Pelatihan Pengintegrasian Pendidikan Pemilih Pemula pada Kurikulum Sekolah Menengah bagi Guru Kelompok IPS di Kota Padang Panjang
DOI:
https://doi.org/10.24036/abdi.v7i3.1758Keywords:
C-PE, Guru, Pemilih pemula, Pendidikan politikAbstract
Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru dalam mengintegrasikan pendidikan politik ke dalam pembelajaran intrakurikuler, khususnya bagi anggota MGMP Sosiologi di Kota Padang Panjang. Program dilaksanakan melalui kolaborasi antara Tim Pengabdian Masyarakat Prodi Sosiologi Universitas Negeri Padang (UNP) dan KPU Kota Padang Panjang, bertepatan dengan momentum menjelang Pilkada 2024. Metode pelaksanaan mencakup seminar, workshop, focus group discussion (FGD), dan microteaching. Materi inti meliputi pendidikan pemilih untuk generasi digital native, pengenalan Connected Political Education (C-PE), serta perencanaan dan implementasi pembelajaran berbasis C-PE. Pendampingan teknis dilakukan secara langsung, termasuk penyusunan perangkat pembelajaran (RPP, bahan ajar, dan instrumen evaluasi) dan simulasi pengajaran. Hasil kegiatan menunjukkan terjadinya perubahan paradigma peserta terhadap konsep politik; guru memahami bahwa pendidikan politik dapat dilakukan secara netral, terintegrasi dengan materi IPS dan PPKn, serta relevan bagi pembentukan sikap kritis siswa. Sebanyak 85% peserta menyatakan peningkatan pemahaman terhadap politik sebagai bagian dari kehidupan sehari-hari, dan 72% mengaku siap mengintegrasikan pendidikan politik ke dalam pembelajaran. Kesimpulan dari kegiatan ini menegaskan pentingnya kolaborasi antar-lembaga untuk memperkuat literasi politik generasi muda melalui pendidikan berbasis sekolah.
Downloads
References
Agbawe, M. (2019). Challenges and Prospects of Social Media on Digital Natives: The Case of Nigeria. Information Impact: Journal of Information and Knowledge Management, 9(3), 18. https://doi.org/10.4314/iijikm.v9i3.2
Araújo, A. C. De, Knijnik, J., & Ovens, A. P. (2021). How does physical education and health respond to the growing influence in media and digital technologies? An analysis of curriculum in Brazil, Australia and New Zealand. Journal of Curriculum Studies, 53(4), 563–577. https://doi.org/10.1080/00220272.2020.1734664
Asregid, D., Mihiretie, D. M., & Kassa, S. A. (2023). Teacher educators use of feedback to facilitate reflective practice among pre-service teachers during microteaching. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2257121
Barberá, P., Tucker, J. A., Guess, A., Vaccari, C., Siegel, A., Sanovich, S., Stukal, D., & Nyhan, B. (2018). Social media, political polarization, and political disinformation: A review of the scientific literature.
Blühdorn, I., & Butzlaff, F. (2020). Democratization beyond the post-democratic turn: towards a research agenda on new conceptions of citizen participation. Democratization, 27(3), 369–388. https://doi.org/10.1080/13510347.2019.1707808
Campbell, D. E. (2019). What Social Scientists Have Learned About Civic Education: A Review of the Literature. Peabody Journal of Education, 94(1), 32–47. https://doi.org/10.1080/0161956X.2019.1553601
Choi, M. (2016). A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age. Theory & Research in Social Education, 44(4), 565–607. https://doi.org/10.1080/00933104.2016.1210549
Donbavand, S., & Hoskins, B. (2021). Citizenship Education for Political Engagement: A Systematic Review of Controlled Trials. Social Sciences, 10(5), 151. https://doi.org/10.3390/socsci10050151
Duran, D. (2017). Learning-by-teaching. Evidence and implications as a pedagogical mechanism. Innovations in Education and Teaching International, 54(5), 476–484. https://doi.org/10.1080/14703297.2016.1156011
Fernandes, R. (2022). Model Pembelajaran Connected To Political Education (C-Pe) Dalam Pembelajaran Sosiologi Untuk Meningkatkan Literasi Politik Pemilih Pemula. Universitas Negeri Padang.
Erlich, R. R., & Gindi, S. (2019). Are civics teachers different from teachers of other disciplines in their handling of controversial issues? Education, Citizenship and Social Justice, 14(2), 118–130. https://doi.org/10.1177/1746197918767082
Fernandes, R., Ananda, A., Montessori, M., Putra, E. V., & Tiara, M. (2023). Efektivitas Pendidikan Pemilih Intrakurikuler Dalam Mata Pelajaran Sosiologi Untuk Membentuk Ketahanan Demokrasi (Studi Pada Siswa SMAN 7 Sekolah Penggerak, Kota Padang, Sumatra Barat). Jurnal Ketahanan Nasional, 29(1), 18. https://doi.org/10.22146/jkn.82319
Girardet, C. (2018). Why do some teachers change and others don’t? A review of studies about factors influencing in‐service and pre‐service teachers’ change in classroom management. Review of Education, 6(1), 3–36. https://doi.org/10.1002/rev3.3104
Hajnal, Á. (2024). Political polarization and corruption: A theoretical and empirical review. Intersections, 10(2), 21–33. https://doi.org/10.17356/ieejsp.v10i2.1310
Handoko, W., Israwan Setyoko, P., & Kurniasih, D. (2023). Youths’ Digital Literacy Skills: Critical Thinking to Participate in Elections. Journal of Local Government Issues, 6(1), 19–34. https://doi.org/10.22219/logos.v6i1.23229
Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development. Pearson Education, Incorporated. https://books.google.co.id/books?id=o6DfBQAAQBAJ
Kozyreva, A., Lewandowsky, S., & Hertwig, R. (2020). Citizens Versus the Internet: Confronting Digital Challenges With Cognitive Tools. Psychological Science in the Public Interest, 21(3), 103–156. https://doi.org/10.1177/1529100620946707
Levy, B., Babb-Guerra, A., Batt, L. M., & Owczarek, W. (2019). Can Education Reduce Political Polarization? Fostering Open-Minded Political Engagement during the Legislative Semester. Teachers College Record: The Voice of Scholarship in Education, 121(5), 1–40. https://doi.org/10.1177/016146811912100503
Myers, J. P. (2016). Charting a democratic course for global citizenship education: Research directions and current challenges. Education Policy Analysis Archives, 24, 55. https://doi.org/10.14507/epaa.24.2174
Rattanasevee, P., Akarapattananukul, Y., & Chirawut, Y. (2024). Direct democracy in the digital age: opportunities, challenges, and new approaches. Humanities and Social Sciences Communications, 11(1), 1681. https://doi.org/10.1057/s41599-024-04245-1
Riano, C. R., & Irion-Groth, A. (2022). Civic education networks: working together with universities, NGOs, schools, and policymakers to advance innovative and effective policies and practices. Socialinis Ugdymas, 56(2), 40–52. https://doi.org/10.15823/su.2021.56.4
Suntana, I., & Priatna, T. (2023). Four obstacles to the quality of constitutional law learning in Indonesia. Heliyon, 9(1), e12824. https://doi.org/10.1016/j.heliyon.2023.e12824
Tucker, J., Guess, A., Barbera, P., Vaccari, C., Siegel, A., Sanovich, S., Stukal, D., & Nyhan, B. (2018). Social Media, Political Polarization, and Political Disinformation: A Review of the Scientific Literature. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3144139
Tufchi, S., Yadav, A., & Ahmed, T. (2023). A comprehensive survey of multimodal fake news detection techniques: advances, challenges, and opportunities. International Journal of Multimedia Information Retrieval, 12(2), 28. https://doi.org/10.1007/s13735-023-00296-3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Author
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
