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Peran Guru Pendidikan Kewarganegaraan Dalam Menyelesaikan Pembelajaran Daring Mayo Sahetapy; A. Soumokil; Aisa Abas
Jurnal Kewarganegaraan Vol 6 No 1 (2022): 1 Januari - 30 Juni 2022 (In Press)
Publisher : UNIVERSITAS PGRI YOGYAKARTA

AbstrakPendidikan merupakan proses dalam membimbing seseorang menuju kearah pendewasaan dengan cara diajarkan atau dilatih. Pendidikan memiliki tujuan yaitu mencerdaskan kehidupan bangsa dan memiliki moral yang baik. Dalam dunia pendidikan guru menjadi contoh untuk anak didiknya serta masyarakat yang ada dilingkungannya bersikap tegas dan mendidik para siswa menjadi tugas utama seorang guru. Pada saat proses pembelajaran berlangsung di lewat daring guru memiliki peran penting yaitu, dapat menangani masalah- masalah yang dihadapi siswa dalam proses belajar daring dimasa pandemi. Pembelajaran daring yaitu pembelajaran yang dilakukan secara jarak jauh dengan memanfaatkan jaringan internet. Pembelajaran daring dapat menyambungkan komunikasi antara siswa dengan sumber belajarnya, yang pada kenyataannya memiliki jarak yang berjauhan. Tujuan Penelitian: untuk mengetahui menyelesaikan masalah pembelajaran daring pada siswa. Metode Penelitian: Penelitian ini menggunakan pendekatan kualitatif, Jenis penelitian kualitatif yang akan digunakan pada penelitian ini adalah fenomenologi, karena prosedur pelaksanaan penelitian akan menghasilkan data deskriptif yang berupa kata-kata tertulis atau lisan dari subjek yang diteliti Teknik yang di gunakan adalah purposive sampling, dimana pengambilan sampel sumber data dengan pertimbangan tertentu. Sebagai responden adalah bagi Guru PKN yang berjumlah Dua Guru sebagai (informan Guru PKN, kepala sekolah dan wakasek kurikulum) Hasil: Upaya guru dalam menyelesaikan maslah pembelajaran daring. memanfaatkan proses pembelajaran daring diskusi yang diadakan oleh guru untuk melihat bebrapa kendalah dalam proses pembelajaran daring serta menciptakan strategi yang khusus agar dapat mengatasi, menilai, mengukur kemampuan siswa dalam proses pembelajaran daring dengan metode membuat WA grup siswa dan guru serta menggunakan aplikasi zoom dan faktor pendukung dan penghambat pendukungnya dalam menyelesaikan masalah pembelajaran daring perlu adanya keseriusan dari pihak sekolah dan orang tua dalam mengadakan kerja sama untuk melihat dan memaksimalkan keadaan siswa dalam proses pembelajaran daring sedangkan penghambatnya akses jaringan yang kurang stabil, fasilitas yang dimiliki siswa masi dikatakan minim tingkat keseriusan siswa, yang tidak sesuai dengan yang diharapkan, pemanfaatan kuota internet secara sembarangan. Kesimpulan: Terdapat Pengaruh Peran Guru Pendidikan Kewarganegaraan Dalam Menyelesaikan Pembelajaran Daring.Kata Kunci: Peran Guru, Pembelajaran DaringÂ AbstractEducation is a process in guiding a person towards maturity by being taught or trained education the nation's life and have good morals , in the world of education, teachers are examples for their students and the community in their enviroment to be firm and educating students is the main task of a teacher. When the learning process takes place online, the teacher has an important role, namely, being able to handle the problem faced by students in the online learning process during the pandemic. Online learning is learning that is carried out remotely by utilizing the internet network online learning can connect communication between students and their learning resources, which in fact have great distances, research objectives to find out how to solve online learning problems for students. Research method this research uses a qualitative approach the type of qualitative research that Will be used in the research is phenomenology, because the research important procedure Will procedure descrpitive data in the form of written or spoken words from the subject being studied. The technique used is purposive sampling, where sampling of data sources with certain considerations. The respondents were PKN teachers, totaling two teachers (informants of PKN teachers school prinsipals and vice head of the curriulum ) results teachers' efforts in solving online learning problems: utilizing the online learning process disccusions held by teachers to see some obstacles in the online learning process as well as create a special strategy in order to be able to overcome, assess, measure students' abilities in the online learning process by in the method of making WA groups of students and teachers and using the zoom application and its supporting and inhibiting factors in solving online learning problems,there needs to be seriousness from the school and parents in hold cooperation to see and maximize the situation of students in the online learning process while the obstacle in network acces that is less stable, the facilites owned by students are still said to have minimal levels of students seriousness, which is not as expected the use of internet quotas don't carelessy. Conclusion : there is an influence of the role citizenship education teachers, In completing learning Keywords: Teachers role, online learning

Kesiapan Guru Pendidikan Pancasila Dan Kewarganegaraan Dalam Pemberlakuan Kurikulum K-13 Di SMA Negeri 10 Tanimbar Herlin Ratuanik; Fricean Tutuarima; Aisa Abas
Jurnal Kewarganegaraan Vol 6 No 2 (2022): September 2022
Publisher : UNIVERSITAS PGRI YOGYAKARTA

AbstrakPenelitian ini bertujuan untuk mendeskripsikan Kesiapan Guru Pendidikan Pancasila Dan Kewaganegaraan Dalam Pemberlakuan Kurikulum K-13 Di SMAN 10 Tanimbar. Penelitian ini menggunakan penelitian deskriptif kualitatif yang bertujuan untuk mengetahui Kesiapan Guru Pendidikan Pancasila Dan Kewaganegaraan Â Dalam Pemberlakuan Kurikulum K-13 Di Smanegeri 10 Tanimbar. Teknik pengumpulan data dilakukan dengan teknik observasi dan wawancara. Hasil penelitian ini menunjukan bahwa Proses Kesiapan Guru PPKn dalam Pemberlakuan Kurikulum 2013 pada SMA Negeri 10 Tanimbar Selatan bahwa sejak tahun 2017 implementasi kurikulum 2013 dilaksanakan pada pada SMA Negeri 10 Tanimbar Selatan dan hampir sebagian besar guru sudah memiliki pelatihan kurikulum 2013. Kesiapan guru untuk sarana prasarana dalam melaksanakan kurikulum 2013 belum maksimal menunjang proses pembelajaran dikelas sehingga sekolah berkomitmen untuk terus membenahi sarana dan prasarana tersebut. Hambatan Kesiapan Guru PKn Dalam Mengimplementasikan Kurikulum 2013 bahwa ada hambatan yang dihadapi para guru ketika kurikulum 2013 diimplementasikan. Yaitu 1) penyesuaian kurikulum 2013, 2) keterbatasan akses internet, 3) kemampuan siswa yang berbeda. hambatan yang dihadapi guru PKn dan siswa adalah sarana prasarana yang tidak memadai, misalnya tidak ada LCD proyektor di tiap ruang kelas, sumber-sumber literature buku bagi siswa yang digunakan dalam proses belajar mengajar masih minim..Solusi untuk Mengimplementasikan Kurikulum 2013 bahwa Solusi untuk implementasi setiap hambatan yang terjadi dalam kurikulum 2013 adalah meningkatkan kualitas guru dengan memberikan pelatihan bagi guru supaya memahami kurikulum 2013 dengan baik, menyediakan sarana dan prasarana yang memadai guna menunjang implementasi kurikulum 2013Kata Kunci: Kesiapan, Guru, Kurikulum 2013Â AbstractThis study aims to describe the readiness of Pancasila and Citizenship Education Teachers in the Implementation of the K-13 Curriculum at Smanegeri 10 Tanimbar. At SMAN 10 Tanimbar. Data collection techniques were carried out by observation and interview techniques. The results of this study indicate that the PPKn Teacher Readiness Process in the Implementation of the 2013 Curriculum at SMA Negeri 10 Tanimbar Selatan that since 2017 the implementation of the 2013 curriculum has been carried out at SMA Negeri 10 Tanimbar Selatan and almost most of the teachers already have training in the 2013 curriculum. Teacher readiness for infrastructure in implementing the 2013 curriculum, it has not maximally supported the learning process in the classroom so that the school is committed to continuing to improve the facilities and infrastructure. Barriers to the Readiness of Civics Teachers in Implementing the 2013 Curriculum that there are obstacles faced by teachers when the 2013 curriculum is implemented. Namely 1) 2013 curriculum adjustment, 2) limited internet access, 3) different student abilities. The obstacles faced by Civics teachers and students are inadequate infrastructure, for example, there is no LCD projector in each classroom, the sources of book literature for students used in the teaching and learning process are still minimal..Solutions for Implementing Curriculum 2013 that Solutions for implementation every obstacle that occurs in the 2013 curriculum is to improve the quality of teachers by providing training for teachers to understand the 2013 curriculum well, providing adequate facilities and infrastructure to support the implementation of the 2013 curriculum.Keywords: Readiness, Teachers, Curriculum 2013

Peran Guru Fasilitasi Pembelajaran Daring Untuk Memotivasi Siswa Dalam Kegiatan Belajar PKn Pada Siswa Kelas VII Di SMP Negeri 20 Ambon Yolanda C. Kiriwenno; Aisa Abas; Jumiati Tuharea
Jurnal Kewarganegaraan Vol 6 No 2 (2022): September 2022
Publisher : UNIVERSITAS PGRI YOGYAKARTA

AbstrakPenelitian ini bertujuan untuk mendeskripsikan Peran Guru Fasilitasi Pembelajaran Daring untuk Memotivasi Siswa dalam Kegiatan Belajar Pkn Pada Siswa Kelas VII Di SMP Negeri 20 Ambon. Selanjutnya yang menjadi rumusan masalah dalam penelitian ini adalah 1) Bagaimana Upaya Peran Guru Fasilitasi Pembelajaran Daring untuk Memotifasi Siswa dalam kegiatan Belajar PKN Pada Siswa Kelas VII di SMP. N 20 AMBON? Dan 2) Bagaimana Faktor Pendukung dan Penghambat Peran Guru Fasilitasi pembelajaran Daring untuk Motivasi Siswa dalam kegiatan Belajar PKN pada Siswa Kelas VII di SMP. N 20 AMBON? Hasil penelitian yang ditemukan adalah Upaya Peran Guru memfasilitasi Pembelajaran Daring Untuk Memotivasi Siswa Dalam Kegiatan belajar Siswa Kelas VII Pada SMP Negeri 20 Ambon bahwa peran guru dalam memfasilitasi siswa agar termotivasi dalam pembelajaran daring itu sangat penting yaitu bagi dalam pembelajaran dapat berlangsung dengan timbulnya rasa nyaman dikelas dan bagi guru hal itu penting dalam mengembangkan peran guru sebagai motivator. Proses memfasilitasi siswa agar termotivasi dalam pembelajaran daring terjadi di SMP Negeri 20 Ambon dengan siswa merasakan fasilitas dengan mendapatkan akses internet, buku teks dan bahan ajar yang diberikan guru dan fasilitas yang disiapkan oleh guru yaitu suatu kesatuan yang sudah dirancangkan dalam RPP. Faktor Pendukung dan Penghambat Peran Guru memfasilitasi Pembelajaran Daring untuk Memotivasi Siswa Dalam Kegiatan Belajar PKn Siswa Kelas VII Pada SMP Negeri 20 Ambon bahwa faktor tersebut yaitu fasilitas pembelajaran daring seperti akses internet dan kepemilikan HP androit, Selain itu, faktor penghambat guru memfasilitasi pembelajaran daring untuk memotivasi siswa dalam pembelajaran daring yaitu faktor seperti : Jaringan tidak baik, siswa tidak memiliki HP, tidak serius siswa saat pembelajaran daring berlangsungKata Kunci: Peran, Guru, Fasilitas, Pembelajaran DaringÂ AbstractThis study aims to describe the role of online learning facilitation teachers to motivate students in Civics Learning Activities for Class VII Students at SMP Negeri 20 Ambon. Furthermore, the formulation of the problem in this research is 1) How the Efforts of the Role of Online Learning Facilitation Teachers to Motivate Students in PKN Learning Activities for Class VII Students in Junior High Schools. N 20 AMBON? And 2) What are the Supporting and Inhibiting Factors for the Role of Teachers in Facilitating Online Learning to Motivate Students in PKN Learning Activities for Class VII Students in Junior High Schools. N 20 AMBON?. The results of the research found were the role of the teacher in facilitating online learning to motivate students in class VII student learning activities at SMP Negeri 20 Ambon that the teacher's role in facilitating students to be motivated in online learning was very important, namely for learning to take place with the emergence of a sense of comfort in class. and for teachers it is important in developing the teacher's role as a motivator. The process of facilitating students to be motivated in online learning takes place at SMP Negeri 20 Ambon where students feel the facilities by getting internet access, textbooks and teaching materials provided by the teacher and the facilities provided by the teacher, which is a unit that has been designed in the lesson plans. Supporting and Inhibiting Factors The Role of Teachers Facilitating Online Learning to Motivate Students in Civics Learning Activities for Class VII Students At SMP Negeri 20 Ambon that these factors are online learning facilities such as internet access and ownership of Android cellphones. students in online learning are factors such as: The network is not good, students do not have cellphones, students are not serious when online learning takes placeKeywords: Roles, Teachers, Facilities, Online Learning

Upaya Guru Dalam Penerapan Pembelajaran Kreatif dan Menyenangkan Mata Pelajaran PKn pada Siswa Kelas X di SMAN 12 Seram Barat Firda Wagola; Aisa Abas; Agus Soumokil
Jurnal Kewarganegaraan Vol 6 No 2 (2022): September 2022
Publisher : UNIVERSITAS PGRI YOGYAKARTA

AbstrakPenelitian ini bertujuan untuk mendeskripsikan penerapan pembelajaran kreatif dan menyenangkan Mata Pelajaran PKn, menjelaskan faktor-faktor yang pendukung dan penghambat penerapan pembelajaran kreatif dan menyenangkan mata pelajaranÂ PKn pada siswa serta bentuk-bentuk Penerapan pembelajaran kratif dan menyenangkan Mata Pelajaran PKn pada Siswa Kelas X di SMAN 12 Seram Bagian Barat. Penelitian ini menggunakan metode deskriptif kualitatif yakni untuk mengungkapkan Upaya Penerapan Pembelajaran Kreatif dan Menyenangkan Mata Pelajaran PKn Pada Siswa Kelas X di SMAN 12 Seram Bagian Barat. Subjek dalam penelitian ini adalah Siswa, Guru PKn, dan Kepala Sekolah sebagai informan. Teknik yang digunakan adalah snowball sampling, snowball sampling adalah teknik penentuan sampel yang mula-mula jumlahnya kecil, kemudian sampel ini disuruh memilih teman-temannya untuk dijadikan sampel begitu seterusnya, sehingga jumlah sampel semakin banyak. Hasil penelitian ini menunjukan bahwa penerapan Pembelajaran Kreatif dan Menyenangkan oleh guru antara lain; guru menggunakan berbagai alat bantu dalam mengajar, guru selalu membangkitkan semangat siswa dalam belajar, guru menggunakan lingkungan sebagai sumber belajar, guru mengatur kelas sebelum memulai pembelajaran serta guru menerapkan cara mengajar yang lebih interaktif. Faktor-faktor yang mendukung dan menghambatÂ pembelajaran kreatif dan menyenangkan mata pelajaranÂ PKn meliputi; sifat disiplin yang dimiliki siswa, kemampuan siswa dalam memecahkan masalah, ruang kelas sebagai lingkungan belajar yang menarik, lingkungan belajar sebagai sumber belajar.Kata Kunci: Guru, Pembelajaran Kreatif, PPKnÂ AbstractThis study aims to describe the application of creative and fun learning in Civics Subjects, explain the factors that support and apply creative and fun learning to Civics subjects for students and the forms of application of creative and fun learning in Civics Subjects in Class X students at SMAN 12 Western Spooky. This study uses a qualitative descriptive method, namely to reveal the Efforts to Apply Creative and Fun Learning for Civics Subjects to Class X Students at SMAN 12 Seram Barat. The subjects in this study were students, Civics teachers, and school principals as informants. The technique used is snowball sampling, snowball sampling is a technique of making small samples, then this sample selects many friends to be used as samples so that the number of samples increases. The results of this study indicate that the application of Creative and Fun Learning by teachers, among others; the teacher uses various teaching aids, the teacher always inspires students in learning, the teacher manages the environment as a learning resource, the teacher organizes the class before starting learning and applies a more interactive teaching method. the factors that support and hinder creative and enjoyable learning of Civics subjects include; students' discipline, students' ability to solve problems, classrooms as an attractive learning environment, learning environments as learning resources.Keyword: Teachers, Creative Learning, PPKN

The Role of the State Government in Resolving Social Conflicts Between Ureng Country and Negeri Lima Raihana Kelutur; Jumiati Tuharea; Aisa Abas
AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Vol 1, No 2 (2022): December 2022
Publisher : CV. Rayyan Dwi Bharata

On the other hand, the diversity of the multicultural society as the wealth of the Indonesian nation is very prone to triggering conflict and division. The diversity of Indonesian society can at least be seen from its two unique characteristics. First, horizontally, marked by the fact that there are social units based on differences in ethnicity, religion, customs and regional differences. Second, vertically, marked by a sharp vertical difference between the upper and lower layers. Humans as social beings and as individuals always need interaction with others. In social interaction itself there is always conflict or cooperation between them. Thus, conflict can be said to be a natural part of human life. The purpose of this research is to find out. 1. To find out the solutions of state government in resolving social conflicts between Negeri Ureng and Negeri Negeri Lima. 2. To find out the inhibiting factors of state government in resolving social conflicts between Negeri Ureng and Negeri Negeri Lima. The type of research used in this study is descriptive qualitative, namely a systematic factual and accurate description of the factors in the field that are related to matters in the field. The data in this study were collected using observation and documentation methods. Data Analysis Techniques. The data obtained from the results of this study were compiled and analyzed qualitatively, then the data was described descriptively in order to obtain a clear and directed picture of how to answer the problem. The results of the research on the Role of Community Leaders in Resolving Social Conflict in Negeri Ureng and Negeri Lima are very important as, the conflict between these two countries has been going on for so long, so the role of these community leaders is very important because they become pawns to prevent conflict between the two countries, by him it is necessary to further increase the capacity and strengthen the position holders as people who are influential in occupying existing positions in this country so that when there is an issue from these two countries the role of community leaders is very helpful in resolving the conflict.

The Role of the Family in Shaping the Character of Broken Home Children in Wanath Hamlet, Leihitu District, Central Maluku Regency Wa Ramla; Aisa Abas; Titus Gaite
QISTINA: Jurnal Multidisiplin Indonesia Vol 2, No 1 (2023): June 2023
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/qistina.v2i1.531

This research is a qualitative descriptive study that aims to determine the role of the family in shaping the character of broken home children in Wanath Hamlet, Kec. Leihitu Kab. Central Moluccas. This research was conducted in Wanath Hamlet, Leihitu District, Central Maluku Regency. Primary data collection was carried out through interviews with a number of informants who were considered to be directly involved. Based on the results of interviews conducted by researchers, it was revealed that most of the children who were in a broken home family situation had negative characters, one of which was being a child who liked to fight when ordered, did not listen when his parents advised him, but some of them who like to help their parents when their parents are sick. The activities of the children in Wanath Waisane Hamlet are not far from helping their parents at home, both boys and girls. If men help by adding water and for women cooking and cleaning the house. , in this case it becomes a separate task for the family in shaping the character of the child to be even better. Therefore, the family's efforts, in this case the parents of broken home children, by giving advice to their children and also applying rules that can make children their children get better or even limit their children's association. In addition to the efforts that have been made by the family, of course there must be obstacles to lack of communication, cell phones and also environmental factors of friendship, for example, but the rules and advice that are carried out by parents do not rule out the possibility of being a supporting factor for the role of parents of broken home kids.

Application of Meaningful Learning by Teachers to Improve Learning Outcomes of Citizenship Education Irna Silawane; Aisa Abas; Jumiati Tuharea
AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Vol 2, No 2 (2023): July 2023
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/aurelia.v2i2.654

This research was conducted based on the findings of problems found in SMP N 105, Central Maluku Regency. It is known that the learning outcomes of Citizenship Education for class VII students of SMP Negeri 105 Maluku Tengah are still low for Civics subjects. This is caused because the teacher applies the lesson method which watches without change during the learning process so that there are still many who have not reached the minimum completeness criteria (KKM) that have been determined by the teacher or the school, namely â‰¥70. The purpose of this study was to find out the application of Meaningful learning by teachers to improve Civics learning outcomes in class VII at SMP N 7 Tehoru, Tehoru District, Central Maluku Regency. The method used in this research is a class action research (CAR). Classroom action research is research conducted by educators in collaboration with researchers, or by educators who act as researchers in the classroom or at the school where they teach, with an emphasis on perfecting or improving learning processes and practices. Data collection techniques in this study are observation, tests and documentation. The results of this study indicate that there is an increase in Civics learning outcomes by using Meaningful Learning in Class VII at SMP N 105 Central Maluku.

Building Integrated Knowledge and Developing Student Character in Civic Education Learning Aisa Abas; Louisa Metekohy; M. S Sapulette
AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Vol 2, No 2 (2023): July 2023
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/aurelia.v2i2.717

Organizing learning for teachers who have the role of designing or designing learning, carrying out learning, and assessing learning in carrying out assignments is required not only to seek intellectual abilities/intelligence, skills, but also to have good character behavior attitudes. Likewise in learning Citizenship Education (Civics) from these needs this research was conducted to describe building integrated knowledge to develop the character of students in learning Citizenship Education. This research was conducted at SMA Negeri 27, Leihitu District, Central Maluku Regency. Sampling technique using snowball sampling Data collection techniques using observation, interviews, and documentation. The results of the research revealed that the process of building integrated knowledge developing character is applied in teacher activities using trigger questions asking moral experiences to connect students with learning material, conducting studies of subject matter by presenting problems in society, events that occur in society, local community culture, customary values -moral values in society. Obstacles faced by the ability of teachers who only focus on understanding the management of learning on knowledge of the material being studied and have not been solidly integrated for developing student character, the use of learning resources still depends on the teacher has not varied for students to find and practice character, and the hours of Civics lessons are limited. Learning efforts are carried out using problems that occur in society, local wisdom culture, moral values that have become customary in the community in facilitating studies to serve learning in finding material information and making students discover the characters that must be possessed from their environment.

Citizenship Education Study of the Position of Adopted Children in Customary Law Pattresya Mailopuw; Fricean Tutuarima; Aisa Abas
JETISH: Journal of Education Technology Information Social Sciences and Health Vol 2, No 2 (2023): September 2023
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jetish.v2i2.539

This research is a qualitative descriptive study that aims to find out the implementation of child adoption under customary law in Tananahu District, Teluk Elpaputih District, to find out an overview of citizenship education regarding the rights of adopted children from the perspective of customary law in Neegeri Tananahu, and to find out the process of distributing inheritance to adopted children. based on customary law in Negeri Tananahu. Primary data collection was carried out through interviews with a number of informants who were considered to be directly involved. Data collection techniques used are observation, interviews and documentation. The results of these interviews can show that based on a study of citizenship education in customary law in Tananahu Country regarding the position of adopted children that children who are adopted either from the family or not from the family will become part of the adoptive parent's family. The adopted child will be cared for and all the fulfillment of the child's needs will be borne by the adoptive parents. Before becoming part of the adoptive parent's family, of course, they have gone through the stages and processes according to custom, so that the child who is legally adopted becomes part of the adopting family. Adopted children have the same rights as biological children, such as the right to love, the right to education, and the right to a decent life. According to customary law in Tananahu, the inheritance rights of adopted children and biological children are not the same, but that does not mean that adopted children do not receive inheritance, only with different amounts. Biological children will get more inheritance rights than adopted children.

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