Implementasi Keaktifan Siswa dalam Pembelajaran IPS Berbasis Gender: Studi Analisis pada Siswa Kelas IX

Authors

Intan Nuraeni Universitas Negeri Semarang
Himmatul Ulya Universitas Negeri Semarang

DOI:

Abstract

This study aims to analyze students’ levels of learning engagement by gender in social studies classes at SMPN 14 Semarang, as measured across the cognitive, affective, and psychomotor domains. The research method employed a descriptive qualitative approach, with the sampling technique focusing on students who played an active role during social studies lessons. Data collection was conducted through interviews, observations, and documentation. The research subjects were students in Class IX D. The results showed that female students were more dominant in actively participating in class across all three domains, with a percentage of 73.33% during Social Studies lessons, compared to male students at 20%. This was because female students had a better grasp of the Social Studies material due to their habit of preparing for class before lessons began, whereas male students lacked the motivation to prepare for Social Studies lessons beforehand, resulting in female students dominating classroom participation. Based on the research findings, it can be concluded that female students demonstrated higher levels of participation than male students in the cognitive, affective, and psychomotor domains during Social Studies lessons. This finding makes an important contribution by highlighting that student engagement based on gender still requires the implementation of more inclusive and interactive learning strategies. These strategies need to be designed to encourage balanced increases in student engagement, without favoring one gender over the other.

Keywords: Gender-Based, Social Studies Learning, Student Engagement.

References

Fajriyati, A., Astuti, T. M. P., & Lestari, P. (2024). Implementation of Gender Equality in Social Studies Learning Processes at Junior High Schools in Kedawung District, Cirebon Regency. Journal of Educational Social Studies, 13(1), 67–75. https://doi.org/10.15294/jess.v13i1.4462

Gunawan, A. (2022). Implementasi Dan Kesiapan Guru Ips Terhadap Kurikulum Merdeka Belajar. Kompleksitas: Jurnal Ilmiah Manajemen, Organisasi Dan Bisnis, 11(2), 20–24. https://doi.org/10.56486/kompleksitas.vol11no2.246

Gusmaneli, G., Junaidi, A. L., & Ranjani, N. (2024). Menggali Potensi Dalam Proses Pembelajaran Strategi Afektif untuk Meningkatkan Keterlibatan Siswa dan Kualitas Pembelajaran. Jurnal Kajian Penelitian Pendidikan Dan Kebudayaan. 2(3). 01–13. https://doi.org/10.59031/jkppk.v2i3.406

Isnaeni, Y., & Prasetyono, H. (2025). Strategi Implementasi Pembelajaran Inklusif dan Kesetaraan Gender pada Mata Pelajaran IPAS di SMK. Jurnal Pendidikan Inklusif. 10(4). 318-396. https://journal.unpas.ac.id/index.php/pendas/article/view/34392/18159

Kurniawan, T. (2022). Pembelajaran IPS dengan aplikasi Quizizz untuk menciptakan pembelajaran menyenangkan di SMP. Jurnal Pendidikan Ilmu Pengetahuan Sosial. 8(1). 97–108. https://share.google/azKf32zBP5JLwXXOn

Laila, M., Desfianti, S., Amanullah, R. A., & Safitri, S. (2025). Tantangan Pembelajaran IPS dalam Pembelajaran Inovatif. (2025). Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika. 3(3). 11-20. https://doi.org/10.51903/bersatu.v3i3.1036

Mahmudi, I., Athoillah, M. Z., Wicaksono, E. B., & Kusumua, A. R. (2022). TTaksonomi Hasil Belajar Menurut Benyamin S. Bloom. Jurnal Multidisiplin Madani, 2(9), 3507–3514. https://doi.org/10.55927/mudima.v2i9.1132

Marta, M. A., Dimas, P., & Gusmanto. (2025). Konsep Taksonomi Bloom dalam Desain Pembelajaran. Lencana: Jurnal Inovasi Ilmu Pendidikan, 3(1), 227–246. https://doi.org/10.55606/lencana.v3i1.4572

Maulana, M. I., & Sulistiani, D. (2024). Peran Gender Dalam Memperkuat Pengaruh Penggunaan Teknologi Terhadap Hasil Belajar Ips Smpn 15 Malang. Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial. 3(2), 166–173. https://doi.org/10.18860/dsjpips.v3i2.10368

Mohamad, N., Panigoro, M., Gani, I. P., Mahmud, M., Damiti, F., Tambenggi, W. M., & Kasim, M. (2024). Penggunaan Media Video Pembelajaran Dalam Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran IPS Terpadu Kelas VII A di SMP Negeri 2 Kota Gorontalo. JEBE: Journal of Economic and Business Education. 2(3). 372–387. https://doi.org/10.37479/jebe.v2i3.26096

Nafiati, D. A. (2021). Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik. Humanika: Kajian Ilmiah Mata Kuliah Umum, 21(2), 151–172. https://doi.org/10.21831/hum.v21i2.29252

Rahmadhea, S. R. S. (2022). Pembelajaran Akidah Akhlak melalui Pengelompokan Kelas Berbasis Gender untuk Siswa Kelas IX. (2022). TA’LIMUNA: Jurnal Pendidikan Islam, 11(2), 146-154. https://doi.org/10.32478/talimuna.v11i02.1115

Rismayanti, W., Puspitasari, R., & Puspitasari, E. (2023). Relasi Kesetaraan Gender Pada Keaktifan Belajar IPS: Studi Analisis Pada Siswa SMP Wahidin Cirebon. SOCIAL PEDAGOGY: Journal of Social Science Education, 4(2), 155–164. https://doi.org/10.32332/social-pedagogy.v4i2.7534

Safitri, D., Dean Antania S, Dinda Oktovia, Putri Audya Sari, Radya Amalia, & Syifa Salsabila. (2024). Prinsip dan Tujuan Pembelajaran IPS Membangun Warga Negara Berpengetahuan Luas dan Berpikir Kritis. Cognoscere: Jurnal Komunikasi Dan Media Pendidikan, 2(1), 53–59. https://doi.org/10.61292/cognoscere.90

Toha, A. M. (2025). Analisis hasil belajar matematika siswa kelas IX ditinjau dari keaktifan dan gender. SEMANTIK: Prosiding Seminar Nasional Pendidikan Matematika. 3(1). 99–106. https://seminar.ustjogja.ac.id/index.php/SEMANTIK/article/view/3633

Verdina, N., & Pramono, R. (2025). Keterlibatan Siswa ditinjau dari Jenis Kelamin dan Jenjang Kelas pada Siswa SMK di SMK N 3 Jepara. Indonesian Journal of Educational Counseling, 9(1), 28-38. https://doi.org/10.30653/001.202591.436