.
The Effect of the Concept Map Method on Student Learning Motivation in Geography Class XI Social Studies 3 in Public High School 8 Banjarmasin Monalisa Monalisa; Deasy Arisanty; Herry Porda Nugroho Putro; Karunia Puji Hastuti; Bambang Subiyakto
JPG (Jurnal Pendidikan Geografi) Vol 10, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jpg.v10i2.16149

Abstract

Disaster mitigation material has many concepts that are prone to misconceptions and fragments. Mind maps are considered capable of providing a good understanding of concepts. This study aims to determine the application of the concept map learning method in natural disaster mitigation material to increase the motivation to learn the geography of grade XI Social Studies 3 students at SMA Negeri 8 Banjarmasin in the even semester of the 2022/2023 academic year. This is a class action research (PTK) carried out in 3 cycles. Each Cycle consists of stages of planning, execution of actions, observation, evaluation, and reflection. The study subjects were  35 grade XI Social Studies 3 students—data collection using four aspects of learning motivation questionnaires and five questions of learning outcomes tests. The results showed that the initial score of students' motivation to learn geography was 26% in Cycle I to 78.67% of motivated students, in Cycle II to 87.49%, and in Cycle III to 93.07% of students. The initial score of geography learning outcomes was 46% of students completed Cycle I, 77.14% of students completed Cycle II, 88.57% of students,  and Cycle III, 94.29% of students. Based on the study's results, there was an increase in students' motivation to learn geography while applying the mind map method in disaster mitigation material. Preparing concept maps by students with the freedom to draw lines creates an independent and fun learning atmosphere. Mind maps provide an integrated understanding of the relationship between concepts in disaster mitigation materials.
Co-Authors A. Munaya Rahman Deasy Arisanty Herry Porda Nugroho Putro Karunia Puji Hastuti, Karunia Puji Monalisa Monalisa Mutiani Mutiani Ridho Hayati Syaharuddin Syaharuddin