Structuring Sociological Inquiry with Worksheets: Classroom Action Research on Student Learning

Abstract

This classroom action study examines how a structured worksheet was used to reorganize student learning activity in a Grade X sociology lesson on social research at SMAN 9 Padang. The intervention was implemented across two classroom cycles using observation-based indicators of readiness, participation, curiosity, motivation, and problem solving. The classroom record documents low and weakly structured participation in the initial cycle, including off-task talk, limited attention, and hesitant presentation. In the subsequent cycle, the worksheet provided explicit learning goals, task sequences, concept mapping, questions, conclusions, and reflection prompts. Classroom observations indicate more focused task completion and more visible participation after the worksheet was introduced. The findings suggest that worksheets can function as procedural scaffolds for sociological inquiry when combined with teacher guidance and opportunities for explanation. Because the classroom records contains inconsistent class-size figures, the findings are interpreted cautiously as evidence of local classroom improvement rather than causal effectiveness. The study also offers practical guidance for designing inquiry-oriented worksheets in secondary sociology.