Implementation of the Community Science Technology Model in Civics Learning to Grow Student Social Intelligence
Arnie Fajar1, Yadi Supriadi2
1STKIP Pasundan Cimahi Jawa Barat
2SMPN 1 Jatinangor Kabupaten Sumedang
1* arniefajar@gmail.com
I. Introduction
The industrial revolution 4.0, allows all humans in the world to communicate with each other regardless of time and from wherever they are by utilizing internet technology. This period is essentially called the era of digital transformation. Binus University Graduate Program, 2021 (https://graduate.binus.ac.id/). The birth of the industrial revolution 4.0 resulted in various positive changes in human life. This revolution can improve people's lives because they become cheap, such as transportation and communication costs, global incomes increase, quality of life increases, job risks are minimized, and health insurance increases. Istiqomah (2018: 9).
Likewise in the world of education, the industrial revolution 4.0 is very influential, especially in learning by using the internet as a medium to become increasingly developed. However, all the changes that occur with these various facilities do not mean that they do not have a negative impact.
For example, the nature of humanity (dehumanization) in students will experience a process of disappearance when learning to use internet technology by reducing face-to-face hours. Sa'diyah (2002:100).
Technological advances not only have a positive impact but also have a negative impact, especially the use of the internet via mobile phones or cellphones by students at SMP Negeri 1 Jatinangor. They often seem happy and even comfortable with themselves with their respective cellphones and don't pay attention to their environment. Thus, students tend to ignore their environment, and even forget their social life. Similar conditions occur in the Civics learning process, students seem to ignore the learning process, lack the skills to solve problems, communicate, express opinions, and listen to the opinions of others. Therefore, the use of the
ARTICLE INFO A B S T R A C T
Article history:
Received 25 Feb 2022 Revised 30 March 2022 Accepted 19 May 2022
Advances in science and technology, require all humans in the world to adapt to the situation. Likewise in the field of education in schools. Almost all students in Indonesia use mobile phones as their social media, including students at SMP Negeri 1 Jatinangor Sumedang. Based on observations of students in Civics lessons, it appears that the attitudes of students lack social intelligence, such as lacking problem solving skills, communicating, expressing opinions, and listening to other people's opinions. This study aims to determine how the application of the Community Science Technology Model in growing the social intelligence of students in class VII-1 SMP Negeri 1 Jatinangor Sumedang. The research approach used is qualitative with Classroom Action Research methods. The results showed that there was a growth in the social intelligence of students from cycles I, II, and III. The problem solving skills of students grew from 14 people (cycle I), to 22 people (cycle II), and 24 people (cycle III). The ability to communicate grew from 11 people (cycle I) to 18 people (cycle II), and became 20 people in cycle III.
Likewise, students' ability to listen to others grew from 14 people (cycle I) to 19 people (cycle II), and became 20 people in cycle III.
Copyright © 2017 International Journal of Artificial Intelegence Research.
All rights reserved.
Keywords:
Pembelajaran,
Sains Teknologi Masyarakat, Kecerdasan Sosial
internet must be accompanied by the social intelligence of its users, so as not to cause changes in deviant behavior.
Social intelligence is no less important than intelligence quotient (IQ), even the highest contribution of IQ to a person's life is only twenty percent for success, the remaining eighty percent is determined by other forces. One of these strengths is social intelligence. Goleman (2007:44).
Social intelligence is an important part that is owned by a person, because it is not uncommon for a child who has a high IQ but fails to learn and a child who has social intelligence succeeds in learning even though his IQ is at an average level. Several studies have shown that children who have social intelligence have better learning outcomes than children who have a high IQ, such as Erlina's (2016:35) research on the Effect of Learning Methods and Social Intelligence on Learning Outcomes of Citizenship Education for Grade V Elementary School Students.
Social intelligence is often referred to as the ability to socialize with the environment where individuals are associated with interactions between individuals in a group/community. Social intelligence is interpersonal intelligence, namely the ability to understand and interact with other people. Efendi (2005:156).
Someone who has social intelligence will have the ability to communicate well and easy to get along with. Many people have great abilities to make other people feel comfortable, can read people's reactions, and can sympathize with other people's feelings. Rose (2007:24). In addition, someone who has social intelligence will be able to empathize, relate well, and understand the feelings of others. Safaria (2005:23). Even more than that, someone who has social intelligence can read other people's lives to make decisions. Siregar & Nara (2014: 101). Thus, someone who has social intelligence will be able to communicate well, have sensitivity in everyday life, maintain good relations with others, empathize with the problems around him, read other people's lives, and can make decisions.
Pancasila and Citizenship Education (PPKn) is one of the compulsory subjects taught to students from elementary school to university level. Civics is a subject that instills the values of Pancasila, intended as a vehicle to develop and preserve noble and moral values rooted in the culture of the Indonesian nation which is expected to become the national identity which is manifested in the behavior of everyday life in society, nation and state. The application of Civics subjects in schools is expected to shape students into human beings who have a sense of nationality and love for the homeland in the context of Pancasila values and morals, awareness of the constitution of the 1945 Republic of Indonesia, the values and spirit of Bhineka Tunggal Ika, and the commitment of the Unitary State of the Republic of Indonesia. Government Regulation No. 32 of 2013 explanation of article 77 J paragraph (1).
In primary and secondary education, Civics subjects aim to develop the potential of students in all dimensions of citizenship, namely; 1) citizenship attitudes including firmness, commitment and civic responsibility (civic confidence, civic commitment, and civic responsibility); 2) civic knowledge; citizenship skills including civic competence and civic responsibility. Saputra et al (2016:5-6). In addition, the ultimate goal of this subject is so that students can become smart and good citizens characterized by the growth and development of a sense of sensitivity, responsiveness, criticalness, and social creativity in the life of society, nation and state as a reflection and embodiment of values, norms and morals of Pancasila. Marzuk (2015:19).
Associated with social intelligence, teachers or educators as someone who carries out learning in schools, it is very necessary to carry out learning that can grow the social intelligence of students.
The same is true for PPKn teachers at SMP Negeri 1 Jatinangor. So far, Civics learning is presented conventionally, so that in Civics learning, student learning activities are low. Students are less skilled in solving problems, expressing opinions, communicating, lacking respect for the opinions of others, and have no concern for learning. Civics learning does not run optimally because teachers often use conventional learning methods, and the use of learning media is less than optimal.
Somantri (2014:21).
Therefore, it is necessary for the efforts of teachers/educators to foster social intelligence in the learning process they carry out, so that students can show their learning activities optimally.
Learning is an effort made by the teacher so that students can learn. Sumadinata & Saodih (2014:59).
Learning is said to be effective if students want to learn effectively. Learning has no meaning if students do not want to learn. Learning in principle is an activity that shows the interaction between students and teachers and between students, and students are placed as subjects not as objects of learning. Somantri (2010:94). Thus the role of the teacher in learning is very decisive because previously the teacher must plan various kinds of preparations that will be carried out in learning.
Effective and meaningful learning is a learner-centered learning process, involving students actively in various learning activities to achieve the expected competencies. The ability of educators to plan, implement, and evaluate the learning process is a very important part in achieving learning objectives. One of the important factors that influence the success of the learning process is the use of appropriate learning strategies. Learning strategy is a series of learning activities that are systematic and comprehensive, aimed at helping students' learning efforts to achieve the expected learning objectives. Solihatin (2013:4). The essence of the learning strategy is that the learning process goes as planned and causes students to enjoy learning. B. Uno & Mohamad (2012:14).
The Social Technology Science (S-T-M) learning model is a learning model that can be an alternative to the problem of Civics learning at SMP Negeri 1 Jatinangor, because the S-T-M model can bridge information technology and social problems. The community science technology model is a learning strategy that connects understanding, utilization of science, technology and society.
Poedjiadi (2010:123-124). By utilizing the S-T-M model in Civics learning, students are expected to be able to connect science and technology with problems that occur in people's daily lives.
The application of the S-T-M model in this study is intended to direct students in using information technology correctly, so that information technology is used in smart ways. Students are allowed to open information related to social problems on the internet via cell phones. Then look for solutions to the problem in class together with the study group. If studied in depth the S-T-M approach is very representative to prepare individuals who are able to apply scientific knowledge and practice the values of Pancasila in an effort to create a better order of community life. Dawn (2009:39).
The S-T-M approach is applied to prepare students to become community members who involve themselves intelligently and responsibly in various community activities, and are able to apply scientific knowledge and practice Pancasila in an effort to create a better order of community life.
There are significant differences in social attitudes and social studies learning achievement of students both individually and collectively, namely students who study social studies with the S-T- M learning model, social attitudes and achievements are higher than students who follow conventional learning models. Research by Rosalina et al (2013:9).
II. Method
This study uses a qualitative approach to obtain accurate and natural data, namely about the implementation of the community science technology model in Civics learning as a solution to grow students' social intelligence. In addition, it is a natural approach taken in understanding the phenomena of behavior, motivation, action, and so on thoroughly so as to obtain accurate data in the form of descriptive words. Moleong (2017:6). This research is also intended to understand social phenomena from the point of view of the object of research, namely participants who are invited to interview, provide opinions, thoughts, perceptions, and observations, and are asked to provide data.
Komara (2014:1).
The research method used is Classroom Action Research (CAR), which aims to improve teaching and learning practices. Huda (2015:3), Arikunto (2013:132), and Komara & Mauludin (2016:45). In addition, through CAR, educators can improve the learning process so as to improve the quality and learning outcomes. Darmadi (2015:1).
The research was conducted at SMP Negeri 1 Jatinangor Regency. Sumedang. The subjects of this study were students of class VII-1, totaling 32 people. Class selection was based on the consideration that most of the students in class VII-1 in the Civics Education learning process were passive, less able to involve themselves in learning, paid less attention when their friends expressed their opinions, and did not dare to express their opinions.
The instruments used in this study were observation, interviews, documentation studies, and photo recordings. The data analysis technique went through three stages, namely data reduction, data presentation, and inference. Komara & Mauludin (2016:113). The data were analyzed descriptively and carried out in 3 cycles. Each cycle consists of 4 stages, namely: 1) planning (action plans), 2) acting (implementing actions), 3) observing (observing), and 4) reflecting (reflection). Kemmis and Taggar in Wiriaatmadja (2014:66). Through these stages it is possible to find problems and find solutions for improvement. The results of observations are used as material for reflection between the observer and the researcher so that they get action for the next cycle. A preliminary study is carried out before the cycle stage in order to obtain new information as an indicator in preparing an action plan. Komara & Mauludin (2016:77).
III. Results and Discussion
The activity of partner teachers in learning by applying the S-T-M learning model in cycles I, II, and III, shows a change in teaching skills, from not being able to implement the learning model to being able to implement it well. The learning design of the S-T-M model that is designed and implemented by teachers in Civics learning to grow the social intelligence of students is as follows.
The first stage, the teacher carries out apperception, initiation, initiation or exploration by conveying the problems that exist in the community then students explore problem solving from their experiences through questions or tasks put forward by the teacher about events that occur in the community.
The second stage, the teacher guides students to concept formation, namely developing concepts through questions made by the teacher in the form of Student Activity Sheets (LKS), so that students can explore their knowledge in learning. The teacher explains the subject matter as material for students to continue learning. students are guided to see real problems that exist in their lives and solve them with the help of advances in science and technology, namely students are allowed to look for how to solve problems that occur through internet searches via cellphones.
The third stage, the teacher applies the concept, students are welcome to analyze the issues that have been raised until they can solve the problem. The teacher provides questions that can guide students in finding answers so that they are arranged systematically. In order to attract more students' interest in learning, the teacher gives questions that are stored behind the QR-Code, so to find out about the students, they must scan first.
The fourth stage, the teacher provides consolidation of the concept according to the material being given through group presentations. Students present information seeking reports and discuss them with other groups under the guidance of the teacher. In the first cycle, the presentations were carried out by 4 groups in turn, and the other groups responded and gave questions related to the problems being discussed.
The fifth stage, the teacher evaluates the learning outcomes. After each group takes turns carrying out presentations under the guidance of the teacher, then the teacher evaluates the learning outcomes. The aim is to measure the extent to which teaching materials can be mastered by students, and to know the students' mastery of the concepts that have been described previously.
The learning steps taken by the teacher are in accordance with the theory of the S-T-M model proposed by Poedjiadi (2010:126).
In the first cycle, the teacher felt awkward and uncomfortable in applying the STM learning model, but at the next stage he felt better and did not experience difficulties. For teachers who are not accustomed to applying the S-T-M learning model, they will find difficulties, especially in bringing up issues that exist in society and require a long time to prepare for learning activities.
Poedjiadi (2010:124).
The results showed that the STM learning model can grow students' social intelligence, it is proven that the problem solving skills of class VII-1 students on average from 40.63% (cycle I) to 58.34% (cycle II) and 66.67%. in cycle III. The results and discussion in detail are presented as follows.
Students can explain about the problems being faced in their group as many as 18 people (cycle I), 24 people (cycle II), and 26 (cycle III). Students can solve the problems given by the teacher well
as many as 18 people (cycle I), 24 people (cycle II), and 25 people (cycle III). Students can solve problems systematically as many as 9 people (cycle I), 20 people (cycle II), and 24 people (cycle III). Students can solve problems on time according to the plan as many as 10 people (cycle I), 18 people (cycle II), and 20 people (cycle III).
Changes that occur in students in solving problems in accordance with behavioristic learning theory that learning is a process of changing behavior in response to the stimulus created in learning.
Siregar & Nara (2014:25). Changes in behavior also occur because of the practice that has been experienced by students. Sani (2013:4). In addition, the S-T-M model, based on constructivism as a learner-centered approach, is presented to stimulate and provide opportunities for students to learn to think innovatively and develop their potential optimally. Suhana (2014:63).
The application of the S-T-M model can grow students' ability to communicate as seen from an average of 40.63% (cycle I) to 58.34% (cycle II) and 66.67% in cycle III. It is shown that students are able to present the results of their discussions systematically as many as 8 people (cycle I), as many as 21 people (cycle II), and as many as 22 people (cycle III). Students can express their opinions well as many as 15 people (cycle I). , 19 people (cycle II), and as many as 19 people (cycle III). Students can use language that is easily understood by their friends as many as 10 people (cycle I), 14 people (cycle II), and as many as 18 people (cycle III).
Someone who has social intelligence certainly has the ability to communicate with other people.
Someone who has social intelligence will have the ability to communicate well and easy to get along with. Rose (2007:24).
In the learning carried out by the teacher, communication activities between students and between one group and another are very active. Students feel involved in learning and can convey their ideas directly. Learning is an active process to construct knowledge, which is supported by the creation of interactions between students and teachers, and interactions between students. Wardoyo (2015:26). In the S-T-M model students are required to understand the problems that exist in society based on the knowledge they have, then students use their knowledge to find solutions to problems that occur in society.
The application of the S-T-M model can grow the ability of students to listen to others, it can be seen from the average of 43.8%, in the first cycle, 63.6%.p in the second cycle, and in the third cycle it is 64.6%. This shows that students do not interrupt when their friends are expressing opinions as many as 23 people (cycle I), as many as 27 people (cycle II), and as many as 28 people (cycle III).
Students can draw conclusions from the conversation of their friends as many as 7 people (cycle I), 14 people (cycle II), and as many as 16 people (cycle III). Students can understand the subject matter being discussed as many as 12 people (cycle I), 16 people (cycle II), and as many as 18 people (cycle III). This shows a change in students' ability to listen effectively so that they can understand the main issues discussed and can draw conclusions.
In line with constructivism learning theory that learning is carried out by developing the abilities or knowledge and learning experiences of students, teachers control and direct learning according to the conditions and maturity of students while still paying attention to the diversity and existence of individual students. Suyitno (2014:7). Humans, in this case students, gradually build their knowledge and then connect and assimilate their knowledge, skills, experience with new knowledge, skills, and experiences so that changes / developments occur. Sani (2013:20). In addition, knowledge cannot be simply transferred from the teacher to the students but through the formation process by the students themselves. Siregar & Nara (2014:39).
A very important part in presentations is the ability of participants in this case students to listen to what other people have to say. Only 20% of communication is done through words, the remaining 80% is done through non-verbal activities. Rose (2007:167). Thus listening is included in non-verbal activities. This shows the importance of humans having the ability to listen to what other people say, the ability to listen is an indicator of someone who has social intelligence. In addition to listening, in the learning process there is also effective communication. This means that social communication has occurred, namely students are able to use the communication process in establishing and building interpersonal relationships with their friends in class. Safaria (2005:24).
Listening to other people who are talking is an indicator of someone who has social intelligence because with his ability to listen to other people's opinions he will easily understand what other
people want. The weakness in communicating is that it is difficult for people to listen to the opinions of others, even if they continue to talk, they do not give other people the opportunity to speak. Rose (2007:171).
The results of interviews with teachers and students reinforce that the application of the S-T-M learning model by teachers has better results when compared to when teachers use conventional methods in learning. In addition, almost all students feel happy learning with this model because they feel directly involved in solving problems that occur at this time. This makes it clear that the application of the S-T-M model can grow students' social intelligence. Interviews were conducted face to face between researchers and teachers and students. The questions are unstructured and open to get views and opinions from teachers and students in depth. Creswell (2017:254). In addition, interviews as a form of oral interaction with teachers and students provided important information related to this research. Black & Champion (2009:306).
The basis for implementing the S-T-M program is to produce citizens who have sufficient knowledge so that they are able to make crucial decisions about current issues and issues and take action in accordance with the decisions they make. Dawn (2009:25).
IV. Conclusion
The application of the S-T-M model can grow the social intelligence of class VII-1 students in Civics learning if it is designed in accordance with the learning steps that have been developed by experts. It is proven that the learning atmosphere in class VII-1 is more conducive, students are more enthusiastic in participating in Civics learning.
The S-T-M Learning Model can grow students' problem-solving skills, such as being able to explain the problems being faced, solve problems systematically, and be able to solve problems in a timely manner.
The S-T-M learning model can foster students' social intelligence in communicating with others, such as the ability to present their findings to their friends, express opinions well, and use easy-to- understand language.
The application of the S-T-M learning model can grow the ability of students to listen to the opinions of others as an indicator of social intelligence such as not interrupting the conversation when their friends are expressing opinions, being able to draw conclusions from their friends' conversations, and being able to understand the main issues being discussed. These things show that the S-T-M learning model can grow students' social intelligence.
Acknowledgment (HEADING 5)
Thank you to the Principal and teachers and administrative staff of SMP Negeri 1 Jatinangor Sumedang, who have provided facilities during the research, especially to Mr. Lendra, S.Pd, and ananda, students of class VII-1.
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