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Journal : Multidisciplinary Indonesian Center Journal

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THE ROLE OF TEACHERS IN DESIGNING CREATIVE LEARNING WITH A DEEP LEARNING APPROACH AT ELEMENTARY SCHOOL LEVEL Lubis, Rosmanila; Harahap, Nenni Hairani; Imran, Ali; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1407

Abstract

Learning in the 21st century requires teachers to act not only as conveyors of information but also as designers of creative learning that is relevant to students' needs. The application of a deep learning approach is believed to improve critical thinking skills, in-depth conceptual understanding, and collaborative skills, which are crucial in facing the challenges of the independent curriculum. In this context, the role of teachers in the West Angkola District Teacher Working Group (KKG) is crucial to examine, particularly in designing creative learning oriented toward developing higher-order thinking skills. This study aims to analyzea the role of teachers in designing creative learning based on deep learning and explore the strategies used to integrate deep learning principles into learning planning and practice. The method used is descriptive qualitative, with data collection through observation, in-depth interviews, and documentation studies involving teachers who are members of the West Angkola District KKG.The results indicate that teachers play a strategic role in designing creative learning through the use of interactive media, developing problem-based activities, and implementing collaborative learning models. Teachers also strive to foster students' critical thinking skills through structured discussions, explorations, and reflections. The learning design implemented has been proven to not only increase student motivation but also strengthen teachers' professional competence in managing more meaningful learning. Thus, it can be concluded that the role of teachers in designing creative learning using a deep learning approach significantly contributes to the quality of the learning process in elementary schools. The results of this study are expected to serve as a reference in developing creative learning practices based on deep learning in the Teachers' Working Group (KKG) and other teacher professional development forums.
CANVA APPLICATION INTEGRATION AS A DIGITAL INNOVATION TO IMPROVE TEACHER CREATIVITY IN KKG KENANGA Desnora Sahriaty Siregar; Nur Asiah Jamil Nasution; Cindy Ayu Lestari; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1431

Abstract

This study aims to describe the integration of the Canva application as a digital innovation to enhance teacher creativity in the Kenanga Teacher Working Group (KKG). The background of this research stems from the need for teachers to adapt to developments in educational technology and create learning media that are engaging, interactive, and relevant to the characteristics of 21st-century learners. The research method used was descriptive qualitative, with teachers who were members of the Kenanga KKG. Data were collected through observation, interviews, and documentation of training activities and the implementation of Canva in the learning process. The results indicate that the use of Canva can improve teachers' abilities in designing creative and communicative digital learning media. Furthermore, the collaborative training and mentoring activities within the KKG also fostered increased digital competence and teachers' confidence in innovation. Thus, the integration of Canva within the Kenanga KKG environment has proven effective as an effort to strengthen teacher professionalism in the digital era.
MANAJEMEN SUMBER DAYA MANUSIA DI KANTOR KECAMATAN KANGAYAN Hamka; Satunggale Kurniawan; Rahman, Muhammad Afifi
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 1 No. 2 (2024): Vol. 1 No. 2 Edisi April 2024
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v1i2.102

Abstract

HR (Human Resources) development in sub-district offices refers to efforts to improve the quality, capacity and performance of employees working at the sub-district level. HR development is a strategic process that involves various activities and programs to strengthen the capabilities of individuals, teams and the organization as a whole. The aim is to improve efficiency, effectiveness and services provided to the community. Human resources are one of the most important assets for an organization/company. The role of human resources for organizations/companies is not only seen from the results of work productivity but also seen from the quality of work produced, even further, the superiority of an organization/company is also determined by the superiority of its human competitiveness, not determined by its natural resources. The stronger the knowledge of human resources, the stronger the company's competitiveness. Improving the quality of human resources, and therefore, this paper draws a conclusion, namely "Human Resource Management in the Kangayan District Office". Based on the introduction outlined above, the problem formulation that can be taken is how to manage and empower existing human resources in the Kangayan sub-district office so that it has benefits and functions even though the existing human resources are very limited, it can be achieved through the human resource development process, Human Resource Management (HRDM) is very closely related to HR in an organization or company. HRM itself has many benefits and functions and is useful in managing and empowering existing human resources who are planning to join an organization or company.
DEVELOPING A GROWTH MINDSET IN ELEMENTARY SCHOOL TEACHERS: A TRAINING GUIDE TO ENHANCE DEEP LEARNING Wahdeni; Tuti khairani; Khairani Hasibuan; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1477

Abstract

The training program “Developing a Growth Mindset Among Elementary School Teachers: A Training Guide for Enhancing Deep Learning” was organized by the Department of Education of Mandailing Natal Regency to strengthen teachers’ pedagogical competence and foster a student-centered learning culture. This initiative was motivated by the 2022 PISA results, which revealed that more than 99% of Indonesian students could only solve problems at lower levels (Lower Order Thinking Skills), while less than 1% reached higher levels (Higher Order Thinking Skills). One of the underlying causes is the prevalence of a fixed mindset among teachers—the belief that intelligence is innate and difficult to change. This training aimed to cultivate a growth mindset based on Carol S. Dweck’s (2006) theory, which emphasizes that abilities can be developed through effort and learning strategies. The method employed was a reflective andragogical workshop involving material presentations, microteaching simulations, and collaborative reflections. The results indicated a significant improvement in teachers’ understanding of the growth mindset concept and its implementation in deep learning. Teachers began providing process praise, applying The Power of Yet strategy, and creating emotionally safe and collaborative classroom environments. Furthermore, the establishment of the Growth-Oriented Teacher Community of Mandailing Natal (KGB-Madina) emerged as a sustainable platform for sharing best teaching practices and fostering continuous professional growth.
THE INFLUENCE OF IN DEPTH LEARNING ON STUDENTS MOTIVATION AND LEARNING INDEPENDENCE AT PADANGSIDIMPUAN STATE ELEMENTARY SCHOOL 200306 Siti Rahma Sianipar; Hairul Idris; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.1510

Abstract

Abstract This study aims to analyze the effect of the implementation of immersive learning on student motivation and learning independence at Padangsidimpuan Public Elementary School 200306. The background of this research stems from the need to provide a learning process that is not only oriented towards final results, but also encourages students to understand the meaning of learning, think critically, and take responsibility for their learning process. The research method used was a quantitative approach with a quasi-experimental design. The study subjects included 50 fifth-grade students divided into an experimental group and a control group. Data collection instruments included a learning motivation questionnaire, a learning independence observation sheet, and documentation of learning outcomes. Data were analyzed using a t-test to determine significant differences between the two groups. The results showed that the implementation of immersive learning had a positive and significant impact on increasing student motivation and learning independence. Students participating in immersive learning demonstrated greater enthusiasm, active question-asking, and the ability to manage assignments independently compared to those in the control group. These findings indicate that immersive learning strategies can be an effective alternative in developing reflective, independent, and problem-solving-oriented learners. Thus, the implementation of immersive learning in elementary schools needs to be continuously strengthened through teacher training, the development of teaching materials, and a learning culture that fosters students' ongoing curiosity.
THE ROLE OF ELEMENTARY SCHOOL TEACHERS IN INTEGRATING ARTIFICIAL INTELLIGENCE CONCEPTS THROUGH SIMPLE CODING ACTIVITIES Harol Hamonangan; Sri Yanti; Irma Desni; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.1511

Abstract

The rapid advancement of Artificial Intelligence (AI) presents both opportunities and challenges for elementary education. Teachers play a strategic role in preparing young learners to understand and adapt to technology critically, creatively, and ethically. This study aims to analyze the role of elementary school teachers in integrating AI concepts through simple coding activities, as well as to identify the strategies and challenges encountered during implementation. The research employed a qualitative descriptive approach, using interviews, classroom observations, and document analysis as data collection techniques. The findings reveal that teachers serve as digital learning facilitators, innovators in designing coding-based learning activities, and ethical guides who help students use technology responsibly. Simple coding activities effectively foster students’ logical thinking, creativity, and digital collaboration skills. However, limited technological infrastructure and insufficient teacher training remain major obstacles to sustainable implementation. Therefore, systemic support through educational policy, professional development, and adaptive curriculum design is essential. Integrating AI concepts through simple coding in elementary schools not only enhances digital literacy but also cultivates ethical awareness and social responsibility toward technology. With collaborative support from educators, institutions, and policymakers, elementary education can become a foundational stage for shaping a generation that is intelligent, creative, and morally grounded in the era of artificial intelligence
THE EFFECTS OF A SOCIAL-EMOTIONAL LEARNING (SEL) CURRICULUM ON ACADEMIC RESILIENCE AND PROSOCIAL BEHAVIOR IN HIGH-POVERTY PRIMARY SCHOOLS AT SDN NO.100907 MUARA AMPOLU I KECAMATAN MUARA BATANGTORU Hendri Junaidi Nasution; Sery Bulan Harahap; Luthfi Azima Harahap; Anita Adinda; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1535

Abstract

This study examines the effects of a Social-Emotional Learning (SEL) curriculum on academic resilience and prosocial behavior in high-poverty primary schools, specifically at SDN No. 100907 Muara Ampolu I, Kec. Muara Batangtoru. Employing a quasi-experimental design with a pretest-posttest control group, 80 students participated, divided equally into intervention and control groups. The 12-week SEL program focused on self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Data were collected using validated academic resilience and prosocial behavior instruments and analyzed through paired and independent sample t-tests. Findings revealed that students in the intervention group demonstrated significant improvements in academic resilience and prosocial behavior compared to the control group. The study highlights the potential of SEL curricula to foster adaptive coping strategies and positive social interactions among students in socioeconomically disadvantaged settings. Implications for educational policy and school practices are discussed, emphasizing the importance of SEL integration in primary education
STRENGTHENING CHARACTER THROUGH THE 7 HABITS OF GREAT INDONESIAN CHILDREN. Irma Suriani; Ismainun Lubis; Hotnida; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.1789

Abstract

Character building is a key focus of elementary education, aimed at developing students with noble character, independence, and responsibility. One approach is to implement the 7 Habits of Great Indonesian Children, encompassing religiousness, discipline, honesty, responsibility, caring, hard work, and love for the homeland. This study aims to analyze the role and implementation of the 7 Habits of Great Indonesian Children in strengthening the character of elementary school students. The method used was a qualitative descriptive approach, with data collection techniques through observation, interviews, and documentation. The results indicate that consistent and integrated implementation of the 7 Habits of Great Indonesian Children in learning activities, daily routines, and school culture can improve students' attitudes of discipline, responsibility, honesty, social awareness, and religiosity. Furthermore, teacher involvement and support from the school environment are crucial factors in the success of character building. Therefore, the 7 Habits of Great Indonesian Children can be an effective strategy for building positive character in students sustainably.
INTEGRATING LEARNING THEORIES, TEACHING METHODS, AND EDUCATIONAL ASSESSMENT ACROSS LANGUAGE, MATHEMATICS, AND LEGAL AWARENESS IN ELEMENTARY EDUCATION Akhirur Rhomadon Matondang; Riswan Saleh; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.1845

Abstract

Elementary education requires coherent integration of learning theories, subject-specific teaching methods, and sound assessment practices to support students’ holistic development. This study aims to examine the implementation of learning theories and instructional methods across multiple subject areas, including basic legal awareness, listening skills in language learning, mathematics learning methodology, elementary school mathematics, educational assessment, and educational evaluation. The research employed a descriptive qualitative approach and was conducted at SD Negeri No. 101390 Batang Pane-I, Desa Batang Pane-I. Data were collected through classroom observations, semi-structured interviews with teachers, and documentation analysis. The findings indicate that student-centered and contextual teaching methods grounded in constructivist learning theory enhance student engagement and conceptual understanding across subjects. Moreover, formative assessment and reflective evaluation practices play a crucial role in improving instructional quality and learning outcomes. The study highlights the importance of integrating pedagogical theory, subject methodology, and assessment as a unified framework for effective elementary education.
STRENGTHENING STUDENTS’ ACADEMIC COMPETENCE THROUGH EXPERIENCE-BASED LEARNING ACROSS VARIOUS COURSES AT IAI PADANG LAWAS Nur Royhana Hsb; Jekson Hasibuan; Neni Mika Triana; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.1846

Abstract

Higher education is required to integrate theoretical mastery with contextual experience to produce academically and professionally competent graduates. This study aims to analyze the implementation of experience-based learning across several courses at the Institute of Islamic Studies (IAI) Padang Lawas, including Learning Theories and Instructional Methods, the Indonesian Legal System, Listening Skills in Language Learning, Mathematics Learning Methodology, Elementary School Mathematics, Educational Assessment, and Educational Evaluation. A descriptive qualitative approach was employed using observation, interviews, and documentation. The findings reveal that experience-based learning consistently enhances students’ conceptual understanding, analytical ability, and reflective skills across disciplines. These results confirm the relevance of contextual learning approaches in strengthening students’ academic competence in higher education.
Co-Authors Achmad Naufal Firmansyah Adam Malik Adek Gandhi Himawan Sugiharto Adhi Widyarthara Adin Abhirama Adinda, Anita Agung Setya Wahyudi Agustira Ahmad Jarnawi Lubis Ahmad Nur Sanjaya Ahmad Yani Ahmad Zuhdi Ahna Dhia Athari Aisyiyah Rifqi Krisdiyanti Akhbar Akhirur Rhomadon Matondang Al Aziz Nur Muhammad Al Hanif, Muhammad Fikri Albani, Muhammad Yusuf Alessandro Pareira Saputra Wula Ali Imran Almas Ilham Lubis Amar Rizqi Afdholy Amir, Ridwan amrin Andi Soloon Harahap Andrew Putra Pratama Yahya Angelina Larosa Az-Zahra Prayitno Anggraeni, Fadillah Nur Ari Fikri Efendi Aris, Nurwahidah Atik Andhayani Aziz, Emmi Bambang Joko Wiji Utomo Basri Bayu Teguh Ujianto Br Pangaribuan, Asima Diary Breeze Maringka Budi Fathony Bun Yamin M. Badjuka Camilo Laura Anunciação Da Silva Campizio Zabrino A.C.N.M Cindy Ayu Lestari Daim Triwahyono Debby Budi Susanti Deodato Zolla Vidal Do Carmo Da Silva Desnora Sahriaty Siregar Dewa Oka Suparwata Dian Rizky Suryo Basuki Dika Ridlwansyah Dinarti Dini Andriyani Eka Sustri Harida Eko Debby Prasustiawan Emmi Azis Eril Esti Kusuma Wardani Faisal Daut Faizma Fani Dwi Ananda Farah Juniati Meutianingrum Farida Aryani Fatahillah, Fajrin Fatmawati Fatmawati Feri Fadli, Feri Ferolica Krizia Fredyanto Mangalik Gaguk Sukowiyono Gatot Adi Susilo Golar Golar Gusrah H. Sandi Hadrianti Haji Darise Lasari Haeril Hairul Idris Hakim, Ahmad Hamsyah Hamzari Hamzari harahap, Nenni Hairani Harianti, Utari HARMILAWATI Harol Hamonangan Hasriani Muis Haswiah Taswing Heickal Muhammad Aqil Biladt Hendra Pribadi Hendri Junaidi Nasution Hendrowidarto Heriyanti Herlina, Andi Hesti Syafitri Himayah Hotnida Husmul Beze, Husmul I Gusti Bagus Partha Saputra Ika Agustina ILHAM Imelda Albertin Amin Imelda Tumulo Indra Haryanto Ali Indra Satriani Irfanni Wahyu Nurdyanto Irma Desni IRMA SURIANI Irna Rufaida Arma Ismail Harahap Ismainun Lubis Jamaluddin Jarot Wahyono Jasman Jekson Hasibuan Joao Paulo C. Gomes Julian Achmad Karnendra, Devona Golda Khairani Hasibuan Khansa’ Ade Taqiyyah Komang Ayu Laksmi H.S Kurniafasari, Zakiyah Lalu Mulyadi Lenni Marlina Hasibuan Lisnawati, Andi Lubis, Rosmanila Lugica Luthfi Azima Harahap M. Sofian Hafiz M.Revy Revanza Maghfirah, Tadzkiratul Marwati Mas’Aril Chajar Haram Maxedo Novami Dahlia Tenggara Mayanti, Lisa Meilisa Mentari Akbarani Moh. Syahru Romadhon Sholeh Muh Galuh Samputra Dinata Muh. Jabir Muhammad Afifi Rahman Muhammad Akmal Muhammad Alimuddin Muhammad Farid Muhammad Yamin Muhammad Yany Munirah MUSTAMIN IDRIS Nabilah Qothrun Nada Nadhira Putri Eka Rahmania Nadya Marissa Prameswari Naharuddin Naharuddin Naibaho, Netty Maria Neni Mika Triana Nugroho, Fandi Numarini, Eva Nur Asiah Jamil Nasution Nur Royhana Hsb Nur, Kherayani Nurghina Akifah Nurleli Hairani Harahap Nurmarini, Eva Parjuangan Panggabean Pauzan, Muhammad Permana Putra, Mirsandy Ponardi Pratama, Mochammad Akbar Eka Putri Churil Aini Putri Safira Nur Andini Rahman, Nur Azizah Rahmawati Raisya Aurelia Azzahra Rakha Fawwas Ramadhan Ramdiana Resny Mulyani Rezkhy Akbar Rifai Rezaena Nur Faizi Rifki Riswan Saleh Riva Grahito Renaldy Rivai, Firman Hadi Rosdaniah Rudi Ade Saputra Rudito Sabrina Hazimi Sahiruddin Sahirudin Salsabil Zahiyah Adiski Salsabila, Alya Mistiara Salusu, Heriad Daud Sandi Sari, Siti Anna Satrama Satunggale Kurniawan Seri Gustini Sery Bulan Harahap Shamad, Ishaq Simplisius Suhardi Durhubin Siti Rahma Sianipar Sofia Hadi Nurjanah Sri Winarni Sri Winarni Sri Yanti St. Herlinda Sudiarti, Leni Sudirman Daeng Massiri Sukira, Nova Sulfanita, Andi Suryo Tri Harjanto Syauqi Maulana Fathoni Takdir Jabir Takwin Taufik Waja Ajo Tumartony T. Hiola Tuti Khairani Wahdeni Wildan Arief Setya Wulandari, Pramesti Wulandari Yam Febrian Norga Yulia Irwina Bonewati Yulianto Yusuf Zamroni, Ahmad Zelin Velania Devi Ziliwu, Tehenasokhi