Article Sidebar

Submitted
Feb 21, 2024
Accepted
Mar 8, 2024
Published
Mar 20, 2024
Download
PDF
Statistic
Read Counter : 100 Download : 81

Main Article Content

Abstract

The aim of this research is to determine differences in student learning achievement based on ethnicity at SMA Negeri 5 Kupang. The approach used in this research is qualitative. The research subjects using purposive sampling technique consisted of school principals, teachers and students at SMA Negeri 5 Kupang. Research data was collected through interviews and documentation. This research data was analyzed using the interactive analysis technique of the Milles and Huberman model. This research found several findings. First, support factors from teachers, environmental factors, economic factors, cultural factors related to differences in student learning achievement based on ethnicity at SMA Negeri 5 Kupang have not been optimized properly and there are still several obstacles, namely from several ethnic groups at SMA Negeri 5 Kupang, like the ethnicities of Sumba, Timor, Rote, Sabu, Alor, Java, Sundanese, Timor Leste and Maluku, needs special attention from the school, considering that there are still many things that need to be paid attention to in terms of children's learning facilities such as books and the internet. , and other school supplies, support from teachers such as providing motivation, the school environment and attention from parents, the teacher's monotonous way of teaching to certain students, students' learning styles, social environmental factors inside the school and outside the school and Attention from the family needs to be increased.

Keywords

Differences Learning Achievement, Factors, Students

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Jehanu, H., & Tabun, M. (2024). DIFFERENTIATE LEARNING ACHIEVEMENT BY ETHNICITY IN SMAN 5 KUPANG. SocioEdu: Sociological Education , 5(1), 19-24. https://doi.org/10.59098/socioedu.v5i1.1485

References

  1. Archer, L., & Francis, B. (2006). Challenging Classes? Exploring the Role of Social Class within the Identities and Achievement of British Chinese Pupils. British Sociological Association, 40(1), 29–49. https://doi.org/10.1177/0038038506058434
  2. Best, H., & Lanzendorf, M. (2005). Division of labour and gender differences in metropoli-tan car use. An empirical study in Cologne, Germany. Journal of Transport Geography, 13(2), 109–121. https://doi.org/10.1016/j.jtrangeo.2004.04.007
  3. Byfield, C. (2008). The impact of religion on the educational achievement of Black boys: A UK and USA study. British Journal of Soci-ology of Education, 29(2), 189–199. https://doi.org/10.1080/01425690701837547
  4. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2005). How people learn: Brain, mind, experience and school Retrieved from https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition
  5. Chen, W. C. (2012). The Changing Pattern of Ed-ucational Differentials in Divorce in the Context of Gender Egalitarianization: The Case of Taiwan. Population Research and Policy Review, 31(6), 831–853. https://doi.org/10.1007/s11113-012-9250-9
  6. Cobb-Clark, D. A., & Moschion, J. (2017). Gen-der gaps in early educational achievement. Journal of Population Economics, 30(4), 1093–1134. https://doi.org/10.1007/S00148-017-0638-Z/TABLES/8
  7. Dimitrov, D. M. (1999). Gender Differences in Science Achievement: Differential Effect of Ability, Response Format, and Strands of Learning Outcomes. School Science and Mathematics, 99(8), 445–450. https://doi.org/10.1111/J.1949-8594.1999.TB17507.X
  8. Djehalut, N. S., Kiko, B., Nurdin, & Syahrul. (2022). Peran Ibu Rumah Tangga sebagai Pendamping Belajar Anak di Masa Pan-demik Covid 19 di Kota Kupang. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 8(3), 1013–1020. https://doi.org/10.32884/IDEAS.V8I3.936
  9. Efendi, M Y, Lien, H. N., Yusuf Efendi, M., & Lien, N. (2020). The Comparison of Ele-mentary Curriculum Education between In-donesia and Singapore. Journal Of Teaching And Learning In Elementary Education, 3(1), 22–36. https://doi.org/10.33578/JTLEE.V3I1.7323
  10. Efendi, Moch. Yusuf, & Lien, H.-N. (2019). Adopting Elementary School Educational Systems in Taiwan to Improve Indonesian Education. JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE), 2(2), 91–106. https://doi.org/10.33578/JTLEE.V2I2.7311
  11. Francis, B., Skelton, C., & Read, B. (2009). The simultaneous production of educational achievement and popularity: how do some pupils accomplish it? Wiley Blackwell, 36(2), 317–340. https://doi.org/10.1080/01411920902919265
  12. Gorard, S. (2010). One of Us Cannot Be Wrong: The paradox of achievement gaps. British Journal of Sociology of Education, 21(3), 391–400. https://doi.org/10.1080/713655360
  13. Huws, U. (2012). The reproduction of differ-ence: gender and the global division of la-bour. Work Organisation, Labour and Globalisation, 6(1). https://doi.org/10.13169/workorgalaboglob.6.1.0001
  14. Jæger, M. M. (2011). Does Cultural Capital Real-ly Affect Academic Achievement? New Ev-idence from Combined Sibling and Panel Data: Sociology of Education, 84(4), 281–298. https://doi.org/10.1177/0038040711417010
  15. Julyyanti, Y., Yusuf, N. W., Saldika, S. D., Syahrul, & Ramlah, S. (2022). Dilema Usaha Rasional Orangtua dalam Menum-buhkan Kesadaran Pendidikan pada Anak di Nusa Tenggara Timur. Journal on Teacher Education, 4(1), 555–563. https://doi.org/10.31004/JOTE.V4I1.5842
  16. Kuipers, J. C., & Yulaelawati, E. (2009). Reli-gion, ethnicity, and identity in Indonesian education. In The Routledge International Companion to Multicultural Education (pp. 449–460). New York: Routledge, Taylor and Francis.
  17. Maswi, R. Z., Syahrul, & Datuk, A. (2022). Teori Konstruktivisme dalam Pembelajaran So-siologi di Madrasah Aliyah Al-Hikmah Bah-ri Ternate Kabupaten Alor. EDUKATIF : JURNAL ILMU PENDIDIKAN, 4(2), 2395–2402. https://doi.org/10.31004/EDUKATIF.V4I2.2459
  18. Merolla, D. M., & Jackson, O. (2019). Structural racism as the fundamental cause of the aca-demic achievement gap. Sociology Compass, 13(6), e12696. https://doi.org/10.1111/SOC4.12696
  19. Nomleni, R. (2023). The Correlation of Social Environment Toward Children’s Learning Achievement at SMA PGRI Kupang. Soci-oEdu: Sociological Education, 4(1), 16–20. https://doi.org/10.59098/SOCIOEDU.V4I1.871
  20. Pilkington, A. (2010). Racism in Schools and Ethnic Differentials in Educational Achievement: A brief comment on a recent debate. British Journal of Sociology of Edu-cation, 20(3), 411–417. https://doi.org/10.1080/01425699995344
  21. Qoyyimah, U. (2016). Inculcating character edu-cation through EFL teaching in Indonesian state schools. Pedagogies: An International Journal, 11(2), 109–126. https://doi.org/10.1080/1554480X.2016.1165618
  22. Shay, S. (2013). Conceptualizing curriculum dif-ferentiation in higher education: A sociology of knowledge point of view. British Journal of Sociology of Education, 34(4), 563–582. https://doi.org/10.1080/01425692.2012.722285
  23. Strand, S. (2010). Do some schools narrow the gap? Differential school effectiveness by ethnicity, gender, poverty, and prior achievement. Https://Doi.Org/10.1080/09243451003732651, 21(3), 289–314. https://doi.org/10.1080/09243451003732651
  24. Strand, S. (2014). School effects and ethnic, gen-der and socio-economic gaps in educational achievement at age 11. Oxford Review of Education, 40(2), 223–245. https://doi.org/10.1080/03054985.2014.891980
  25. Syahrul. (2021). Integrating Pluralism and Multi-cultural Education to Prevent Radicalism at Universitas Muhammadiyah Kupang. Edukasia : Jurnal Penelitian Pendidikan Is-lam, 16(1), 1–14. https://doi.org/10.21043/EDUKASIA.V16I1.8285
  26. Syahrul, S., Nurdin, N., Tang, B., Beni, W. H. T., Kiko, B., & Idris, I. (2023). Correlation Be-tween Educational Degrees and Community Employment in Malaka Regency. Jurnal So-siologi USK (Media Pemikiran & Aplikasi), 17(2). https://doi.org/10.24815/JSU.V17I2.34506
  27. Syahrul, Yusuf, N. W., Julyyanti, Y., Nautu, A. K., & Arifin. (2023). Pembelajaran Sosiolo-gi Secara Daring Selama Pandemi Covid-19. Jurnal Penelitian Dan Pendidikan IPS, 17(2), 136–143. https://doi.org/10.21067/JPPI.V17I2.7462
  28. Tlale, L. D. N., & Makhalemele, T. J. (2018). Achieving Inclusive Education in A Multi-cultural Classroom. In T. Mogashoa (Ed.), Managing Student Discipline and Behaviour in Multicultural Classrooms. Nova Science Publishers. Retrieved from https://www.researchgate.net/publication/332652624
  29. Triastari, I., Dwiningrum, S. I. A., & Rahmia, S. H. (2021). Developing Disaster Mitigation Education with Local Wisdom: Exemplified in Indonesia Schools. IOP Conference Se-ries: Earth and Environmental Science, 884(1), 012004. https://doi.org/10.1088/1755-1315/884/1/012004
  30. Zahrawati, F., Aras, A., Syahrul, Jumaisa, & Nzobonimpa, C. (2023). Designing A Pro-ject-Based Ecoliteration Learning Trajectory to Improve Students’ Ecological Intelli-gence. Jurnal Iqra’ : Kajian Ilmu Pendidi-kan, 8(2), 85–99. https://doi.org/10.25217/JI.V8I2.3731