SocioEdu: Sociological Education <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="">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> en-US [email protected] (Syahrul) [email protected] (Aris Munandar) Wed, 13 Mar 2024 08:44:33 +0000 OJS 60 CORRUPTION AND EDUCATION: IMPACT ON CHILDREN AND SOCIETY <p>The Oxford English Dictionary defines corruption as dishonest or illegal behaviour, especially of people in authority. Education is arguably one of the most important aspects of life as with such a lot of doors are opened for individuals, which are not offered to those without. Generation after generation the power and importance of education is only further highlighted, thus more and more children are pursuing higher education. As such, the number of students enrolled in schooling worldwide has been on an upwards trajectory, with an increase of over 150 million students since 2000 for secondary school and around 82 million since 2000 for primary school (Statista, 2022). Furthermore, the completion rate of primary school was close to 90% in 2019 and 76% for secondary school (Statista, 2022). Education can provide individuals with so many options and aid in their life path by increasing the aspects of stability in life, financial stability, equality between individuals worldwide, self-dependence, confidence, provides safety, and helps one reach their goals (Nair, 2022). In Canada itself, more than 1.4 million students are enrolled in a Canadian University, and 2.2 million students are enrolled in some form of postsecondary education (Universities Canada, 2018).</p> Austin Mardon, Khushi Shah (Author) Copyright (c) 2024 Austin Mardon, Khushi Shah (Author) Tue, 19 Mar 2024 04:13:42 +0000 THE INFLUENCE OF GADGETS ON THE SOCIAL BEHAVIOR OF STUDENTS AT MTS TARBIYATUL ISLAMIYAH SOKOPULUHAN PUCAKWANGI PATI <p>This research aims to investigate the intensity of gadget usage, the social behavior of students, and the influence of gadgets on the social behavior of students at MTs Tarbiyatul Islamiyah. The method employed is quantitative, with a non-experimental approach and the use of simple random sampling technique. The sample size consists of 75 respondents, and data collection is conducted through questionnaires. The results of this indicate that the data on gadget usage intensity yield percentages of 42% for respondents answering "always &amp; often," 31% answering "sometimes," and 27% answering "never." Meanwhile, their social behavior obtains percentages of 55% for respondents answering "never," 26% answering "sometimes," and 19% answering "always &amp; often." The obtained data testing result shows that the t-value is greater than the t-table (5.370 &gt; 0.1914), where Ha is accepted and Ho is rejected. The coefficient of determination is 28.3%. Therefore, it can be concluded that the intensity of gadget usage at MTs Tarbiyatul Islamiyah is categorized as moderate, indicating that students can use these devices without difficulty. Regarding their social behavior at school, it depicts that they are not overly dependent on gadgets due to various factors preventing reliance on these devices. The influence of gadgets on the social behavior of students at MTs Tarbiyatul Islamiyah obtains a significance value of 28.3%, indicating a positive impact.</p> Nurul Hidayah, Rofiq Faudy Akbar (Author) Copyright (c) 2024 Nurul Hidayah, Rofiq Faudy Akbar (Author) Wed, 20 Mar 2024 03:10:07 +0000 APPLICATION OF THE HYPNOTEACHING LEARNING METHOD TO IMPROVE SOCIOLOGY LEARNING OUTCOMES AT SMAN 6 KUPANG <p>This study aimed to determine the increase in student learning outcomes with the Hypothecating Learning Method in Sociology. The method used in this research is classroom action research (CAR), which includes four stages: planning, implementation, observation, and reflection. Data collection techniques used in this study were observation, learning achievement tests, and documentation. Data analysis techniques using descriptive qualitative analysis. The results of the first cycle test obtained an average value of 100%, with the percentage of students who completed 9 students who had reached KKM as much as 36% and those who had not completed 16 students 64%. However, the results of student tests in cycle I have not yet reached the level of success. However, the research continued to cycle II with an average value of 100% obtained with the percentage of students who did not complete 5 students who had not reached the KKM by 20%, and 20 students who had completed or had reached the KKM by 80% with a total of 25 students. Thus, it can be concluded that applying the Hypothecating method can improve student learning outcomes at SMA Negeri 6 Kupang.</p> Fulgensia Halla, Idris (Author) Copyright (c) 2024 Fulgensia Halla, Idris (Author) Wed, 20 Mar 2024 03:13:42 +0000 DIFFERENTIATE LEARNING ACHIEVEMENT BY ETHNICITY IN SMAN 5 KUPANG <p><em>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.</em></p> Hadrianus Jehanu, Marthen Tabun (Author) Copyright (c) 2024 Hadrianus Jehanu, Marthen Tabun (Author) Wed, 20 Mar 2024 03:17:58 +0000 APPLICATION OF CROSSWORD PUZZLE LEARNING MEDIA TO INCREASE STUDENTS' LEARNING INTEREST IN SOCIOLOGY LEARNING AT SMA MUHAMMADIYAH LAMAHALA <p>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%.</p> Tsaniyah Binti Zakaria (Author) Copyright (c) 2024 Tsaniyah Binti Zakaria (Author) Wed, 20 Mar 2024 00:00:00 +0000