PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi

Test-Anxiety and Coping-Strategies as Predictors of Psychological-Wellbeing of Students with Disabilities in Inclusive Basic Schools in Lagos State, Nigeria

Omoshalewa L. Akinsemoyin, Bolanle O. Olawuyi — Sun, 16 Nov 2025 23:40:44 +0000

Inclusive education aims to provide equal access to quality basic education by meeting diverse learners' needs. Tests, integral to academic assessment, can trigger anxiety in students, impacting their psychological-wellbeing. Students (with disabilities) with better coping strategies may handle testing situations more effectively, influencing their psychological-wellbeing. This study examined test anxiety, coping strategies, and psychological-wellbeing of students with disabilities in inclusive basic schools in Lagos State. The objectives were to assess the levels of test anxiety, coping strategies employed, psychological-wellbeing, and investigate test anxiety and coping strategies as predictors of psychological well-being. A correlational design was employed, with a population of 208 upper basic nine students with disabilities in public inclusive schools. Data was collected from 189 basic nine students with disabilities using validated instruments on test anxiety, coping strategies, and psychological-wellbeing. Findings revealed moderate levels of test anxiety and psychological-wellbeing, with problem-focused and emotion-focused coping strategies commonly used. Test anxiety and coping strategies are not significant predictors of psychological-wellbeing of students with disabilities. The study recommended that, Inclusive schools in Lagos State should organize Parent Teachers Conference on how to support children's psychological-wellbeing by understanding test anxiety and coping strategies.

Reasons For the Lack of Acceptance of the New Curriculum 2021 in Bangladesh Among Teachers, Students, and Parents at The Field Level

Sayed Mahbub Hasan Amiri — Sun, 16 Nov 2025 23:44:09 +0000

The introduction of Bangladesh’s New Curriculum 2021 a progressive shift from rote learning to competency-based education has faced significant resistance from teachers, students, and parents, undermining its potential to transform the nation’s education system. This study identifies the structural, cultural, and logistical barriers driving this resistance, including implementation gaps, urban-rural disparities, inadequate stakeholder involvement, and misaligned assessment practices. Through qualitative analysis of field-level challenges, the research reveals a critical disconnect between policy design and grassroots realities, particularly in resource-constrained rural areas. Teachers struggle with insufficient training and excessive workloads, students grapple with ambiguous evaluation criteria, and parents distrust reforms due to poor communication and financial burdens. The urban-rural divide exacerbates inequities, with rural schools lacking digital infrastructure, trained educators, and basic materials. The study underscores the urgency of collaborative reforms, emphasizing stakeholder engagement, equitable resource distribution, and alignment of assessments with higher education. By addressing these challenges, Bangladesh can bridge the gap between policy aspirations and practical execution, ensuring the curriculum fosters inclusive, future-ready learning.

Penerapan Model Peer Teaching untuk Meningkatkan Hasil Belajar Sosiologi Peserta Didik SMA

Joi, Esi Mau Bodda — Mon, 17 Nov 2025 23:11:16 +0000

This study aims to improve learning outcomes in Sociology by implementing the peer teaching model among tenth-grade students at SMA Muhammadiyah Kupang. The main problems identified were low student participation and learning outcomes that did not meet the minimum competency criteria. The peer teaching model was selected because it encourages collaborative interaction through the role of peer tutors who assist classmates in understanding learning materials. This research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data collection techniques included observation and achievement tests, which were analyzed qualitatively and quantitatively. The findings indicate an improvement in students' learning outcomes and learning engagement across the two cycles. In the first cycle, most students had not achieved satisfactory performance, while in the second cycle, 100% of students achieved learning mastery. These results demonstrate that the peer teaching model is effective in enhancing students’ understanding and performance in Sociology. Therefore, peer teaching can be recommended as an alternative participatory and student-centered learning strategy.

Pengaruh Media Sosial Terhadap Identitas Sosial Remaja Pada Era Digital di SMA Negeri 2 Kota Kupang

Ayu Zeruya Mira Higa — Mon, 17 Nov 2025 23:15:39 +0000

The study aims to investigate the impact of social media on teenagers' social identities in the digital era at SMAN 2 Kupang. This study employed quantitative methods, and the data were analyzed using SPSS. The data were then collected through questionnaires, observations, and documentation. Two variables were found as a result of this study: (1) the total percentage of influence of social media on students is 88.61%, and (2) the impact of social media on student identity is 87.39%. As a result, it is reasonable to assume that social media has a significant impact on teenagers' social identities in the digital era at SMAN 2 Kupang. In terms of the validity and reliability analysis test findings on the questionnaire, the indicators have an r-table value of 0.36 and a computed r-value of 0.677, indicating that all are valid. However, the reliability test with a rating of 0.858 suggests that it is exceptionally high or highly reliable. In the simple linear regression test, the significant value (sig) of 0.000 is less than <0.05 probability, therefore Ha is accepted. It is concluded that the use of social media influences the social identity of teens at SMAN 2 Kupang.

Meningkatkan Hasil Belajar Sosiologi Melalui Model Pembelajaran Berdiferensiasi

Thimotius Uas, Andreas Ande — Mon, 17 Nov 2025 23:20:17 +0000

Differentiated learning is a teaching strategy designed to meet the diverse learning needs of students. This study aims to improve the sociology learning outcomes of Grade X Social Science students at SMA Negeri Sambet through the implementation of a differentiated learning model. The research method used was Classroom Action Research (CAR), carried out in two cycles, with each cycle consisting of two sessions followed by an evaluation. The research subjects consisted of 30 students. Data were collected through observation, interviews, learning outcome tests, and documentation, and analyzed using qualitative and quantitative descriptive techniques. The results showed an increase in students’ learning outcomes from the pre-cycle to Cycle II. The average pre-cycle score was 65.33, increasing to 80.75 in Cycle I and reaching 91 in Cycle II. The percentage of learning mastery also increased from 47% in the pre-cycle to 56% in Cycle I, and 87% in Cycle II. These findings indicate that the implementation of the differentiated learning model is effective in improving students’ sociology learning outcomes. Therefore, this model can be considered a relevant and applicable learning strategy for diverse classroom conditions.

Pandangan Masyarakat terhadap Fenomena Kehamilan Remaja di Luar Nikah di Kabupaten Alor

Munawir A Dakamoli — Tue, 18 Nov 2025 00:32:49 +0000

This study aims to understand community perceptions regarding teenage pregnancy out of wedlock in Alor Regency, East Nusa Tenggara. Using a qualitative research approach, data were collected through in-depth interviews, field observations, and documentation. The participants included community leaders, religious figures, parents, and adolescents who experienced out-of-wedlock pregnancy. The results indicate that the community views teenage pregnancy out of wedlock as behavior that violates religious, social, and cultural norms. This phenomenon is considered a source of shame for families and communities, leading to social stigma. The main factors contributing to this issue include weak parental supervision, negative peer influence, and insufficient sexual education among adolescents. Preventive efforts involve strengthening moral and religious education, enhancing parental control, and improving educational facilities through local government initiatives. This research is expected to serve as a reference for communities and educational institutions to reduce the rate of teenage pregnancies in rural areas.

ANALISIS DAMPAK PENDIDIKAN MULTIKULTURAL DALAM MEMBENTUK SIKAP TOLERANSI SISWA DI SMA NEGERI 5 KUPANG

Matri E Tampani — Tue, 18 Nov 2025 00:37:23 +0000

Keterampilan Guru dalam Pengelolaan Kelas untuk Meningkatkan Keaktifan Belajar Siswa

Melkior Ecan — Tue, 18 Nov 2025 00:40:44 +0000

This study aims to describe teachers’ classroom management skills in enhancing students’ learning activeness in Grade XI at SMA Negeri 6 Kupang. This research employs a descriptive qualitative approach with research subjects consisting of the school principal, four teachers, and six students. Data collection techniques include observation, interviews, and documentation, while data analysis involves data reduction, data display, and conclusion drawing. The findings reveal that teachers’ classroom management skills that significantly improve students' learning activeness include designing classroom layout, establishing a positive learning climate, managing time effectively, regulating student behavior, utilizing learning media and technology, and developing supportive interpersonal relationships. Supporting factors include adequate learning facilities, school administrative support, and literacy and extracurricular programs. Meanwhile, inhibiting factors include diverse learning styles, large class sizes, varied student backgrounds, limited instructional time, and lack of parental involvement. The study underscores classroom management as a pedagogical competency requiring synergistic support from teachers, schools, students, and families.

Strategi Guru dalam Menghadapi Keterbatasan Sumber Daya Pendidikan di SMA Negeri 3 Amarasi Selatan

Darius Kristofel Amtiran — Tue, 18 Nov 2025 00:44:02 +0000

This study aims to analyze teachers’ strategies in addressing limited educational resources at SMA Negeri 3 Amarasi Selatan, Kupang Regency, and their impact on learning quality. This research uses a qualitative case study approach. Data were obtained through observations, in-depth interviews, and documentation involving the principal and four subject teachers. Data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that teachers employ several adaptive strategies such as contextual learning innovations, utilization of local resources, collaboration with parents and the community, and independent professional development. These strategies help sustain the teaching-learning process despite limited facilities. However, constraints such as inadequate laboratories, limited textbooks, poor classroom conditions, and restricted internet access still negatively affect learning quality, increase dropout risks, lower teacher motivation, and hinder educational innovation. This study highlights the strategic role of teachers as agents of change and stresses the urgency of government support to ensure equitable distribution of educational resources in remote areas.

Pendekatan Multikulturalisme dalam Menumbuhkan Budaya Toleransi di SMA Negeri 6 Kupang

Marquita Seuk Seran — Tue, 18 Nov 2025 00:47:42 +0000

This study aims to (a) analyze the implementation of a multicultural approach in fostering a culture of tolerance at SMA Negeri 6 Kupang, and (b) identify the values of tolerance developed in the school community. This research used a descriptive qualitative method, with participants consisting of the Vice Principal for Student Affairs, a Sociology teacher, and tenth-grade students. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings reveal that six multicultural approaches are implemented in the school environment, including appreciation for diversity, equality, tolerance, intercultural dialogue, social inclusion, and recognition of cultural identity. These approaches are reflected in learning activities, student interactions, and school programs that promote intercultural communication. Values developed through these approaches include social values, diversity, respect for others' opinions, and interreligious harmony. The implementation has contributed to an inclusive and harmonious school atmosphere, promoting empathy and mutual respect. However, several challenges remain, such as stereotypes, discriminatory behavior, and students’ uneven awareness of diversity. Therefore, continuous collaboration among school stakeholders, families, and the community is required to strengthen sustainable tolerance values.