scholarly journals Upaya Guru IPS Dalam Mengembangkan Keterampilan Sosial Siswa di MTs Rogojampi Banyuwangi Tahun 2019

heritage ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 73-88
Author(s):  
Inayatul Umami ◽  
Musyarofah
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Communication Skills ◽  
Social Relations ◽  
Real Life ◽  
Social Studies Teachers ◽  
Group Discussions ◽  
Problem Solving Skills ◽  
Skills Group ◽  
Asking Questions

Abstract Teachers in social studies (IPS) learning are not only required to provide knowledge to students in mastering concepts related to community and but also the environment. More than that IPS teachers are expected to be able to equip students to have social skills. The development of students' social skills needs to be pursued by a teacher, bearing in mind that social skills are one of the important competencies needed by students to be able to maintain good social relations with others. The purpose of this study is to explore the efforts of social studies teachers in developing students' social skills at MTs Rogojampi Banyuwangi which include communication skills; group building skills; and problem solving skills. This study employs a qualitative approach descriptive research. Determination of informants is done purposively. Data was collected through interviews, observation and documentation. In addition, the data was analysed using the interactive model of Miles Huberman and Saldana, and the validity of the data was done by triangulated the sources and methods. The results of the study show that social studies teachers 'efforts in developing students' communication skills are carried out by the students through resolving existing conflicts in subjects and in real life, students are accustomed to asking questions and expressing opinions, and are trained to be able to speak in public. The effort of social studies teachers in developing students' group building skills is done through group discussions in learning, giving group assignments, and inviting students to do community service outside of the lesson or at empty hours. The efforts of social studies teachers in developing students' skills to solve problems namely through discussion, providing them with problems to be resolved by students, having students position themselves as people who have problems, finding solutions and asking students to solve problems themselves and learning about responsibility.     Abstrak Dalam pembelajaran IPS, guru tidak hanya dituntut untuk memberikan pengetahuan kepada siswa dalam menguasai konsep-konsep yang terkait kehidupan masyarakat dan lingkungannya. Lebih dari itu guru IPS diharapkan mampu membekali peserta didik memiliki keterampilan sosial. Pengembangan keterampilan sosial siswa perlu diupayakan oleh seorang guru, mengingat keterampilan sosial merupakan salah satu kompetensi penting yang dibutuhkan oleh seseorang untuk dapat menjaga hubungan sosial secara baik dengan orang lain. Tujuan penelitian ini adalah mendeskripsikan upaya guru IPS dalam mengembangkan keterampilan sosial siswa di MTs Rogojampi Banyuwangi yang meliputi keterampilan komunikasi; keterampilan membangun kelompok; dan keterampilan menyelesaikan masalah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Penentuan informan dilakukan dengan purposive. Data dikumpulkan melalui wawancara, observasi dan dokumentasi. Teknik analisis data menggunakan model interaktif Miles Huberman dan Saldana, serta keabsahan data dilakukan dengan triangulasi sumber dan metode. Hasil penelitian menunjukkan upaya guru IPS dalam mengembangkan keterampilan siswa dalam berkomunikasi dilakukan dengan siswa diajarkan untuk menyelesaikan konflik yang ada pada mata pelajaran maupun dalam kehidupan nyata, siswa dibiasakan untuk  bertanya dan menyampaikan pendapat, serta dilatih untuk dapat berbicara di depan umum. Upaya guru IPS dalam mengembangkan keterampilan siswa membangun kelompok dilakukan melalui diskusi kelompok dalam pembelajaran, memberikan tugas kelompok, serta mengajak siswa melakukan kerja bakti di luar pelajaran maupun di jam kosong. Upaya guru IPS dalam mengembangkan keterampilan siswa untuk menyelesaikan masalah yakni melalui diskusi, guru memberikan masalah untuk diselesaikan siswa, menyuruh siswa memposisikan diri sebagai orang yang memiliki masalah, mencari solusi dan meminta siswa untuk menyelesaikan masalah sendiri dan belajar tanggung jawab.   Kata kunci: Keterampilan Sosial, Upaya Guru, dan Ilmu Pengetahuan Sosial

scholarly journals The Effectiveness of Leadership Skills Development Program for University Students / Üniversite Öğrencilerine Yönelik Liderlik Becerileri Geliştirme Programının Etkililiği

2017 ◽  
Vol 6 (3) ◽  
pp. 65 ◽  
Author(s):  
Ramazan Cansoy
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Goal Setting ◽  
Communication Skills ◽  
Education Program ◽  
Leadership Skills ◽  
Emotional Awareness ◽  
Problem Solving Skills ◽  
Skills Group ◽  
Skills Education

<p><strong>Abstract</strong></p><p>The aim of this study was to examine the effectiveness of a leadership skills education program for higher education students. In this program, education was provided to improve the desire for struggle and goal setting, communication skills, group skills, problem-solving skills, decision-making skills, responsibility awareness, trusting and trustworthiness awareness, leadership awareness and emotional awareness within the framework of leadership skills. The study group of the research consists of final-year students with the average age of 23.8 years studying at the Faculty of Economics of Karabük University in the 2016-2017 academic year.  The data of the study were collected with the “Youth leadership characteristics scale”, “Emotional self-awareness scale” and “Awareness of leader and leadership scale”.  The retrospective pretest-posttest experimental model was used in the study.  The differentiation levels of the pretest and posttest scores of the students included in the education program were examined with the Wilcoxon signed-rank test. It was observed at the end of the study that the desire for struggle and goal setting, communication skills, group skills, problem-solving skills, decision-making skills, responsibility awareness, trusting and trustworthiness awareness, leadership awareness and emotional awareness levels of the students who participated in the education program significantly increased from a moderately sufficient level to a quite sufficient level. It was indicated that the applied leadership skills education program was effective.</p><p><strong>Öz</strong></p><p>Bu araştırmanın amacı, yükseköğretim öğrencilerine dönük olarak geliştirilen bir liderlik becerileri eğitimi programının etkililiğinin incelenmesidir. Bu programda liderlik becerileri çerçevesinde mücadele isteği ve hedef koyma, iletişim becerileri, grup becerileri, problem çözme becerileri, karar verme becerileri, sorumluluk farkındalığı, güven duyma ve güvenilir olma farkındalığı, liderlik farkındalığı ve duygusal farkındalığı geliştirmeye yönelik bir eğitim verilmiştir. Araştırmanın çalışma grubunu 2016-2017 yılında Karabük Üniversitesi’ndeki ortalama yaşı 23.8 olan iktisat fakültesi son sınıf öğrencileri oluşturmaktadır. Araştırmanın verileri “Gençlik Liderlik Özellikleri Ölçeği”, “Duygusal Benlik Bilinci Ölçeği” ve “Lider ve Liderlik Hakkinda Farkindalik Ölçeği” ile toplanmıştır. Çalışmada geçmişe dayalı öntest-son test deneysel modeli kullanılmıştır.  Eğitim programında yer alan öğrencilerin öntest ve sontest puanlarının farklılaşma düzeyleri Wilcoxon işaretli sıralar testi ile sınanmıştır. Araştırma sonunda eğitim programına katılan öğrencilerde mücadele isteği ve hedef koyma, iletişim becerileri, grup becerileri, problem çözme becerileri, karar verme becerileri, sorumluluk farkındalığı, güven duyma ve güvenilir olma farkındalığı, liderlik farkındalığı ve duygusal farkındalık düzeylerinin orta derecede yeterli düzeyden   oldukça yeterli düzeye  anlamlı bir şekilde yükseldiği görülmüştür. Uygulanan liderlik becerileri eğitimi programının etkili olduğu ortaya konulmuştur.</p>

scholarly journals Metaphorical Perceptions of Preservice Social Studies Teachers About the Communication Skills

2021 ◽  
Vol 8 (3) ◽  
pp. 77-91
Author(s):  
Arcan AYDEMİR ◽  
Turhan ÇETİN
Keyword(s):  
Social Studies ◽  
Communication Skills ◽  
Research Method ◽  
Communication Skill ◽  
Human Life ◽  
Social Studies Teachers ◽  
Dynamic Phenomenon ◽  
Code System ◽  
System A ◽  
Communication Metaphors

The study aimed to determine the perceptions of preservice social studies teachers about communication; metaphors were employed to determine communication skill perceptions. In the study, a qualitative research method known as phenomenology design was employed. The study group included 127 preservice social studies teachers in various classes. In the study, metaphoric perceptions form was used to collect the data. The collected data were analysed with content analysis. The study findings demonstrated that preservice social studies teachers produced 36 valid metaphors in 7 different conceptual categories (a requirement, a nonverbal code system, a mutual process, a positive connotation, a unifying element, a dynamic phenomenon, communication as a method to reflect ideas). The total metaphor count and metaphor frequencies revealed that the highest number of metaphors was produced in the communications as a requirement category. The most repeated metaphor in this category was the requirement of water to sustain life. In this category, concepts such as blood, breathing, and oxygen, which are important for human life, were expressed as metaphors that represented communication skills.

scholarly journals Social Studies Teachers' Difficulties in Assessing Social Skills

2020 ◽  
Vol 8 (5) ◽  
pp. 2175-2183
Author(s):  
Supianto Supianto ◽  
Kumaidi Kumaidi ◽  
Yoyon Suryono
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Social Studies Teachers

scholarly journals Problem Solving Skills in Social Studies Education and Problem Solving Skills of Social Studies Teachers

2020 ◽  
Vol 8 (3) ◽  
pp. 48
Author(s):  
Selma Güleç
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Social Studies ◽  
Educational Status ◽  
Social Studies Teachers ◽  
Length Of Service ◽  
Problem Solving Skills ◽  
Teachers Perceptions ◽  
The Social ◽  
Kolmogorov Smirnov

Problem solving skills are mentioned among the skills which need to be acquired in the Social Studies course. In this study, how the social studies teachers perceived problem solving skills was examined by emphasizing the importance of having individuals acquire problem solving skills through social studies teaching. The sample of the study was composed of social studies teachers. In order to evaluate the preservice teachers' perceptions in relation to problem solving skills, the "Problem Solving Inventory" developed by Heppner and Petersen (1982) and adapted by Şahin, Şahin and Heppner (1993) into Turkish was used. In the analysis of the data, firstly if the obtained data distributed normally was tested with Kolmogorov-Smirnov test. Since the data obtained from the problem solving inventory showed normal distribution, the Independent Samples T test was used for paired comparisons and One-Way ANOVA was used for multiple comparisons. It was found that the teachers' problem solving skills did not differ significantly according to the variables of gender, age, marital status, length of service and educational status, satisfaction from school of service, frequency of experiencing problems at their schools and the teachers' problem solving skills were at sufficient level.

scholarly journals The Degree of Effective Communication Skills' Practice that Social Studies Teachers at the Directorate of Mafraq Perform from their Point of View

2019 ◽  
Vol 3 (12) ◽  
Author(s):  
Fatima Alwan Al- Juman
Keyword(s):  
Social Studies ◽  
Communication Skills ◽  
Effective Communication ◽  
Point Of View ◽  
Social Studies Teachers ◽  
Male Teachers ◽  
Years Of Experience ◽  
Female Teachers ◽  
Descriptive Method

    The present study aims at recognizing the degree of effective communication skills' practice that Social Studies teachers at the Directorate of Mafraq perform from their point of view. The researcher has used the descriptive method survey due to its appropriateness to the purposes of the study. The sample included (56) female teachers and (71) male teachers. In order to achieve the goals of the study; the researcher has prepared a 41- articled questionnaire. The study shows that the degree of effective communication skills' practice that Social Studies teachers at the Directorate of Mafraq perform from their point of view is medium. It also shows that there are no statistically significant differences related to gender, qualification, or years of experience.    

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