Pub Date : 2020-09-07DOI: 10.14324/111.444.ijsp.2020.v9.x.015
Sebastian Monteux, Angelika Monteux
Although there is increasing recognition within health and social care policy that relationships are central within ‘people work’, little attention is given to exploring the nature and purpose of these within everyday care practice. Social pedagogues appreciate that human relationships, in all their complexity, are intrinsically valuable and, therefore, central to everyday care practice. This article explores human encounters as the foundation of relational practice, and we discuss how the space for true encounter incorporates spiritual care and a movement from dependence to interdependence. It proposes that everyday care practice is best understood as a series of human encounters that requires courage to embrace the complexity and uncertainty of encountering the essential humanity of those we care for. In order to do so, practitioners need to develop moral integrity, enabling them to navigate situations of care without fixed recipes. Drawing on perspectives from care ethics and the Nordic care tradition, this article contextualises the discussion within the authors’ extensive care practice experience and, in focusing on human encounters as the basis of relational care, presents implications for practitioners in diverse everyday care contexts.
{"title":"Human encounters: The core of everyday care practice","authors":"Sebastian Monteux, Angelika Monteux","doi":"10.14324/111.444.ijsp.2020.v9.x.015","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2020.v9.x.015","url":null,"abstract":"Although there is increasing recognition within health and social care policy that relationships are central within ‘people work’, little attention is given to exploring the nature and purpose of these within everyday care practice. Social pedagogues appreciate that human relationships, in all their complexity, are intrinsically valuable and, therefore, central to everyday care practice. This article explores human encounters as the foundation of relational practice, and we discuss how the space for true encounter incorporates spiritual care and a movement from dependence to interdependence. It proposes that everyday care practice is best understood as a series of human encounters that requires courage to embrace the complexity and uncertainty of encountering the essential humanity of those we care for. In order to do so, practitioners need to develop moral integrity, enabling them to navigate situations of care without fixed recipes. Drawing on perspectives from care ethics and the Nordic care tradition, this article contextualises the discussion within the authors’ extensive care practice experience and, in focusing on human encounters as the basis of relational care, presents implications for practitioners in diverse everyday care contexts.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"443 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76330728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-31DOI: 10.14324/111.444.ijsp.2020.v9.x.014
Mie Engen, Line Søberg Bjerre, M. Jensen
Psychotherapy and social pedagogical care, help and support in relation to children placed in out-of-home care are typically perceived as two separate forms of practice. In its typical form, psychotherapy is pictured as a meeting between therapist and client in a ‘therapeutic space’ separated out from daily life and activities, while social pedagogical care, help, and support is carried out in close proximity to everyday life in what is regarded as the person’s home. This article analyses an alternative relationship and way of collaborating between psychotherapy – more specifically play therapy – and everyday social pedagogical practice in residential care for children with severe emotional and behavioural problems. This is done by drawing on an empirical case study of the relationship between everyday practice and expertise of social pedagogical practice and play therapy in a children’s home in Denmark. Meeting the needs of children who have been severely neglected and/or abused is challenging in different ways, and it requires highly developed relational, emotional, and reflective skills. The authors argue that play therapy has a particular potential in foregrounding and developing core social pedagogical knowledge and skills. When designed and carried out as an integrated part of everyday social pedagogical practice, play therapy can support practitioners in integrating a reflective and conscious approach to understanding and meeting the children’s emotional and relational needs with the ability to create and enter into ‘playful encounters’ with the children that challenges one-sided and taken-for-granted power relationships, practices and norms.
{"title":"Play therapy insights into everyday social pedagogical practice in residential child care","authors":"Mie Engen, Line Søberg Bjerre, M. Jensen","doi":"10.14324/111.444.ijsp.2020.v9.x.014","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2020.v9.x.014","url":null,"abstract":"Psychotherapy and social pedagogical care, help and support in relation to children placed in out-of-home care are typically perceived as two separate forms of practice. In its typical form, psychotherapy is pictured as a meeting between therapist and client in a ‘therapeutic space’ separated out from daily life and activities, while social pedagogical care, help, and support is carried out in close proximity to everyday life in what is regarded as the person’s home. This article analyses an alternative relationship and way of collaborating between psychotherapy – more specifically play therapy – and everyday social pedagogical practice in residential care for children with severe emotional and behavioural problems. This is done by drawing on an empirical case study of the relationship between everyday practice and expertise of social pedagogical practice and play therapy in a children’s home in Denmark. Meeting the needs of children who have been severely neglected and/or abused is challenging in different ways, and it requires highly developed relational, emotional, and reflective skills. The authors argue that play therapy has a particular potential in foregrounding and developing core social pedagogical knowledge and skills. When designed and carried out as an integrated part of everyday social pedagogical practice, play therapy can support practitioners in integrating a reflective and conscious approach to understanding and meeting the children’s emotional and relational needs with the ability to create and enter into ‘playful encounters’ with the children that challenges one-sided and taken-for-granted power relationships, practices and norms.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83563432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-31DOI: 10.14324/111.444.ijsp.2020.v9.x.011
Lowis Charfe, A. Gardner
The aim of this article is to set out how the use of social pedagogical Haltung can support the exploration of values and how this informs and shapes a practitioner’s direct work. Haltung is a German concept that has no direct English translation but means ‘mindset’, ‘ethos’ or ‘attitude’ ( Eichsteller, 2010 ) and relates to an individual’s value base. Mührel (2008, cited in Eichsteller, 2010 ) set out that a social pedagogical Haltung is based on the two concepts of empathic understanding and regard. This article argues that the use of a social pedagogical Haltung gives practitioners a philosophical framework to support the reflection of core values and ethics held on a personal level. It also supports an understanding of how these influence practitioners and students when using self in relationship-based practice. The understanding of Haltung is important, but for social pedagogical practice to be undertaken it also has to be demonstrated by actions. The reflective activity of ‘values alive in practice’, set out in this article, provides a tool for social workers, practitioners and students to critically explore their own values and practice and make more meaningful connections between their Haltung and the behaviours they demonstrate in their everyday work. In the United Kingdom, values and standards for social work practice are set out by the British Association of Social Work and Social Work England. Arguably these have, at times, been reduced to a checklist for students and practitioners and can lack more in-depth and explicit links to practice. The analysis of practice is more likely to focus on the skills and abilities of practitioners rather than the value base that underpins these. While the understanding and key application of core knowledge and skills is essential for competent social work practice ( Forrester et al., 2019 ), this article argues that it must also be supported and shaped by ethical principles. It seeks to explore how social workers can be supported to adopt value-led approaches to complex work within an outcome-focused culture.
{"title":"‘Does my Haltung look big in this?’: The use of social pedagogical theory for the development of ethical and value-led practice","authors":"Lowis Charfe, A. Gardner","doi":"10.14324/111.444.ijsp.2020.v9.x.011","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2020.v9.x.011","url":null,"abstract":"The aim of this article is to set out how the use of social pedagogical Haltung can support the exploration of values and how this informs and shapes a practitioner’s direct work. Haltung is a German concept that has no direct English translation but means ‘mindset’, ‘ethos’ or ‘attitude’ ( Eichsteller, 2010 ) and relates to an individual’s value base. Mührel (2008, cited in Eichsteller, 2010 ) set out that a social pedagogical Haltung is based on the two concepts of empathic understanding and regard. This article argues that the use of a social pedagogical Haltung gives practitioners a philosophical framework to support the reflection of core values and ethics held on a personal level. It also supports an understanding of how these influence practitioners and students when using self in relationship-based practice. The understanding of Haltung is important, but for social pedagogical practice to be undertaken it also has to be demonstrated by actions. The reflective activity of ‘values alive in practice’, set out in this article, provides a tool for social workers, practitioners and students to critically explore their own values and practice and make more meaningful connections between their Haltung and the behaviours they demonstrate in their everyday work. In the United Kingdom, values and standards for social work practice are set out by the British Association of Social Work and Social Work England. Arguably these have, at times, been reduced to a checklist for students and practitioners and can lack more in-depth and explicit links to practice. The analysis of practice is more likely to focus on the skills and abilities of practitioners rather than the value base that underpins these. While the understanding and key application of core knowledge and skills is essential for competent social work practice ( Forrester et al., 2019 ), this article argues that it must also be supported and shaped by ethical principles. It seeks to explore how social workers can be supported to adopt value-led approaches to complex work within an outcome-focused culture.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88746145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-15DOI: 10.14324/111.444.ijsp.2020.v9.x.010
Lowis Charfe, A. Gardner, Edwin Greenhalgh, Helen Marsden, Daniel Nester, Linda-Jane Simpson
This reflective account has been co-developed, produced and written by students and the teaching staff on the BA Hons Social Pedagogy, Advocacy, and Participation degree at the University of Central Lancashire. The account focuses on the use of experiential and creative teaching methods utilised on the course and how this enhances the understanding and application of social pedagogy. The article critically analyses the link between how the social pedagogical theories, concepts and methods are taught and the advancement of the student and lecturer understanding of this field of study. In developing this reflective account, the current student cohort and lecturers were given the opportunity to participate in a collaborative reflection across all years of the course. They discussed their own learning journey and how this has shaped development of creativity within their practice. During the discussions around the use of blended, experiential learning and creativity, three key themes emerged: (1) the importance of the environment on creativity and learning; (2) the importance of relationships, creativity and learning; and (3) Haltung, psychological safety and creativity. In the reflections on what they have learned so far, the students and lecturers hope to inspire other education providers to use creative and experiential teaching methods within their courses. The authors feel that the reflective account contains useful information around the learning that has taken place over the last three years of this course being taught.
{"title":"Creating a learning space: Using experiential learning and creativity in the teaching and learning of social pedagogy","authors":"Lowis Charfe, A. Gardner, Edwin Greenhalgh, Helen Marsden, Daniel Nester, Linda-Jane Simpson","doi":"10.14324/111.444.ijsp.2020.v9.x.010","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2020.v9.x.010","url":null,"abstract":"This reflective account has been co-developed, produced and written by students and the teaching staff on the BA Hons Social Pedagogy, Advocacy, and Participation degree at the University of Central Lancashire. The account focuses on the use of experiential and creative teaching methods utilised on the course and how this enhances the understanding and application of social pedagogy. The article critically analyses the link between how the social pedagogical theories, concepts and methods are taught and the advancement of the student and lecturer understanding of this field of study. In developing this reflective account, the current student cohort and lecturers were given the opportunity to participate in a collaborative reflection across all years of the course. They discussed their own learning journey and how this has shaped development of creativity within their practice. During the discussions around the use of blended, experiential learning and creativity, three key themes emerged: (1) the importance of the environment on creativity and learning; (2) the importance of relationships, creativity and learning; and (3) Haltung, psychological safety and creativity. In the reflections on what they have learned so far, the students and lecturers hope to inspire other education providers to use creative and experiential teaching methods within their courses. The authors feel that the reflective account contains useful information around the learning that has taken place over the last three years of this course being taught.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76883730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-05DOI: 10.14324/111.444.ijsp.2020.v9.x.009
Bianka Lang
This practice paper explores a direct work tool within a reflective supervision session relating to spatial social work, inspired by Christian Spatscheck’s 2019 article ‘Spatial approaches to social work – theoretical foundations and implications for practice and research’. I talk about using a map with a young person to look at their social spaces and what they mean to them, gaining an insight into their lived experiences linked to exploitation. The paper also looks at how COVID-19 has changed our ways of working, and what opportunities this may bring for future planning of social spaces and the inclusion of young people.
{"title":"Spatial social work, social pedagogy and the arrival of COVID-19 in practice: Prospects for new ways of working in uncertain times","authors":"Bianka Lang","doi":"10.14324/111.444.ijsp.2020.v9.x.009","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2020.v9.x.009","url":null,"abstract":"This practice paper explores a direct work tool within a reflective supervision session relating to spatial social work, inspired by Christian Spatscheck’s 2019 article ‘Spatial approaches to social work – theoretical foundations and implications for practice and research’. I talk about using a map with a young person to look at their social spaces and what they mean to them, gaining an insight into their lived experiences linked to exploitation. The paper also looks at how COVID-19 has changed our ways of working, and what opportunities this may bring for future planning of social spaces and the inclusion of young people.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80930557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-11DOI: 10.14324/111.444.ijsp.2020.v9.x.008
R. Hunter
While for some older people longevity is a blessing, for others it is a curse. This article draws on the author’s experience of working through the National Lottery Fund’s Ageing Better programme with groups of older people in Leicester, many of whom are marginalised in terms both of society and under-represented in research. Four psychosocial challenges are identified from this experience: handling change; chronic loneliness; meaninglessness; and loss of a social role. The article explores the significance of creativity whether linked to the participatory arts or creative thinking and problem solving in addressing these challenges. It acknowledges the value of the participatory arts but highlights problems of accessibility and sustainability. The article explores briefly the concept of ‘everyday creativity’ and touches on the underexplored areas of how creativity can link to freeing up some rigidities in mindset and opening older people up to new possibilities. Finally, it examines the principles and practices of social pedagogy. Despite there being very few examples of practice with older people in the UK named as social pedagogy, it is suggested that the perspective is highly relevant to this area of work. Not only do the values and skills match what is needed, but adopting a social pedagogical perspective across the sector might enhance the self-confidence of staff and volunteers, the quality of the work, and provide a much-needed common language. Psychosocial knowledge and skills could, with benefit, be integrated.
{"title":"Older people and creativity: What can a social pedagogical perspective add to this work?","authors":"R. Hunter","doi":"10.14324/111.444.ijsp.2020.v9.x.008","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2020.v9.x.008","url":null,"abstract":"While for some older people longevity is a blessing, for others it is a curse. This article draws on the author’s experience of working through the National Lottery Fund’s Ageing Better programme with groups of older people in Leicester, many of whom are marginalised in terms both of society and under-represented in research. Four psychosocial challenges are identified from this experience: handling change; chronic loneliness; meaninglessness; and loss of a social role. The article explores the significance of creativity whether linked to the participatory arts or creative thinking and problem solving in addressing these challenges. It acknowledges the value of the participatory arts but highlights problems of accessibility and sustainability. The article explores briefly the concept of ‘everyday creativity’ and touches on the underexplored areas of how creativity can link to freeing up some rigidities in mindset and opening older people up to new possibilities. Finally, it examines the principles and practices of social pedagogy. Despite there being very few examples of practice with older people in the UK named as social pedagogy, it is suggested that the perspective is highly relevant to this area of work. Not only do the values and skills match what is needed, but adopting a social pedagogical perspective across the sector might enhance the self-confidence of staff and volunteers, the quality of the work, and provide a much-needed common language. Psychosocial knowledge and skills could, with benefit, be integrated.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88815736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.14324/111.444.ijsp.2020.v9.x.001
Mats Anderberg
School is one of the areas where social pedagogy has taken on an increasingly important function. Supported by available literature, the aim of this literature review is to describe and analyse how the work of social pedagogues in schools can be manifested. The literature review shows that social pedagogical work in schools is common in many countries and emerging in others. The study shows a wide variation both between and within countries with regard to the mission and goals, status, role and function, tasks and activities of social pedagogues. The primary mission is inclusion of pupil groups or individuals with various types of psychosocial problems or school-related difficulties, followed by preventive work aimed at all pupils to counteract social exclusion in school, disciplining groups of pupils who are in various ways disrupting or breaking school norms, a consciousness-raising and mobilising mission and a more general teaching mission aimed at citizenship and democratic upbringing. The literature review shows that social pedagogy as a profession enjoys high currency and relevance in schools with a view to preventing the segregation and exclusion of pupils.
{"title":"In search of a social pedagogical profession in schools. Missions and roles under reconsideration","authors":"Mats Anderberg","doi":"10.14324/111.444.ijsp.2020.v9.x.001","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2020.v9.x.001","url":null,"abstract":"School is one of the areas where social pedagogy has taken on an increasingly important function. Supported by available literature, the aim of this literature review is to describe and analyse how the work of social pedagogues in schools can be manifested. The literature review shows that social pedagogical work in schools is common in many countries and emerging in others. The study shows a wide variation both between and within countries with regard to the mission and goals, status, role and function, tasks and activities of social pedagogues. The primary mission is inclusion of pupil groups or individuals with various types of psychosocial problems or school-related difficulties, followed by preventive work aimed at all pupils to counteract social exclusion in school, disciplining groups of pupils who are in various ways disrupting or breaking school norms, a consciousness-raising and mobilising mission and a more general teaching mission aimed at citizenship and democratic upbringing. The literature review shows that social pedagogy as a profession enjoys high currency and relevance in schools with a view to preventing the segregation and exclusion of pupils.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"87 7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87695944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-12DOI: 10.17509/ijposs.v4i1.21496
Neti Budiwati
The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.
{"title":"Development of Education and Training Models in Improving the Professionalism of Economic Teachers","authors":"Neti Budiwati","doi":"10.17509/ijposs.v4i1.21496","DOIUrl":"https://doi.org/10.17509/ijposs.v4i1.21496","url":null,"abstract":"The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78081926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-12DOI: 10.17509/ijposs.v4i1.21327
Inggar Carissa Ambarwati, Kokom Komalasari, R. Effendi
This research discusses about E-Learning, which is needed to balanced Education in this modern era. There is a difference in the implementation of E-Learning in every school, what the researchers found is the evaluation system to get the results of learning the value of knowledge that is done online by using an application called Edubox. This research aimed :(1) To know the student’s response to Edubox utilization as an evaluation tool in SMP Negeri 10 Bandung. (2) To know effective IPS learning outcomes of students after using Edubox class VII SMP Negeri 10 Bandung. (3) To Know the results of the cognitive Social Studies learning of students after using Edubox in class VII SMP Negeri 10 Bandung. This research used qualitative descriptive study methods. The participant of this research is 7 random students in every class, Social Studies teachers and vice-principal as the facilities and infrastructures in the field of management Edubox. The Data collecties by interviews, observations, and documentation, while analyzing data using data reduction, data presentation, data verification. The finding shows that 1) the response of the learner, educators, schools on the existence of Edubox brought a positive impact so that the evaluation can be implemented easily. 2) Edubox presence provide change to students in affective learning outcomes such as attitudes, interests and better self-concepts. 3) Edubox can make the learning results in the form of the knowledge value of the learners increased from the previous results. Therefore, I used Edubox as Social Studied learning outcome tool.
本研究探讨了现代均衡教育所需要的E-Learning。每个学校在实施电子学习方面都有所不同，研究人员发现，通过使用一个名为Edubox的应用程序，在线评估系统可以获得学习知识价值的结果。本研究的目的是:(1)了解学生对使用Edubox作为评估工具的反应。(2)了解学生使用Edubox class VII SMP Negeri 10万隆后的有效IPS学习效果。(3)了解学生在万隆SMP Negeri 10班使用Edubox后的认知社会研究学习结果。本研究采用定性描述性研究方法。本研究的参与者是每个班级随机抽取的7名学生，社会研究教师和副校长作为管理Edubox领域的设施和基础设施。通过访谈、观察和文档收集数据，同时使用数据简化、数据呈现和数据验证来分析数据。研究结果表明:1)学习者、教育者、学校对Edubox的存在的反应带来了积极的影响，使得评估可以很容易地实施。2)教育盒的存在改变了学生的情感学习结果，如态度、兴趣和更好的自我概念。3) Edubox可以使学习结果以学习者的知识价值的形式从之前的结果中增加。因此，我使用Edubox作为Social study学习成果工具。
{"title":"Edubox Utilization as Tool For Evaluation of Learning Outcomes Social Studies","authors":"Inggar Carissa Ambarwati, Kokom Komalasari, R. Effendi","doi":"10.17509/ijposs.v4i1.21327","DOIUrl":"https://doi.org/10.17509/ijposs.v4i1.21327","url":null,"abstract":"This research discusses about E-Learning, which is needed to balanced Education in this modern era. There is a difference in the implementation of E-Learning in every school, what the researchers found is the evaluation system to get the results of learning the value of knowledge that is done online by using an application called Edubox. This research aimed :(1) To know the student’s response to Edubox utilization as an evaluation tool in SMP Negeri 10 Bandung. (2) To know effective IPS learning outcomes of students after using Edubox class VII SMP Negeri 10 Bandung. (3) To Know the results of the cognitive Social Studies learning of students after using Edubox in class VII SMP Negeri 10 Bandung. This research used qualitative descriptive study methods. The participant of this research is 7 random students in every class, Social Studies teachers and vice-principal as the facilities and infrastructures in the field of management Edubox. The Data collecties by interviews, observations, and documentation, while analyzing data using data reduction, data presentation, data verification. The finding shows that 1) the response of the learner, educators, schools on the existence of Edubox brought a positive impact so that the evaluation can be implemented easily. 2) Edubox presence provide change to students in affective learning outcomes such as attitudes, interests and better self-concepts. 3) Edubox can make the learning results in the form of the knowledge value of the learners increased from the previous results. Therefore, I used Edubox as Social Studied learning outcome tool.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80087701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-12DOI: 10.17509/ijposs.v4i1.21497
I. N. Syawal
This research is motivated by problems that have been found such as antipathy, lack of emotional control, undisciplined, ignorant of the environment, less communicative, and inability to make decisions. This study aims to look at the role of scouts extracurricular in the competence of students' social and emotional character development. The research method used in this research is a qualitative approach using a descriptive method, with a case study research design with the research subjects as supervisors, unit builders, board members and members of the scouts at 19 Junior High School, Bandung. Data collection techniques used by researchers are in-depth interviews, observation, and documentation studies. The results showed that the scout extracurricular contributed significantly to the development of social and emotional character including self-awareness, self-management (regulation), social awareness, relationship skills and responsible decision making. The author provides recommendations for schools to be more morally and materially supportive so that scouts extracurricular activities at SMP Negeri 19 Bandung can be more advanced and produce more students who are achievers and smart at the social and emotional competence, also become a good educational activity, not just mere formalities.
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