STRATEGI GURU DALAM MENINGKATKAN PARTISIPASI BELAJAR SISWA PADA MOVING CLASS XI SOSIOLOGI 2 DI SMAN 1 SALIMPAUNG

Abstract

Student learning participation is an important factor in the success of the learning process because it reflects students' active involvement. However, in the implementation of the moving class system in Class XI Sociology 2 at SMAN 1 Salimpaung, some students were still found to be less active in asking questions, answering questions, expressing opinions, and participating in discussions. This condition encouraged teachers to implement learning strategies to improve students' learning participation. This study aimed to describe teachers' strategies in improving students' learning participation in the moving class system of Class XI Sociology 2 at SMAN 1 Salimpaung. This study employed Vygotsky's Social Constructivism Theory, which emphasizes the importance of social interaction, scaffolding, and the teacher's role as a facilitator in helping students construct their understanding. This study employed a qualitative approach with a descriptive research design. The research informants consisted of the principal, the Sociology teacher, and students of Class XI Sociology 2, who were selected using a purposive sampling technique. Data were collected through document analysis, observation, and interviews. Data validity was ensured through source triangulation and technique triangulation, while data were analyzed using the Miles and Huberman model, which includes data collection, data reduction, data display, and conclusion drawing. The findings revealed that teachers implemented three main strategies to improve students' learning participation: designing interactive learning, managing the classroom contextually, and applying an individual approach to students. Interactive learning was implemented through the preparation of a Deep Learning Lesson Plan (Rencana Pelaksanaan Pembelajaran Mendalam/RPM), discussions, question-and-answer sessions, presentations, and feedback. Contextual classroom management was carried out by relating Sociology learning materials to social phenomena in students' daily lives, while the individual approach was implemented through communication, motivation, attention, and guidance for less active students. The implementation of these three strategies improved students' learning participation, as indicated by their increased confidence in asking and answering questions, expressing opinions, participating in discussions, presenting discussion results, and collaborating during the learning process. Therefore, these strategies successfully created an active, communicative, and student-centered learning environment.