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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang CARONG: Jurnal Pendidikan, Sosial dan Humaniora Jurnal Pendidikan Pancasila dan Kewarganegaraan
Wenti Susanti
Universitas Islam Negeri Sumatera Utara
Religion Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences

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PERAN MEDIA SOSIAL DALAM MEMBENTUK PERILAKU SOSIAL REMAJA Zaki Salatin Amin Ginting; Wenti Susanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.17061

Abstract

Social media has become an important part of adolescents’ lives and plays a role in shaping patterns of social interaction, communication styles, and social behavior. This study aims to analyze the role of social media in shaping adolescent social behavior, both in positive and negative aspects. This research uses a qualitative approach with descriptive methods. Data collection techniques were carried out through observation, interviews, and documentation involving adolescents as key informants. The results show that social media contributes to improving communication access, expanding friendship networks, shaping self-identity, and increasing adolescent social participation. However, social media also contributes to individualistic behavior, self-comparison tendencies, reduced face-to-face interaction, and changes in communication patterns that are more digitally oriented. The intensity of use, self-control, as well as family and educational environments influence how social media shapes adolescent social behavior. This study concludes that social media has a dual role as a means of social development and a challenge in shaping adolescent social behavior.
Strengthening Democratic Character through Pancasila-Based Civic Education among Indonesian University Students An Nisa Ayu Jayati; Wenti Susanti; Manna Wassalwa
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 1 No. 2 (2025): Mei: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v1i2.330

Abstract

Democratic character among university students is increasingly important amid political polarization, intolerance, misinformation, and unethical participation in digital public spaces. This study examines the effects of Pancasila-based civic education on students’ democratic character and investigates the mediating role of Pancasila value internalization. A quantitative explanatory design was employed involving 250 Indonesian university students who had completed or were participating in civic education courses. Respondents were selected through purposive sampling, and data were collected using a five-point Likert-scale questionnaire. The relationships among the research constructs were analyzed using Structural Equation Modeling based on Partial Least Squares. The findings demonstrate that Pancasila-based civic education positively strengthens democratic character and promotes the internalization of Pancasila values. Value internalization also contributes positively to democratic character and partially mediates the relationship between civic education and democratic character. These findings indicate that civic learning becomes more effective when students transform Pancasila from conceptual knowledge into ethical principles and social practices. Universities should therefore integrate contextual democratic issues, reflective dialogue, collaborative civic projects, and responsible digital participation into civic education to develop critical, tolerant, participatory, and ethically responsible citizens.
Civic Engagement Through Community-Based Learning: Strengthening Student Volunteerism and Collective Responsibility in Higher Education Wenti Susanti; Aris Prio Agus Santoso; Manna Wassalwa
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 2 No. 1 (2026): Februari: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v2i1.342

Abstract

Community-based learning offers higher education a practical strategy for connecting academic knowledge with civic participation, community needs, and responsibility for the common good. This approach is increasingly important because universities are expected to prepare graduates who are not only academically competent but also socially responsive and nationally committed. This study examined the direct effects of community-based learning on civic engagement, student volunteerism, and collective responsibility and investigated the mediating role of civic engagement. A quantitative explanatory design was employed involving 200 university students who had participated in institutionally recognized community-based learning activities. Respondents were selected through purposive sampling, and data were collected using a five-point Likert-scale questionnaire. The research model was analyzed using partial least squares structural equation modeling through measurement model evaluation, structural model assessment, and direct and indirect effect testing. The results demonstrated that community-based learning positively strengthened civic engagement, student volunteerism, and collective responsibility. Civic engagement also enhanced volunteerism and collective responsibility and partially mediated the effects of community-based learning on both outcomes. Collective responsibility achieved the highest descriptive level, whereas student volunteerism recorded the lowest score, although all constructs remained within the high category. These findings indicate that practical community experience becomes more effective when accompanied by civic awareness, collaborative participation, and structured reflection. Universities should therefore integrate sustained community partnerships, socially relevant projects, and reflective civic activities into citizenship education to develop active citizens, reinforce national values, strengthen social solidarity, and encourage continuous voluntary participation.
Analisis Pemetaan Fitur Educaplay Berdasarkan Unsur Gamifikasi  dalam Mendukung Desain Pembelajaran Digital Ayu Rulyani; Mhd. Ihsan Syahaf Nasution; Rivie Selvianti; Putri Harapani Berutu; Henti Putriani Hasibuan; Wenti Susanti
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 4 (2026): October, Education, Social Transformation, and Humanities in the Digital Era
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/k1dn0w29

Abstract

Digital transformation encourages the use of interactive learning media to create engaging and meaningful learning experiences. Educaplay, as a game-based learning platform, provides a variety of features that have the potential to support the application of gamification in digital learning. This research aims to map Educaplay's features based on Karl Kapp's gamification elements and identify its potential in supporting digital learning design. The research uses a descriptive qualitative approach with qualitative content analysis methods. Data were collected through non-participatory observation, documentation, and literature study, then analyzed deductively through coding and categorization processes. The research results show that the 20 features of Educaplay include elements of goals, rules, feedback, reward, time, aesthetics, challenge, and replay, while levels, storytelling, and competition/cooperation are more dependent on the educator's design. The main findings of the research affirm that Educaplay is not a finished gamification design, but rather a platform that provides mechanisms to build gamified learning experiences. The role of educators remains a crucial factor in determining objectives, rules, levels of challenge, context, activity sequences, forms of rewards, and feedback strategies. Therefore, the selection of Educaplay features should be based on the alignment between gamification elements and learning objectives, rather than solely on gameplay or visual appeal
Co-Authors Agus Santoso, Aris Prio An Nisa Ayu Jayati Ayu Rulyani Henti Putriani Hasibuan Manna Wassalwa Mhd. Ihsan Syahaf Nasution Putri Harapani Berutu Rivie Selvianti Zaki salatin amin Ginting