PENGEMBANGAN MODEL INKUIRI SOSIAL DALAM PEMBELAJARAN ALQURAN-HADIS: PENELITIAN PENGEMBANGAN DI MADRASAH TSANAWIYAH (Development of Social Inquiry Model In Learning of The Quran-Hadith: Development Research In Madrasah Tsanawiyah)

Learning the Quran and Hadith is one of the subjects given at Madrasah Tsanawiyah. Ideally, this learning effectively achieves the goals of National education, especially those related to understanding the main points of Islamic teachings and the proper way of practicing them in everyday life. Preliminary studies indicate that learning the Quran and Hadith is still not able to achieve the goals or ideals outlined by the curriculum. The Quran and Hadith material still dominantly emphasizes memorization/knowledge and is still far from solving problems (problem-solving skills). This study aims to develop learning the Quran and Hadith to instill the values of social care and become learning that challenges students' intellect and curiosity. The method used in this research is Research and Development, which steps in the form of a Preliminary Study, Development, and Product Testing. The development of the Social Inquiry model in learning the Quran and Hadith is significantly proven to be able to the teacher's social inquiry stating that in implementing learning, developing student creativity increases in learning. It can be interpreted that learning the Quran and Hadith based on social inquiry is practical to be implemented.

Research and Evaluation: The Practices, Politics, and Possibilities of Mixed Methods Social Inquiry

For several decades now, researchers and evaluators around the globe have turned to a mixed methods approach to social inquiry as a strategy for "better understanding" the important social phenomena be-ing studied. One accomplishment of this time period is the elaboration of varied methodological framework(s) and approaches for mixed methods practice by many theorists and practitioners. It is now im-portant to turn our attention to the politics of mixed methods social in-quiry, which can also enlighten our thinking about mixed methods pos-sibilities, including the contributions that mixed methods social inquiry can make to our increasingly troubled world. Within social science, politics generally refers to the values that are advanced by a given study. Values are most commonly conveyed through our designated inquiry purpose and audience, key inquiry questions, and accompany-ing methodological design. This presentation will engage this important topic using the formal language of methodology and the common lan-guage of storytelling.

Coda

This chapter highlights this collection’s key contributions to social inquiry. It argues for a reimagining of rapport as: emergent; co-constructed; ever-changing from one conversational turn to the next; mediated; linked to communicative events in other times and places; and not to be conflated with positive social relations, such as friendship or fellowship. Thus, rapport can no longer be seen as something that magically emerges at a certain stage of research, nor can it be seen as primarily a result of the embodied practices of the researcher. Consultants actively contribute to the situated formation of moments of rapport, and understanding of all of this requires careful reflexive work that contextualizes the connections between researchers’ interactions with consultants and other communicative events. The methodological implications of this theoretical and meta-methodological reimagining of rapport are many. These include a need to pay more attention to meta-pragmatic commentaries that evaluate embodied behaviors as part of broader methodologies for closely examining situated encounters. While such methodologies are well known to sociolinguists, lesser known to both sociolinguists and social scientists are the ways that fixedness creeps into our analysis and representations of social relations. By reimagining rapport, we can overcome these limitations, while moving toward more sophisticated ways of understanding, interpreting, and representing context.

Critical policy scholarship in education: An overview

This paper presents an overview of critical policy scholarship (CPS) in education. Historically, policy research has been dominated by what is commonly referred to as the policy science tradition, which is positivist in its philosophical stance and instrumentalist in its purpose—it focuses on producing knowledge relevant for policy decisions. However, with the rise of interpretive social inquiry in the 1970s and against the backdrop of unique political developments in the 1980s, CPS emerged as an alternative policy research perspective. This review discusses the scope and foci of CPS in education under four themes: methodological assumptions, interdisciplinary roots, enduring analytical goals, and emerging empirical contexts. Implications of the prevalence of inequality, Big Data and digital panopticon for educational policymaking and policy research are also briefly discussed. The paper concludes that although its foci of analysis have shifted considerably in the last four decades, analytical interest and tools of CPS remain largely unchanged.

What is in it for me? Challenges Associated with Recruiting Participants for a Study Focusing on Informal Workers: A Reflection from Fieldwork Conducted in Nigeria

This article presents the challenges a social scientist can encounter in studying workers in an informal sector. It is written from a doctoral researcher's perspective and draws on her fieldwork experience among informal automobile artisans in Osun State, Nigeria. The paper intends to share insights into navigating the challenges in conducting social inquiry among workers in the informal sector for fruitful outcomes. Particular attention is paid to some of the more common challenges researchers may encounter when conducting research in the informal sector. These challenges include project entry, participant recruitment, and retention. This article concludes with suggestions which researchers can use to study informal workers, especially in developing countries.

Combining Participatory and Audiovisual Methods with Young Roma “Affected by Mobility”

The use of audio-visual methods as a source of data for social inquiry has gained momentum, especially in research with migrant children and young people. For many youth scholars, photos and videos are used both as field notebooks and as working tools that can be employed during interviews or in creating personal diaries to unearth feelings and thoughts that otherwise would remain unexplored. However, producing, viewing and examining visual data together also creates the conditions to develop the collaborative potential that is inherent in the relationship between researchers and young participants. Building on a multi-sited ethnography with a group of Romanian Roma adolescents with different mobility experiences, this chapter offers a theoretically-informed empirical account of the failures, negotiations, and opportunities disclosed by the use of participatory video-making in ethnographic research with underprivileged young people “affected by mobility”.

PENERAPAN MODEL INKUIRI SOSIAL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA CALON GURU SD

ABSTRACT This aims of this study is to comprehend the increase in the critical thinking skills of PGSD students through the implementation of social inquiry models in elementary social studies education courses. The population of this study were all 3rd semester students of the PGSD FKIP Unla study program. Sampling was carried out by using saturated sampling technique, where all members of the population were sampled, class A01 as a control class that applied conventional learning and class A02 as an experimental class that was treated with social inquiry learning models. The data in this study were obtained through the results of the pretest and posttest using the critical thinking essay test instrument. The results of this study indicate that there are differences in the increase in the critical thinking skills of PGSD students in the SD social studies course after the social inquiry learning model is applied. Beside that, the critical thinking skills of PGSD students in the Elementary Social Sciences Education course after applying the social inquiry learning model are better than the control class using conventional learning methods. ABSTRAK Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis mahasiswa PGSD melalui penerapan model inkuiri sosial dalam mata kuliah pendidikan IPS SD. Populasi dalam penelitian ini adalah seluruh mahasiswa semester 3 program studi PGSD FKIP Unla. Penarikan sampel dilakukan dengan teknik sampling jenuh, dimana seluruh anggota populasi dijadikan sampel, yaitu kelas A01 dijadikan kelas kontrol yang menerapkan pembelajaran konvensional dan kelas A02 dijadikan kelas eksperimen yang mendapatkan perlakuan model pembelajaran inkuiri sosial. Data yang dalam penelitian ini diperoleh melalui hasil pretes dan postes dengan menggunakan instrumen tes uraian berpikir kritis. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan peningkatan kemampuan berpikir kritis mahasiswa PGSD pada mata kuliah Pendidikan IPS SD setelah diterapkan model pembelajaran inkuiri sosial. Selain itu, kemampuan berpikir kritis mahasiswa PGSD pada mata kuliah Pendidikan IPS SD setelah diterapkan model pembelajaran inkuiri sosial lebih baik daripada kelas kontrol yang menggunakan metode pembelajaran konvensional.