SocioEdu: Sociological Education

THE ROLE OF THE TEACHER TO OVERCOME THE LAZY STUDENTS AT SMA NEGERI 1 ATAMBUA INDONESIA

Melkianus Bisik (Author) — Thu, 08 Sep 2022 22:20:48 +0000

This qualitative study aimed to (1) knows the factors that cause students to be lazy in learning at SMA Negeri 1 Atambua and (2) know the role of the teacher to overcome those lazy students at SMA Negeri 1 Atambua. The subjects of the study were students, teachers, and vice principals. The data were collected through observation, interviews, and documentation. The data were analyzed through data reduction, data display, and drawing conclusions. The study showed that the factors that cause students to be lazy in learning, such as being full of assignments, learning methods, social environment, cellphone, social media, and poorly organized classrooms. Thus, there were 4 students who only got scores of 63, 66, 64, and 68, while the standard minimum criteria (KKM) was 70. Besides, teachers provided direct personal guidance and visited the students to overcome the lazy students in learning.

THE IMPACT OF COVID-19 PANDEMIC ON SOCIOLOGY LEARNING AT SMA NEGERI 2 KUPANG

Hermina Neam (Author) — Thu, 08 Sep 2022 22:21:50 +0000

The purpose of this study was to determine the learning process in the classroom through the probing-prompting method. In this study, the method used a literature study which consisted of four stages, namely collecting literature data, selecting relevant literature, conducting a review, and concluding or providing a new interpretation. The data collection technique was carried out online by downloading literature in the form of journals or articles through Google Scholar with the keyword probing-prompting and obtaining 113 literature data. The results of this literature study stated that the probing-prompting method in classroom learning was more effective than conventional learning methods. Efforts made to achieve optimal learning in the classroom can be achieved through the foresight of teachers to choose learning methods that provide space for students to always actively participate and develop their potential. One of the appropriate methods is the probing-prompting method seen in the development of student communication, increased creative thinking, increased critical thinking, can instil learning concepts, and can improve student learning outcomes.

SUPPORT OF THE PHK PROGRAM IN IMPROVING CHILDREN'S EDUCATION IN TUMU VILLAGE EAS NUSA TENGGARA

Nova Elny I Pobas (Author) — Thu, 08 Sep 2022 22:23:02 +0000

This study aimed to determine the support of the PKH program in improving children's education, and the impact of the PHK program in improving children's education in Tumu Village, North Amanatun District. This research was qualitative research that was intended to understand in depth the support of the PHK program in improving children's education. The subjects of this study were children and parents. Data were collected through observation, interviews, and documentation. Data analysis techniques were data collection, data reduction, data display, and conclusion drawing/verification. The research was carried out in Tumu Village, North Amanatun District. It was found that the PKH program cooperated with the village apparatus and every child receiving the PHK who was still in elementary, junior high, and high school was always monitored for progress by checking and asking for routine attendance. Students were taught at school by doing these checks, the PKH program knows the progress of the participants so that they can receive the assistance PKH properly. The impact is that it can help underprivileged children to get a good education, however (PKH) which should be used for education costs, many misuse it for their daily needs and still always hope for assistance. As a result, they are lazy to work.

IMPLEMENTATION OF MULTICULTURAL-BASED LEARNING AT SMA NEGERI 8 KUPANG

Poas Mangmani (Author) — Thu, 08 Sep 2022 22:24:16 +0000

This study aims to determine the implementation of multicultural-based learning at SMA Negeri 8 Kupang. The subject of this study were students, teachers, and vice principals. The data were obtained through observation, interview, and documentation. The study showed that multicultural-based learning was not included in the school curriculum, but the teacher was able to apply it in the teaching and learning process. Hence, the implementation of multicultural-based learning at school had been integrated with the subject materials in the curriculum. The goal is that the students can appreciate, and respect all the differences and make these differences in their citizenship statuses. Besides, it also become the hallmark of the nation and state life. The implementation of multicultural education was carried out through three programs, namely, a material-oriented program, a student-oriented program, and a social-oriented program.

THE PRINCIPAL'S ROLE IN DEVELOPING SCHOOL CULTURE AT SMA NEGERI 5 KUPANG

Novia Andini Sarifudin Ahmad (Author) — Thu, 08 Sep 2022 22:25:32 +0000

The objective of this research was to determine the role of the principal in developing school culture and to identify factors that support and inhibit the principal's role in developing school culture at SMA Negeri 5 Kupang. The qualitative method was implemented in this research, where the principal, teachers, and students from SMA Negeri 5 Kupang become subjects of research through a purposive sampling technique. Furthermore, data collection techniques include observation, interviews, and documentation. After that, the data analysis implements data collection, data reduction, data display, and conclusion. Based on research conducted at SMA Negeri 5 Kupang, there are two roles of the school (1) implementing regulations that can build school culture, such as discipline, tolerance, honesty, responsibility, overcoming problems, and giving firmness fairly to all school members, and (2) build communication in order to establish a good cooperative relationship with all school members. Besides, in the development of school culture, there are both supportive and inhibiting factors. School regulations and school community participation are important factors in developing school culture. While the lack of school community cohesion is an impediment to developing school culture.