@phdthesis{eprintuntirta58216,
           title = {PERAN MGMP SOSIOLOGI DALAM MENGEMBANGKAN PEMBELAJARAN YANG INOVATIF DI KABUPATEN SERANG},
            year = {2026},
            note = {Penelitian ini bertujuan untuk mendeskripsikan peran Musyawarah Guru Mata Pelajaran (MGMP) Sosiologi dalam mengembangkan pembelajaran yang inovatif di Kabupaten Serang, serta mengidentifikasi faktor-faktor yang menjadi hambatan dalam pelaksanaannya. MGMP sebagai wadah profesionalisme guru memiliki fungsi strategis dalam meningkatkan kualitas pembelajaran melalui kegiatan kolaboratif, pelatihan, dan berbagi praktik baik antar guru. Melalui forum MGMP, Guru diharapkan mampu memingkatkan kopetensi pedagogik dan kreativitas dalam merancang serta menerapkan pembelajaran inovatif di kelas. Dengan demikian, MGMP berkontribusi dalam peningkatan mutu proses pembelajaran sosiologi di sekolah. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pendekatan studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi terhadap guru-guru sosiologi yang tergabung dalam MGMP Kabupaten Serang, pengurus MGMP, serta pihak-pihak terkait. Analisis data dilakukan dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Proses analisis dilakukan secara berkelanjutan sejak pengumpulan data di lapangan. Hasil penelitian menunjukkan bahwa MGMP Sosiologi Kabupaten Serang berperan dalam meningkatkan kompetensi pedagogik guru melalui pelatihan, forum diskusi, serta pengembangan perangkat ajar yang inovatif. MGMP juga berfungsi sebagai wadah pertukaran ide dan pengalaman dalam menerapkan metode pembelajaran yang menarik, kreatif, dan relevan dengan kebutuhan peserta didik. Selain fungsi manifes tersebut, MGMP juga memiliki fungsi laten, yaitu memperkuat solidaritas sosial dan jejaring antar guru sebagai komunitas profesional. Namun demikian, penelitian ini juga menemukan adanya disfungsi, seperti kegiatan yang masih bersifat seremonial, kurangnya tindak lanjut implementasi hasil pelatihan di kelas, dan keterbatasan partisipasi guru akibat faktor waktu dan fasilitas. Hambatan lain meliputi kurangnya inovasi berkelanjutan dan keterbatasan dukungan dari pihak sekolah maupun kebijakan daerah.},
           month = {February},
          school = {UNIVERSITAS SULTAN AGENG TIRTAYASA},
          author = {RATU AULIA ROBIATUSSOLEHA},
             url = {https://eprints.untirta.ac.id/58216/},
        abstract = {This study aims to describe the role of the Sociology Subject Teachers? Association (Musyawarah Guru Mata Pelajaran/MGMP) in developing innovative learning in Serang Regency and to identify the factors that hinder its implementation. MGMP, as a professional forum for teachers, has a strategic function in improving the quality of learning through collaborative activities, training programs, and the sharing of best practices among teachers. Through the MGMP forum, teachers are expected to enhance their pedagogical competence and creativity in designing and implementing innovative learning in the classroom. Thus, MGMP contributes to improving the quality of the sociology learning process in schools. This research employed a descriptive qualitative method with a case study approach. Data were collected through in-depth interviews, observations, and documentation involving sociology teachers who are members of the MGMP in Serang Regency, MGMP administrators, and other relevant parties. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The analysis process was carried out continuously starting from the data collection stage in the field. The results indicate that the Sociology MGMP of Serang Regency plays a role in enhancing teachers? pedagogical competence through training activities, discussion forums, and the development of innovative instructional materials. MGMP also functions as a forum for exchanging ideas and experiences in applying learning methods that are engaging, creative, and relevant to students? needs. In addition to these manifest functions, MGMP has latent functions, namely strengthening social solidarity and professional networking among teachers. However, this study also found certain dysfunctions, such as activities that tend to be ceremonial, a lack of follow-up in implementing training outcomes in the classroom, and limited teacher participation due to time and facility constraints. Other obstacles include the lack of sustainable innovation and limited support from schools and local education policies.}
}