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All Journal Britain International of Humanities and Social Sciences (BIoHS) Journal Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Robinson Hutagaol
Dinas Pendidikan Dan Olahraga Sumatera Utara, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Development of Village Applicant Capacity Training Model Based on Village Information System in Village Community Empowerment Department in Langkat District Robinson Hutagaol; Abdul Hasan Saragih; Sahat Siagian
Britain International of Humanities and Social Sciences (BIoHS) Journal Vol 2 No 3 (2020): Britain International of Humanities and Social Sciences, October
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biohs.v2i3.323

Abstract

This study aims to: (1) produce an Addcie model for training the capacity of village apparatus based on village information systems, which is suitable for use in training the capacity of village officials (2) to determine the effectiveness of the Addcie model for training the capacity of village officials based on the village information system. This type of research is research and development using the R & D model from Borg and Gall combined with the instructional design model from Dick and Carey. The research method consists of two stages, namely stage I developing a training learning model and conducting trials, and stage II conducting product effectiveness testing. In the development and testing stage the product must go through a series of validation and trial processes. The results showed that (1) the material expert's assessment was very good, (82.94%), (2) the learning design expert's assessment was very good (81.58%), (3) the expert assessment of the learning model was on very good criteria (94.42%), (4) the assessment of media experts is in very good criteria (85%), (5) the assessment of individual trials is in very good criteria (81.03%), (6) assessment of small group trials is also in very good criteria (90.09%), (7) the assessment of limited field trials which are in very good criteria (92.08%).
The Effect of Participative Learning Strategy and Interpersonal Communication on Results of Civic Learning Education Robinson Hutagaol; Abdul Hasan Saragih; Sahat Siagian
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 2 No 2 (2020): Britain International of Linguistics, Arts and Education - July
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v2i2.263

Abstract

The purpose of this study is to determine the differences in civic learning outcomes of students who are taught with participatory group and individual learning strategies, know the differences in civic learning outcomes that have high interpersonal communication and who have low interpersonal communication and know the interactions between learning strategies and interpersonal communication learning outcomes of Civics. To test the hypothesis the learning outcomes used are civic learning outcomes that have high interpersonal communication and learning outcomes that have low interpersonal communication. The statistical test used in this research descriptive statistics presents the statistical data used by ANAVA, the data analyst requirements test, namely the normality test, the lilifors and the Variance homogeneity test with the Bartlett test. The research instrument of civic learning outcomes using a multiple choice test consists of 35 items and has a reliability of 0.761 using the Kuder-Richardson formula (KR-20). For students who have high and low interpersonal communication using interpersonal communication tests using a standard Likert scale. The results of hypothesis testing show that being taught with a participatory group strategy has a higher PKn learning outcome than the individual participatory strategy learning outcomes. This is indicated by the count = 1.20> table = 4.02, at the significance level α = 0.05. High interpersonal communication higher Civics learning outcomes that have low interpersonal communication. This is indicated by F arithmetic = 48.46> table = 4.06 on Significant level α = 0.05 with dk = (1.76), and the interaction between learning strategies and students' interpersonal communication towards learning outcomes of Civics. This shows the count = 48.46> table = 4.06 at a significant level α = 0.05.
Co-Authors Abdul Hasan Saragih Abdul Hasan Saragih Sahat Siagian