Zulkifli Alamsah Sutanto, Agustinus Sugeng Priyanto, Ade Sopyan Hadi, Cici Fitri Bety

Pembentukan Sikap Sosial Peserta Didik dalam Pembelajaran PPKn di MTs Al-Hidayah Sadeng, Kota Semarang

Introduction

Pembentukan sikap sosial peserta didik dalam pembelajaran ppkn di mts al-hidayah sadeng, kota semarang. Telusuri pembentukan sikap sosial peserta didik dalam pembelajaran PPKn di MTs Al-Hidayah Sadeng, Semarang. Mengungkap peran guru, indikator kejujuran & disiplin, serta dampak psikologis & sosialnya.

Abstract

The research aims to determine: (1) the formation of students' social attitudes in Civics Education (PPKn) learning at MTs Al-Hidayah Sadeng, Semarang City; (2) the role of Civics Education teachers in forming students' social attitudes related to PPKn learning at MTs Al-Hidayah Sadeng, Semarang City; (3) the impact of forming students' social attitudes in PPKn learning at MTs Al-Hidayah Sadeng, Semarang City. The research uses a case study method with a qualitative approach. The research targets include class IX A students, PPKn teachers, the school principal, and the student affairs vice-principal at the school. Data collection techniques include observation, interviews, and documentation. Validity testing uses source and technique triangulation. The data analysis techniques used are data reduction, data display, and conclusion drawing/verifying. The research results indicate that in the formation of students' social attitudes in PPKn learning. There are indicators, including honesty, discipline, tolerance, and politeness. Furthermore, the role of Civics Education teachers is crucial in forming social attitudes by guiding, fostering, and educating students. This will influence the impact of social attitude formation, including psychological and social impacts. The research suggestions are: (1) students should practice making social attitude indicator tables in their respective classes after implementing social attitude formation; (2) PPKn teachers should be more active in creating assessment sheets related to social attitude formation indicators in PPKn learning; (3) schools should support, facilitate, and establish regulations related to the formation of social attitudes for both students and PPKn teachers in the school environment.

Review

The study, "Pembentukan Sikap Sosial Peserta Didik dalam Pembelajaran PPKn di MTs Al-Hidayah Sadeng, Kota Semarang," offers a focused and relevant inquiry into the cultivation of students' social attitudes within the Civics Education (PPKn) curriculum. Employing a qualitative case study methodology, the research effectively addresses its core objectives: to delineate the process of social attitude formation, to ascertain the pivotal role of PPKn teachers, and to examine the resultant impacts. The abstract provides a clear overview of the research scope, participants, and data collection techniques, setting a solid foundation for understanding this pertinent aspect of character education in an Indonesian middle school setting. A notable strength of this research lies in its robust methodological approach, utilizing observation, interviews, and documentation to gather comprehensive data from a diverse range of stakeholders, including students, teachers, and school administrators. The application of source and technique triangulation further enhances the validity and trustworthiness of the findings. The study commendably identifies specific and actionable social attitude indicators, such as honesty, discipline, tolerance, and politeness, which are directly applicable to educational practice. Crucially, it underscores the indispensable role of PPKn teachers in guiding, fostering, and educating students, highlighting their central position in attitude development. The differentiation between psychological and social impacts also adds a valuable dimension to understanding the broader outcomes of this educational endeavor. While the research yields valuable insights, the abstract could be further enriched by elaborating on the specific mechanisms or pedagogical strategies employed by teachers in guiding attitude formation. Providing concrete examples of the "psychological and social impacts" would also strengthen the narrative and demonstrate the tangible effects of the program. The suggestions for practice, particularly the call for students to engage with indicator tables and for teachers to develop assessment sheets, are highly practical and actionable. However, the abstract does not explicitly discuss any challenges encountered during the attitude formation process or acknowledge potential limitations inherent in a single-case study design, which would offer a more nuanced perspective for future research or replication efforts.

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