Rekonstruksi Pembelajaran Sosiologi sebagai Ruang Sosialisasi Karakter Sosial Siswa

Abstract

This study aims to reconstruct Sociology learning as a space for the socialization of students’ social character, responding to the tendency of school learning that remains predominantly cognitive-oriented and has not optimally functioned as a medium for character formation. The relevance of this research lies in the need to transform Sociology learning into a pedagogical space that actively shapes students’ social values through interaction and lived experiences. This research employed a qualitative approach with a case study design conducted at SMAN 1 Lambitu during the second semester of the 2024/2025 academic year. Data were collected through in-depth interviews, participatory observation, and documentation involving the principal, vice principal, Sociology teacher, and eleventh-grade students, and were analyzed using the Miles and Huberman interactive model. The findings indicate that Sociology learning has been functionally reconstructed through the teacher’s role as a social role model, the use of group discussions as arenas for social interaction, and the integration of school culture, enabling the classroom to function as a space for social character socialization. These practices contributed to the development of students’ discipline, responsibility, tolerance, and social awareness. However, the study also identifies limitations related to instructional time constraints, external influences such as social media, and limited parental involvement, which affect the consistency of character internalization. These findings highlight the potential of reconstructing existing learning practices as an innovative and transformative approach to strengthening character education, while also indicating the need for further research across different educational contexts and subjects.