METODE DEBAT UNTUK MENGEMBANGKAN SIKAP TOLERANSI PADA PEMBELAJARAN IPS(Penelitian Tindakan Kelas di Kelas VII C SMP Negeri 4 Bandung)

Penelitian ini dilatarbelakangi dari hasil pra penelitian yang penulis lakukan di SMPN 4 Bandung. Penulis menemukan adanya masalah dalam pembelajaran IPS di kelas VII C, yaitu kurangnya sikap menghargai antar peserta didik selama kegiatan pembelajaran. Hal ini terlihat pada saat proses pembelajaran terutama dalam berdiskusi, diantaranya pertama, peserta didik kurang memperhatikan ketika temannya menjelaskan materi di depan kelas. Kedua, perbedaan pendapat yang kurang diterima dengan baik oleh peserta didik selama kegiatan diskusi. Ketiga, pengucapan atau perkataan kata yang kurang baik. Untuk mengatasi masalah tersebut, penulis menerapkan metode debat untuk mengembangkan sikap peserta didik, terutama sikap toleransi. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Desain penelitian menggunakan model siklus yang dikembangkan oleh Kemmis & Taggart (1988) yang terdiri dari: planning (perencanaan), action (pelaksanaaan), serta reflecting (refleksi). Subjek dalam penelitian ini adalah peserta didik kelas VII C SMPN 4 Bandung. Sumber data yang diambil berdasarkan observasi, wawancara, catatan lapangan, dokumen dan angket. Penelitian ini diawali dengan penyusunan rencana tindakan dan penerapan metode debat sebagai salah satu cara dalam melaksanakan setiap tindakan dari tindakan siklus I sampai tindakan siklus IV. Hasil penelitian menunjukkan bahwa pembelajaran IPS melalui metode debat dapat meningkatkan sikap toleransi peserta didik dalam pembelajaran di kelas. Walaupun terdapat beberapa kendala saat pelaksanaannya, akan tetapi kendala tersebut dapat diatasi dengan berjalannya waktu selama kegiatan pembelajaran. Hasil penelitian ini dapat disimpulkan bahwa peranan guru dan peserta didik dalam menerapkan metode debat selama pembelajaran IPS dapat mengembangkan sikap toransi peserta didik. Dengan meningkatnya sikap toleransi sesama peserta didik dalam kegiatan pembelajaran IPS di kelas, maka peserta didik saling menghargai setiap tindakan yang dilakukan oleh temannya selama kegiatan diskusi debat berlangsung. Berdasarkan kesimpulan tersebut, maka diperlukan metode debat untuk mengembangkan sikap toleransi peserta didik dalam setiap proses pembelajaran IPS. Kata Kunci : Metode Debat, sikap toleransi, pembelajaran IPS This Research based from pra-research that writer did in Junior High School 4 Bandung. The writer found a problem that occured in social Studies education learning at 7th C class, which is less respect between students during learning activities. It was seen in learning process especially in discussion, which are, first less attention to his students when explaining the material in front of the class. Second, disagreements are less well received by the students during discussions. Third, the pronunciation of the word or words that aren’t good. To solve those problem, the writer applied debate method to increase student s attitudes, especially attitudes of tolerance. The method used in this research is Classroom Action Research. The design using cycle model developmented by Kemmis & Taggart (1988) which consists of: planning, action as well and reflecting (reflection). Subjects in this study were students of class VII C SMPN 4 Bandung. The data were gained from the observation, interview, field note, document and questionnaire. The research was begun with the planning arrangement and the implementation of debate method as one of the ways in performing the activities from the activities in cycle I until cycle IV. The result showed that debate method can increase the tolerance among students in social studies learning in the classroom. Eventhough some problems were found during the process, such as time limitation, concept and students’ comprehension toward debate method, but those problems could be solved. It can be concluded that teacher and students’ role in applying debate method during the teaching learning activities can increase the tolerance among students. The tolerance created among students made them able to appreciate their friends’ action during debate activity. Based on the conclusion above, it can be said that debate method is needed to develop the tolerance among students in social studies learning process. Keywords: Debate Method, Tolerance, Social Studies Learning

METODE DEBAT UNTUK MENGEMBANGKAN SIKAP TOLERANSI PADA PEMBELAJARAN IPS(Penelitian Tindakan Kelas di Kelas VII C SMP Negeri 4 Bandung)

Penelitian ini dilatarbelakangi dari hasil pra penelitian yang penulis lakukan di SMPN 4 Bandung. Penulis menemukan adanya masalah dalam pembelajaran IPS di kelas VII C, yaitu kurangnya sikap menghargai antar peserta didik selama kegiatan pembelajaran. Hal ini terlihat pada saat proses pembelajaran terutama dalam berdiskusi, diantaranya pertama, peserta didik kurang memperhatikan ketika temannya menjelaskan materi di depan kelas. Kedua, perbedaan pendapat yang kurang diterima dengan baik oleh peserta didik selama kegiatan diskusi. Ketiga, pengucapan atau perkataan kata yang kurang baik. Untuk mengatasi masalah tersebut, penulis menerapkan metode debat untuk mengembangkan sikap peserta didik, terutama sikap toleransi. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Desain penelitian menggunakan model siklus yang dikembangkan oleh Kemmis & Taggart (1988) yang terdiri dari: planning (perencanaan), action (pelaksanaaan), serta reflecting (refleksi). Subjek dalam penelitian ini adalah peserta didik kelas VII C SMPN 4 Bandung. Sumber data yang diambil berdasarkan observasi, wawancara, catatan lapangan, dokumen dan angket. Penelitian ini diawali dengan penyusunan rencana tindakan dan penerapan metode debat sebagai salah satu cara dalam melaksanakan setiap tindakan dari tindakan siklus I sampai tindakan siklus IV. Hasil penelitian menunjukkan bahwa pembelajaran IPS melalui metode debat dapat meningkatkan sikap toleransi peserta didik dalam pembelajaran di kelas. Walaupun terdapat beberapa kendala saat pelaksanaannya, akan tetapi kendala tersebut dapat diatasi dengan berjalannya waktu selama kegiatan pembelajaran. Hasil penelitian ini dapat disimpulkan bahwa peranan guru dan peserta didik dalam menerapkan metode debat selama pembelajaran IPS dapat mengembangkan sikap toransi peserta didik. Dengan meningkatnya sikap toleransi sesama peserta didik dalam kegiatan pembelajaran IPS di kelas, maka peserta didik saling menghargai setiap tindakan yang dilakukan oleh temannya selama kegiatan diskusi debat berlangsung. Berdasarkan kesimpulan tersebut, maka diperlukan metode debat untuk mengembangkan sikap toleransi peserta didik dalam setiap proses pembelajaran IPS. Kata Kunci : Metode Debat, sikap toleransi, pembelajaran IPS This Research based from pra-research that writer did in Junior High School 4 Bandung. The writer found a problem that occured in social Studies education learning at 7th C class, which is less respect between students during learning activities. It was seen in learning process especially in discussion, which are, first less attention to his students when explaining the material in front of the class. Second, disagreements are less well received by the students during discussions. Third, the pronunciation of the word or words that aren’t good. To solve those problem, the writer applied debate method to increase student s attitudes, especially attitudes of tolerance. The method used in this research is Classroom Action Research. The design using cycle model developmented by Kemmis & Taggart (1988) which consists of: planning, action as well and reflecting (reflection). Subjects in this study were students of class VII C SMPN 4 Bandung. The data were gained from the observation, interview, field note, document and questionnaire. The research was begun with the planning arrangement and the implementation of debate method as one of the ways in performing the activities from the activities in cycle I until cycle IV. The result showed that debate method can increase the tolerance among students in social studies learning in the classroom. Eventhough some problems were found during the process, such as time limitation, concept and students’ comprehension toward debate method, but those problems could be solved. It can be concluded that teacher and students’ role in applying debate method during the teaching learning activities can increase the tolerance among students. The tolerance created among students made them able to appreciate their friends’ action during debate activity. Based on the conclusion above, it can be said that debate method is needed to develop the tolerance among students in social studies learning process. Keywords: Debate Method, Tolerance, Social Studies Learning

Recollection

This written thesis is the accompanying documentation of my Masters of Fine Art thesis exhibition --- recollection. This exhibition presented a collection of oil paintings of created over three years in the graduate program through the College of Creative Arts at West Virginia University. My personal experiences during this time directly affected the paintings displayed through this exhibition, including marriage, deployment, and the birth of my first child. Each of my created works references a photograph of a family member or myself. These images capture moments in time and can reflect a narrative to the audience, along with ideas of nostalgia, heritage, and this effect of memory on the present

Employing an Abolitionist, Critical Race Pedagogy in CS: Centering the Voices, Experiences and Technological Innovations of Black Youth

This paper proposes a pedagogical extension of culturally responsive praxis called abolitionist, critical race pedagogy in CS. To showcase the power and potentiality of this pedagogy, this paper examines the experiences of 2 cohorts of Black high school students (n = 30) who participated in a critical race technology course that was taught during the dual pandemic of COVID-19 and anti-Black racism. The goal of this summer course was to employ an abolitionist, critical race pedagogy in CS to foster Black students’ ability to critically examine the ubiquity of anti-Black racism within the socio-technical architectures (e.g. code, data, algorithms and interfaces) of popular technologies, and to leverage critical race computational thinking to design race-conscious and justice-oriented technology products

To get free : How a Black girl’s ways of being and knowing inform a literacy teacher’s multimodal pedagogies in an alternative secondary context

This qualitative inquiry examines how a White literacy teacher learns from and with a Black girl through multimodal composing in an out-of-school, alternative learning context. Data collection instruments include field observations, teacher planning sheets, teacher reflections, and researcher feedback. Multimodal Literacy Pedagogy and Black Girls’ Digital Literacies drove this study. Critical Discourse Analysis was employed to interpret the data. This inquiry accounts for the factors that reposition the role of a literacy teacher while working with a Black girl’s digital story development process. This inquiry found a literacy teacher’s multimodal pedagogies were shaped by a Black girl’s: (1) home, community, and school identities (2) organization of content and the communication of ideas (3) varied work styles. This inquiry also provides implications designed to support literacy teachers working with Black girls in the urban literacy context and guide researchers on future research needed in the area of Black girl digital literacies and multimodal pedagogies. Keywords: Black girls, Digital Storytelling, Multimodal Pedagogies, Black Girls’ Digital Literacies, Critical Discourse Analysi

Depth is relative: the importance of depth for transparent exopolymer particles in the near-surface environment

Transparent exopolymer particles (TEPs) are a major source for both organic matter (OM) and carbon transfer in the ocean and into the atmosphere. Consequently, understanding the vertical distribution of TEPs and the processes which impact their movement is important in understanding the OM and carbon pools on a larger scale. Additionally, most studies looking at the vertical profile of TEPs have focused on large depth scales from 5 to 1000 m and have omitted the near-surface environment. Results from a study of TEP enrichment in the sea surface microlayer (SML) in different regions (tropical, temperate) has shown that, while there is a correlation between TEP concentration and primary production (PP) on larger or seasonal scales, such relationships break down on shorter timescales and spatial scales. Using a novel small-scale vertical sampler, the vertical distribution of TEPs within the uppermost 2 m was investigated. For two regions with a total of 20 depth profiles, a maximum variance of TEP concentration of 1.39×106 µg XG eq2 L−2 between depths and a minimum variance of 6×102 µg XG eq2 L−2 was found. This shows that the vertical distribution of TEPs was both heterogeneous and homogeneous at times. Results from the enrichment of TEPs and Chl a between different regions have shown TEP enrichment in the SML to be greater in oligotrophic waters, when both Chl a and TEP concentrations were low, suggesting the importance of abiotic sources for the enrichment of TEPs in the SML. However, considering multiple additional parameters that were sampled, it is clear that no single parameter could be used as a proxy for TEP heterogeneity. Other probable biochemical drivers of TEP transport are discussed