Bringing Sociology Closer to Students: Teachers’ Initiatives for Contextual and Meaningful Learning

Authors

  • Muhammad Retsa Rizaldi Mujayapura Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Siti Komariah Universitas Pendidikan Indonesia, Bandung, Indonesia

DOI:

https://doi.org/10.59110/aplikatif.v4i2.659

Keywords:

Contextual Learning, Inclusive Pedagogy, Meaningful Learning, Sociology Education, Teacher Agency

Abstract

This study aims to examine sociology teachers’ initiatives in implementing contextual and meaningful learning at the senior high school level. Using a qualitative descriptive approach, data were collected through classroom observations and in-depth interviews with sociology teachers in Bandung and Cimahi. The findings reveal four key themes: differentiated instruction, inclusive classroom management, contextual transformation of sociological concepts, and creative use of media and methods. Teachers demonstrated sensitivity to students’ social backgrounds, interests, and learning stages, linking abstract theories to current social issues and real-life experiences. These practices fostered participatory learning, critical reflection, and deeper student engagement. The study underscores the essential role of teachers in creating inclusive and transformative learning spaces where sociology is not only taught but lived.

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Published

16-06-2025

How to Cite

Mujayapura, M. R. R., & Komariah, S. (2025). Bringing Sociology Closer to Students: Teachers’ Initiatives for Contextual and Meaningful Learning. APLIKATIF: Journal of Research Trends in Social Sciences and Humanities, 4(2), 133–147. https://doi.org/10.59110/aplikatif.v4i2.659

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