Article Sidebar

Submitted
Mar 4, 2024
Accepted
Mar 15, 2024
Published
Mar 20, 2024
Download
PDF
Statistic
Read Counter : 212 Download : 145

Main Article Content

Abstract

The purpose of this study was to determine whether there was an increase in students' interest in learning in the application of crossword learning media in sociology learning at SMA Muhammadiyah Lamahala. The type of research used is a class action research. The research subjects were taken from class XII IIS 3 as many as 20 students. This research was conducted at Muhammadiyah Lamahala High School for the 2022/2023 academic year, which is located in East Adonara District, Lamahala Jaya Village. The data in this study are data obtained from tests and scores of interest in learning questionnaires. This research is motivated by the problem, namely the low interest in learning students in learning sociology. To overcome this problem, apply crossword puzzle media to increase students' learning interest. Based on the results of observations, the average percentage of students' learning interest indicators in the pre-cycle had not reached the KKM score percentage, which was 40% before the crossword puzzle media was applied. in cycle 1 has not reached the success criteria. The average percentage of students' learning interest indicators in cycle 1 is 65%. The average percentage of indicators of interest in learning has not yet reached the criteria for success in action because it has only reached 65%, so it is continued with cycle 2. Based on observations, the average percentage of indicators of interest in learning students in cycle 2 has reached the criteria for success. The average percentage of students' learning interest indicators in cycle 2 is 92.7%.

Keywords

Learning Media, Crosswords, Interest in Learning

Article Details

Creative Commons License

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

How to Cite
Binti Zakaria, T. (2024). APPLICATION OF CROSSWORD PUZZLE LEARNING MEDIA TO INCREASE STUDENTS’ LEARNING INTEREST IN SOCIOLOGY LEARNING AT SMA MUHAMMADIYAH LAMAHALA. SocioEdu: Sociological Education , 5(1), 25-30. https://doi.org/10.59098/socioedu.v5i1.1498

References

  1. Akoit, B. J., & Ihsanuddin. (2023). Teacher’s Strategy in Integrating Cultural Values in Sociology Learning at SMA Negeri 6 Kupang. SocioEdu: Sociological Education, 4(1), 6–10. https://doi.org/10.59098/SOCIOEDU.V4I1.870
  2. Anggraini, G., & Asrin, A. (2021). Development of Interactive Learning Media to Improve Learning Local Script in Sumbawa. SocioEdu: Sociological Education, 2(1), 1–8. https://doi.org/10.59098/SOCIOEDU.V2I1.303
  3. Djehalut, N. S., Kiko, B., Nurdin, & Syahrul. (2022). Peran Ibu Rumah Tangga sebagai Pendamping Belajar Anak di Masa Pandemik Covid 19 di Kota Kupang. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 8(3), 1013–1020. https://doi.org/10.32884/IDEAS.V8I3.936
  4. Dorsett, P., Larmar, S., & Clark, J. (2019). Transformative Intercultural Learning: A Short-Term International Study Tour. Journal of Social Work Education, 55(3), 565–578. https://doi.org/10.1080/10437797.2018.1548984
  5. Downey, D. J., O’Connor, L. T., Abell, L., Armanino, D., Jepson, M., Kadakal, R., … Sowers, E. (2019). Navigating the Process of Curriculum Redesign in Sociology: Challenges and Lessons from One Program. Teaching Sociology, 47(2), 87–101. https://doi.org/10.1177/0092055X19831329
  6. Eglitis, D. S., Buntman, F. L., & Alexander, D. V. (2016). Social Issues and Problem-based Learning in Sociology. Teaching Sociology, 44(3), 212–220. https://doi.org/10.1177/0092055X16643572
  7. Fahlberg, A. (2023). Decolonizing Sociology Through Collaboration, Co-Learning and Action: A Case for Participatory Action Research1. Sociological Forum, 38(1), 95–120. https://doi.org/10.1111/SOCF.12867
  8. Ferreira, C. M., & Serpa, S. (2017). Challenges in the Teaching of Sociology in Higher Education. Contributions to a Discussion. Societies, 7(4), 30. https://doi.org/10.3390/SOC7040030
  9. Giuffre, P., & Sweet, S. (2017). Editors’ Comment: Incorporating Globalization in the Sociology Curriculum. Teaching Sociology, 45(4), 309–312. https://doi.org/10.1177/0092055X17728506
  10. Jaha, M. L. (2023). Peran Guru dalam Pengelolaan Kelas untuk Mengoptimalkan Pembelajaran Sosiologi di SMA Taman Siswa Kodibangedo, Nusa Tenggara Timur. PENSOS : Jurnal Penelitian Dan Pengabdian Pendidikan Sosiologi, 1(1), 31–38. https://doi.org/10.59098/PENSOS.V1I1.939
  11. Julyyanti, Y., Yusuf, N. W., Saldika, S. D., Syahrul, & Ramlah, S. (2022). Dilema Usaha Rasional Orangtua dalam Menumbuhkan Kesadaran Pendidikan pada Anak di Nusa Tenggara Timur. Journal on Teacher Education, 4(1), 555–563. https://doi.org/10.31004/JOTE.V4I1.5842
  12. Korkmaz, F., & Unsal, S. (2017). Analysis of Attainments and Evaluation Questions in Sociology Curriculum according to the SOLO Taxonomy. Eurasian Journal of Educational Research, 69, 75–92. https://doi.org/10.14689/ejer.2017.69.5
  13. Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. https://doi.org/10.12973/eurasia.2017.00744a
  14. Longo, S. B., Clark, B., Shriver, T. E., & Clausen, R. (2016). Sustainability and environmental sociology: Putting the economy in its place and moving toward an integrative socio-ecology. Sustainability (Switzerland), 8(5). https://doi.org/10.3390/su8050437
  15. Luna, Y. M., & Winters, S. A. (2017). “Why Did You Blend My Learning?” A Comparison of Student Success in Lecture and Blended Learning Introduction to Sociology Courses. Teaching Sociology, 45(2), 116–130. https://doi.org/10.1177/0092055X16685373
  16. Mandut, L. A., Syahrul, Beni, W. H. T., & Arifin. (2021). Tradisi Wuat Wai (Bekal Perjalanan) sebelum Melanjutkan Pendidikan di Manggarai, Nusa Tenggara Timur. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 7(2), 57. https://doi.org/10.32884/IDEAS.V7I2.340
  17. Merolla, D. M., & Jackson, O. (2019). Structural racism as the fundamental cause of the academic achievement gap. Sociology Compass, 13(6), e12696. https://doi.org/10.1111/SOC4.12696
  18. Molina, M., & Garip, F. (2019). Machine Learning for Sociology. Annual Review of Sociology, 45, 27–45. https://doi.org/10.1146/ANNUREV-SOC-073117-041106
  19. Muhtar, T., & Dallyono, R. (2020). Character Education from the Perspectives of Elementary School Physical Education Teachers. Jurnal Cakrawala Pendidikan, 39(2), 395–408. https://doi.org/10.21831/cp.v39i2.30647
  20. Nnebedum, C. (2019). The Value of Integrating 21st Century Skills into the Enterprise of Teaching Sociology. Academic Journal of Interdisciplinary Studies, 8(1), 37. https://doi.org/10.2478/ajis-2019-0003
  21. Nomleni, R. (2023). The Correlation of Social Environment Toward Children’s Learning Achievement at SMA PGRI Kupang. SocioEdu: Sociological Education, 4(1), 16–20. https://doi.org/10.59098/SOCIOEDU.V4I1.871
  22. Raden, A., & Nurdin. (2021). Dimensions of Application of Cooperative Script Method in Sociology Learning. SocioEdu: Sociological Education, 2(2), 13–20. https://doi.org/10.59098/SOCIOEDU.V2I2.485
  23. Sastri, A. (2021). Learning Dynamics of Sociology in Senior High School Through Jigsaw Cooperative Learning. SocioEdu: Sociological Education, 2(1), 22–28. https://doi.org/10.59098/SOCIOEDU.V2I1.234
  24. Shalem, Y., & Allais, S. (2019). Polarity in sociology of knowledge: the relationship between disciplinarity, curriculum, and social justice. Curriculum Journal, 30(2), 144–161. https://doi.org/10.1080/09585176.2018.1557534
  25. Sorokin, P. (2017). Vision and Mission of Sociology: Learning from the Russian Historical Experience. American Sociologist, 48(2), 135–171. https://doi.org/10.1007/S12108-016-9303-3/METRICS
  26. Syahrul. (2020). Menanamkan Kemuhammadiyaan Pada Mahasiswa Non-Muslim Melalui Pendidikan Multikultural di Universitas Muhammadiyah Kupang. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 18(2), 171–185. https://doi.org/10.32729/EDUKASI.V18I2.643
  27. Syahrul. (2021). Integrating Pluralism and Multicultural Education to Prevent Radicalism at Universitas Muhammadiyah Kupang. Edukasia : Jurnal Penelitian Pendidikan Islam, 16(1), 1–14. https://doi.org/10.21043/EDUKASIA.V16I1.8285
  28. Syahrul, Arifin, & Datuk, A. (2021). The dilemma of Timorese education in the COVID-19 pandemic. Educational Innovation in Society 5.0 Era: Challenges and Opportunities, 151–156. https://doi.org/10.1201/9781003206019-28
  29. Syahrul, & Datuk, A. (2020). Social Behavior of The Children of Newspaper Sellers in Kupang City to Defend Existential at School. NUANSA: Jurnal Penelitian Ilmu Sosial Dan Keagamaan Islam, 17(2), 180–194. https://doi.org/10.19105/NUANSA.V17I2.3299
  30. Syahrul, Datuk, A., & Bora, E. (2020). Tingkat Pendidikan Sebagai Penentu Takaran Belis pada Gadis Sumba. Al-Maiyyah: Media Transformasi Gender Dalam Paradigma Sosial Keagamaan, 13(2), 120–135. https://doi.org/10.35905/AL-MAIYYAH.V13I2.721
  31. Syahrul, & Hajenang. (2021). Reflections on Multicultural Education for Non-Muslim Students at Muhammadiyah University, Kupang. Jurnal Tarbiyatuna, 12(1), 19–32. https://doi.org/10.31603/TARBIYATUNA.V12I1.3593
  32. Syahrul, S., Nurdin, N., Tang, B., Beni, W. H. T., Kiko, B., & Idris, I. (2023). Correlation Between Educational Degrees and Community Employment in Malaka Regency. Jurnal Sosiologi USK (Media Pemikiran & Aplikasi), 17(2). https://doi.org/10.24815/JSU.V17I2.34506
  33. Syahrul, Yusuf, N. W., Julyyanti, Y., Nautu, A. K., & Arifin. (2023). Pembelajaran Sosiologi Secara Daring Selama Pandemi Covid-19. Jurnal Penelitian Dan Pendidikan IPS, 17(2), 136–143. https://doi.org/10.21067/JPPI.V17I2.7462
  34. Syahrul, Zahrawati, F., & Nursaptini. (2022). Kritik Ideologi Pendidikan. Parepare: IAIN Parepare Nusantara Press. Retrieved from http://repository.iainpare.ac.id/4044/
  35. Tefa, A. P. (2023). Analisis Faktor Penyebab Anak Putus Sekolah di Desa Oinlasi Kecamatan Mollo Selatan Kabupaten Timor Tengah Selatan. PENSOS : Jurnal Penelitian Dan Pengabdian Pendidikan Sosiologi, 1(1), 47–56. https://doi.org/10.59098/PENSOS.V1I1.937
  36. Thomas, T. A., Rechter, S., Wallace, J., Allen, P., Clark, J., Cole, B., … Lawrence, J. (2017). Designing First-year Sociology Curricula and Practice. Asian Social Science, 13(4), 1. https://doi.org/10.5539/ASS.V13N4P1
  37. Vaughan, G., Molnár, T. L., & Szűts, Z. (2022). The impact of digitalisation and especially social media on learning, teaching and working processes. Journal of Applied Technical and Educational Sciences, 12(2), 1–14. https://doi.org/10.24368/jates306
  38. Vergés Bosch, N., Freude, L., & Camps Calvet, C. (2021). Service Learning with a Gender Perspective: Reconnecting Service Learning with Feminist Research and Pedagogy in Sociology. Teaching Sociology, 49(2), 136–149. https://doi.org/10.1177/0092055X21993465
  39. Zahrawati, F., Aras, A., Syahrul, Jumaisa, & Nzobonimpa, C. (2023). Designing A Project-Based Ecoliteration Learning Trajectory to Improve Students’ Ecological Intelligence. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 8(2), 85–99. https://doi.org/10.25217/JI.V8I2.3731
  40. Zahrawati, F., Syahrul, Nursaptini, Pristine Adi, D., & Wulandari, D. (2023). Meningkatkan Kecerdasan Ekologis Melalui Pembelajaran Ekoliterasi Berbasis Proyek. International Conference on Islamic Studies, Education and Civilization (ICONIS), 1(2), 245–251. Parepare: IAIN Parepare. Retrieved from https://prosiding.iainpare.ac.id/index.php/iconis/article/view/46