SocioEdu: Sociological Education https://e-journal.unmuhkupang.ac.id/index.php/se <p><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><strong>SocioEdu: Sociological Education&nbsp;</strong>published by the Department of Sociology Education, <a href="https://pendsos.unmuhkupang.ac.id">Department of Sociology Education, Faculty of Teacher Training and Education, Muhammadiyah University of Kupang</a>&nbsp;as a forum for fostering creativity and exchange of ideas among academics, lecturers, researchers, practitioners and observers of educational issues. This journal discusses the main issues of teaching sociology, multicultural education, sociology of education and other relevant social sciences, both in theory development, implementation and development of the overall Social and Cultural education system.&nbsp;</span></span></p> Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang en-US SocioEdu: Sociological Education 2746-3567 CLASSROOM ENVIRONMENT SUPPORT OF COMMUNICATION FOR DEAF STUDENTS https://e-journal.unmuhkupang.ac.id/index.php/se/article/view/1176 <p>This study employed a case study design to explore classroom environment support for communication for deaf students at the University of Education, Winneba. The study sampled 20 participants which comprised ten deaf students, five interpreters, and five lecturers. A one-on-one semi-structured interview was used to collect data from participants. Data was analyzed using themes. Findings from the study revealed that classroom environment support for communication for deaf students involves, the relationship among deaf students, interpreters, and lectures about communication at the lecture hall; the student's participation at the lecture hall. Based on the results from the study, it was recommended that the management of the University of Education, Winneba, and the Department of Special Education should collaborate to ensure a supportive environment for effective classroom communication for deaf students. The Department of Special Education should facilitate continuous professional development seminars and in-service training for lecturers and interpreters on the education of deaf students to enable them to come up with more innovative ways of communicating with deaf students.</p> David Uwumborlame Bunbun Teddy Afriyie Owusu Dora Anokye Asare Copyright (c) 2023 David Uwumborlame Bunbun, Teddy Afriyie Owusu, Dora Anokye Asare (Author) https://creativecommons.org/licenses/by/4.0 2023-09-01 2023-09-01 4 2 27 31 10.59098/socioedu.v4i2.1176 THE EFFECTS OF ŽIŽEKIAN READING OF VIOLENCE IN SHAKESPEARE’S HAMLET ON READERS https://e-journal.unmuhkupang.ac.id/index.php/se/article/view/1170 <p>Literature has a greater impact on the reader's mind than media, as it activates imagination, visualizes characters, and keeps their actions and behaviors in the reader's mind for longer periods. Famous literary works and authors attract more readers, causing greater effects if not adequately explained. The study, based on the constructivist paradigm, used a phenomenological strategy to show the negative effects of (constant) reading of the violence in Shakespeare's Hamlet, an English play that is one of the most famous literary masterpieces in the world. Participants in this study were educated men and women who had the capacity to comprehend violence in literature. The participants included ten educated individuals with various university degrees, from an associate degree to a doctorate, from different fields of study, and between the ages of 20 and 50. Participants' experiences and feedback were analyzed, and the results demonstrated that violent actions in stories can have great effects on the lives of not only the readers themselves but their families and also the whole society.</p> Bita Iraji Hamid Roohbakhsh Far Copyright (c) 2023 Bita Iraji, Hamid Roohbakhsh Far (Author) https://creativecommons.org/licenses/by/4.0 2023-09-01 2023-09-01 4 2 32 41 10.59098/socioedu.v4i2.1170 SCHOOL CULTURE IN BUILDING CHARACTER AT SMA NEGERI 5 KUPANG https://e-journal.unmuhkupang.ac.id/index.php/se/article/view/1060 <p>This study uses a descriptive qualitative method, namely research that obtains descriptive information in written and oral form which is obtained directly from the people being observed. The research subjects were school principals, teachers, students, and security officers. The data collection techniques are observation, interviews, and documentation. Data analysis is divided into four parts, namely data collection, data reduction, data display, and conclusions drawing/verifying. The results of the study show that in schools there are religious characters, polite characters, disciplined characters, clean, tidy and beautiful carried out through a civilizing process, although there is still some unconsciousness among school members in obeying and carrying out the values that are already in effect at school. The role of the Principal of SMA Negeri 5 Kupang in building the character of the school community is to run all programs in the school such as supervision, managerial and entrepreneurship.</p> Vitalia Imul Copyright (c) 2023 Vitalia Imul (Author) https://creativecommons.org/licenses/by/4.0 2023-09-01 2023-09-01 4 2 42 47 10.59098/socioedu.v4i2.1060 THE EDUCATION GAP IN INDIGENOUS COMMUNITIES: CANADA’S REALITY https://e-journal.unmuhkupang.ac.id/index.php/se/article/view/1181 <p>Canada’s history with the indigenous community is a long and complex. History which spills&nbsp; over to current events in society and impacts the Indigenously community greatly till this day. This country has a concerning Indigenous Education Gap—a disparity in educational achievement between Indigenous and non-Indigenous people. The Indigenous Education Gap is widening and rising quickly across Canada. Bridging the education gap is thus a critical component of any plan for enhancing the prosperity, health, and well-being of Canada's indigenous population, as well as eliminating marginalization. Education is one of the many concerns that Indigenous people in Canada must tackle. The acts of previous Canadian administrations, both implicit and explicit, have resulted in a considerable educational disparity between Indigenous and non-Indigenous pupils.&nbsp; The western system of education is inherently exclusive, and its fundamental educational process is based on privilege. Resolving the enormous and ongoing inequalities in student educational learning results must be based on Indigenous notions of education, rather than a standard western/colonial approach</p> Austin Mardon Razan Ahmed Copyright (c) 2023 Austin Mardon, Razan Ahmed (Author) https://creativecommons.org/licenses/by/4.0 2023-09-01 2023-09-01 4 2 48 52 10.59098/socioedu.v4i2.1181 THE STUDENTS COGNITIVE DISCREPANCIES IN ARTIFICIAL INTELLIGENCES UTILIZATION: A CASE OF HIGHER LEARNING INSTITUTIONS https://e-journal.unmuhkupang.ac.id/index.php/se/article/view/1203 <p>The humanistic intellectual algorithmic nodes deployment on Artificial Intelligences (AIs) brought significances in undertaking socio-economics activities. Students in higher learning institutions utilized the AIs for education purposes leading to damages in the cognitive process. The phenomenography action research was purposively conducted to assess 113 higher learning institution students’ cognitive discrepancies due to AI utilization.&nbsp; The objectives undertaken were to: assess the attributes leading students’ differences in AI utilization and determine the students cognitive discrepancies in performance resulted by utilization of AI in the learning process. Data were collected through students’ test-re-tested class activity worksheets observations and semi-structured interview. The major findings showed that students were highly rated in utilization of AI to save time, had cognitively worries and less authentic assurance. Also, the findings on students cognitive discrepancies utilization was proved to be ascertained on indicators for cognitive processes, individual differences, feedback and interaction, motivation and engagement, creativity and imagination. The recommendation were made to students and instructors to appropriate utilize and blend AI utilization in teaching and learning process for cognitive wealth so as to overwhelm shortfalls resulted by over utilization of AIs.</p> Shima Dawson Banele Copyright (c) 2023 Shima Dawson Banele (Author) https://creativecommons.org/licenses/by/4.0 2023-09-01 2023-09-01 4 2 53 61 10.59098/socioedu.v4i2.1203