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Elizon Nainggolan
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Case Method and Team Based Project in the Basic Concept of PLS ​​Course in the Community Education Department, Unimed Elizon Nainggolan; Albert Pauli Sirait; Lidia Simanihuruk
Journal of Millennial Community Vol. 7 No. 1 (2025): Maret - Journal of Millennial Community
Publisher : Universitas Negeri Medan - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmic.v7i1.65554

Abstract

Tujuan Penelitian ini adalah untuk mendeskripsikan implementasi case method dan team-based project dalam pembelajaran Konsep Dasar Pendidikan Masyarakat, menguji efektifitas model pembelajaran case method dan team-based project terhadap peningkatan 4 literasi mahasiswa seperti yang terdapat pada kurikulum Outcome Based Education (OBE). Jenis penelitian ini adalah Mixed Method Researc (MMR) f. Implementasi Model Pembelajaran Case Method dan Team Based Project telah berhasil diterapkan pada Mata Kuliah Konsep Dasar PLS di Jurusan Pendidikan Masyarakat Unimed untuk mendukung Kurikulum OBE. Hasil uji normalitas menunjukkan bahwa data pretest berdistribusi normal menurut kedua uji Kolmogorov-Smirnov dan Shapiro-Wilk, sementara data posttest menunjukkan hasil yang sedikit berbeda namun masih dapat dianggap normal untuk analisis lebih lanjut. Uji T berpasangan menunjukkan adanya peningkatan yang signifikan antara nilai pretest (rata-rata 65,9333) dan posttest (rata-rata 82,2333), dengan nilai signifikansi 0,000 (< 0,05).
DIGITAL TRANSFORMATION IN THE COURSE FOR DEVELOPMENT OF CHILDREN WITH SPECIAL NEEDS Rafael Lisinus Ginting; Elizon Nainggolan; Albert Pauli Sirait; Ishaq Matondang; Mirza Irawan
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 3 No. 2 (2024): JANUARY
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v3i2.340

Abstract

This study aims to digitize learning tools for the Guidance of Children with Special Needs courses in the Guidance and Counseling study program, digitize the lecture process for the Guidance of Children with Special Needs courses at the Guidance and Counseling study program, transform the courses for the Development of Children with Special Needs digitally in the Guidance and Counseling study program and test the effectiveness of digital transformation of the Guidance for Children with Special Needs courses .The digital transformation is carried out using the R&D method. The development model used in this study is a 3D model: the definition stage (Define), the design stage (Design), the development stage (Develop) which is carried out in the Guidance and Counseling study program. In realizing the digital transformation of the Fostering Children with Special Needs course, several experts are involved, including learning design experts, IT experts and material experts.The results of this study are expected to be the beginning of positive developments for the use of IT in learning. This research is also expected to be input for lecturers who want to transform their lectures digitally so that digital transformation will appear in other courses at Medan State University..
APPLICATION OF LECTURER’S COMPETENCY INSTRUMENTATION AS ONLINE LEARNING IMPLEMENTATION AND THE IMPLICATIONS ON EDUCATION QUALITY ASSURANCE Rafael Lisinus Ginting; Albert Pauli Sirait; Elizon Nainggolan; Ishaq Matondang
International Journal of Economic, Business, Accounting, Agriculture Management and Sharia Administration (IJEBAS) Vol. 2 No. 6 (2022): December
Publisher : CV. Radja Publika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijebas.v2i6.589

Abstract

The policy of maintaining physical distance during the Pandemic made every lecturer to conduct e-learning so that learning continued. This certainly forces lecturers to improve their competence. To determine the success of this learning system, an evaluation of the process and competence of lecturers in implementing e-learning is carried out. This study aims to determine the profile of the implementation of e-learning in the Faculty of Education during the Pandemic and to validate the competency model framework of lecturers in managing e-learning. Validation of this competency model is carried out using the Delphi method. The instrument used was a questionnaire containing a list of competency indicators that included planning and preparation, learning environment, instruction in learning, professional responsibility. The research panelists were 5 experts in the development of e-learning based on their experiences, research and scientific publications, 10 lecturers who used to organize e-learning, and 15 students who did e-learning. Panelists are asked to provide an assessment of the list of competencies provided. This research was conducted in three Delphi rounds. The first round produced 100 competency indicators with an 82% approval rate. in the second round, the competent indicator changed to 68 indicators with an approval rate of 90%. In the final round, this study succeeded in validating 40 models of lecturer competence in conducting e-learning. all of the competency models were approved by all panelists with an approval rate reaching 100%. The implementation of e-learning does not only focus on placing students at the center of the learning process but must still focus on learning objectives. The application of this competency model needs to consider several things related to the following matters. As for what needs to be considered is the readiness of the lecturers themselves in conducting e-learning which is marked by their competencies, as well as the availability of other supporting devices.
Implementasi Nilai Filsafat Pendidikan Masyarakat Paket B Dan C Di PKBM Amanah Labora Sianturi; Minna Bella; Rhasya Adhira Putri Hasbianda; Chintia Mentari; Elizon Nainggolan; Michael Yudha Pratama
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2025): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

This study aims to analyze the implementation of community philosophy values ​​in the learning process in the Equivalency Program at PKBM Amanah, particularly in shaping students' social attitudes. The focus of the study includes the application of the values ​​of mutual cooperation, empathy, dialogue, cooperation, responsibility, and changes in students' social attitudes during non-formal learning. The study used a qualitative approach through learning observations, interviews with tutors, and reflections on the students' experiences. The results showed that students demonstrated positive social development, such as increased ability to work in groups, appreciation of age differences, and respect for tutors and fellow students. Differences in social attitudes were also influenced by age background, previous educational experience, employment, and family circumstances. The students' social environment, including social patterns and household dynamics, played a major role in shaping their initial character before entering PKBM. PKBM Amanah strives to instill community philosophy values ​​through tutors' role models, group work habits, social activities, reflective discussions, and the application of experiential learning. The main challenges are the diversity of students' characters, limited face-to-face time, and differences in learning motivation. This research confirms that non-formal education has a transformative role in developing the social attitudes of learners through the application of the philosophical values ​​of society. Keywords: Non-formal education, Community Learning Activity Center (PKBM), social philosophy, social attitudes, educational values.   Abstrak Penelitian ini bertujuan menganalisis implementasi nilai-nilai filsafat pendidikan masyarakat dalam proses pembelajaran pada Program Kesetaraan di PKBM Amanah, khususnya dalam membentuk sikap sosial peserta didik. Fokus kajian meliputi penerapan nilai gotong royong, empati, dialog, kerja sama, tanggung jawab, serta perubahan sikap sosial peserta didik selama mengikuti pembelajaran nonformal. Penelitian menggunakan pendekatan kualitatif melalui observasi pembelajaran, wawancara dengan tutor, serta refleksi pengalaman warga belajar. Hasil penelitian menunjukkan bahwa peserta didik menunjukkan perkembangan sosial yang positif, seperti meningkatnya kemampuan bekerja dalam kelompok, penghargaan terhadap perbedaan usia, serta sikap hormat terhadap tutor dan sesama warga belajar. Perbedaan sikap sosial juga dipengaruhi oleh latar belakang usia, pengalaman pendidikan sebelumnya, pekerjaan, serta kondisi keluarga. Lingkungan sosial warga belajar, termasuk pola pergaulan dan dinamika rumah tangga, berperan besar dalam membentuk karakter awal mereka sebelum masuk PKBM. PKBM Amanah berupaya menanamkan nilai-nilai filsafat masyarakat melalui keteladanan tutor, pembiasaan kerja kelompok, kegiatan sosial, diskusi reflektif, serta penerapan pembelajaran berbasis pengalaman. Tantangan utama adalah keberagaman karakter warga belajar, keterbatasan waktu tatap muka, dan perbedaan motivasi belajar. Penelitian ini menegaskan bahwa pendidikan nonformal memiliki peran transformatif dalam mengembangkan sikap sosial warga belajar melalui penerapan nilai-nilai filsafat masyarakat.   Kata kunci: Pendidikan nonformal, PKBM, filsafat masyarakat, sikap sosial, nilai Pendidikan
Analisis Kesenjangan Akses Teknologi Dan Dampaknya Terhadap Pembelajaran Hybrid/Blended Pada Peserta Paket A Di PKBM Laskar Pelangi Elizon Nainggolan; Michael Yudha Pratama; Claudya Morawina Sihombing; Icha Angel Purba; Lidya Maulidzha; Maysa Putri Utami; Natalia Dela Br Simamora
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2025): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

Penelitian ini bertujuan untuk menganalisis metode pembelajaran yang diterapkan dalam kegiatan belajar Paket A di PKBM Laskar Pelangi, serta mengidentifikasi kendala-kendala yang dihadapi oleh tutor dalam proses pembelajaran. Penelitian dilakukan melalui wawancara dengan Ibu L, selaku tutor Paket A. Hasil wawancara menunjukkan bahwa metode pembelajaran yang digunakan masih bersifat konvensional, seperti menulis dan latihan soal, serta belum sepenuhnya interaktif. Kendala utama yang dihadapi adalah perbedaan latar belakang warga belajar, baik dari segi pengalaman pendidikan maupun kemampuan dasar. Hal ini memengaruhi cara warga belajar menerima dan merespons materi yang disampaikan. Berdasarkan temuan tersebut, peneliti mengusulkan pengembangan metode pembelajaran kreatif berbasis permainan edukatif, diskusi, dan pendekatan kinestetik sebagai solusi untuk meningkatkan partisipasi aktif dan motivasi belajar warga belajar. Penelitian ini diharapkan menjadi pijakan awal dalam merancang model pembelajaran alternatif yang lebih relevan dan adaptif di lingkungan pendidikan nonformal. Kata kunci: Pembelajaran kreatif, Paket A, PKBM, metode belajar, pendidikan nonformal   Abstract This study aims to analyze the learning methods applied in the Paket A education program at PKBM Laskar Pelangi and to identify the challenges faced by tutors during the learning process. The data was collected through an interview with Mrs. L., the tutor for Paket A. The results show that the learning methods used are still conventional, such as writing and basic exercises, and have not been fully interactive. The main challenge lies in the diverse backgrounds of the learners, particularly in terms of prior educational experience and basic academic skills. These differences affect how learners receive and respond to the material presented. Based on these findings, the researchers proposed the development of creative learning methods involving educational games, discussions, and kinesthetic approaches to enhance learners' engagement and motivation. This study is expected to serve as a preliminary foundation for designing alternative learning models that are more relevant and adaptive to non-formal education settings. Keywords: Creative learning, Paket A, PKBM, learning methods, non-formal education  
ANALISIS PEMAHAMAN DAN IMPLEMENTASI NILAI FILSAFAT DALAM PROSES PEMBELAJARAN DI PKBM TAMAN BELAJAR MASYARAKAT Elizon Nainggolan; Michael Yudha Pratama; Christiana Junita Panjaitan; Imely Patrica K Banjarnahor; Novia Riani Pitri; Ribkah Panjaitan; Youlia Opita Sibuea
Journal of Golden Generation Abdimas Vol. 1 No. 2 (2025): Desember : Journal of Golden Generation Abdimas
Publisher : PT. Lembaga Penerbit Penelitian Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65244/jgga.v1i2.117

Abstract

Penelitian ini bertujuan menggambarkan pemahaman serta penerapan nilai-nilai filsafat pendidikan humanisme, pragmatisme, dan eksistensialisme dalam proses pembelajaran di PKBM Taman Belajar Masyarakat. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus tunggal. Data diperoleh melalui wawancara mendalam, observasi, dan dokumentasi, dengan satu tutor sebagai informan utama. Temuan penelitian menunjukkan bahwa nilai humanisme tercermin dalam sikap tutor yang menghargai keberagaman warga belajar dan menciptakan suasana pembelajaran yang nyaman serta mendukung. Nilai pragmatisme tampak melalui metode pembelajaran yang fleksibel dan berorientasi pada pengalaman nyata peserta didik. Adapun nilai eksistensialisme diwujudkan melalui pemberian kesempatan kepada warga belajar untuk mengembangkan kesadaran diri, memilih strategi belajar, dan bertanggung jawab atas proses belajarnya. PKBM berperan sebagai lembaga pendidikan nonformal yang menyediakan akses belajar terjangkau dan berfokus pada pemberdayaan masyarakat. Meskipun masih terdapat kendala, seperti keterbatasan fasilitas dan kebutuhan peningkatan kompetensi tutor, penerapan nilai-nilai filsafat pendidikan di PKBM menunjukkan perkembangan positif menuju pembelajaran yang lebih humanis, kontekstual, dan memberdayakan. Hasil penelitian ini diharapkan dapat menjadi acuan dalam pengembangan praktik pembelajaran pada lembaga pendidikan nonformal.
Analisis Kebutuhan Keterlibatan Orang Tua dalam Pembelajaran Anak di PAUD Mathlaul Anwar Elizon Nainggolan; Michael Yudha Pratama; Hayunda Aura Sifa; Seni Rasbina Br Karo Sekali; Amelia Paska Sitorus; Milasari Butar Butar; Angel Marantika Siregar
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2025): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

Early Childhood Education (PAUD) is a critical period that significantly shapes children’s cognitive, emotional, social, moral, linguistic, and independence development. During this early stage, children experience rapid growth and therefore require consistent, structured, and continuous stimulation from both school and home environments. This study aims to provide a comprehensive analysis of the need for parental involvement in early childhood learning, with a particular focus on PAUD Mathlaul Anwar. A descriptive qualitative method was used through in-depth interviews, classroom observations, and documentation analysis. The findings reveal that most parents show limited involvement due to long working hours, a lack of understanding about early childhood developmental needs, and the perception that teaching is solely the teacher’s responsibility. These conditions lead to various developmental challenges, such as low independence, difficulty following rules, delayed language development, and limited social skills among children. Teachers attempt to address these issues through several strategies, including strengthening communication with parents, providing simple parenting programs, and adjusting learning activities to focus more on independence-building and social emotional development. These findings reinforce the views of Sujiono (2020) and Fitriani (2019), who emphasize that consistent stimulation from parents is essential to ensure meaningful and optimal learning outcomes during early childhood. Therefore, parental involvement is not an optional aspect of early childhood education, but rather a fundamental need that cannot be separated from the learning process in PAUD. Key Words : Parental involvement, early childhood education, need-based principle, child development, community education. Abstrak Pendidikan Anak Usia Dini (PAUD) merupakan periode awal yang sangat menentukan seluruh aspek perkembangan anak. Pada masa usia dini, anak berada dalam fase pertumbuhan pesat sehingga membutuhkan rangsangan yang berkualitas, konsisten, dan berkelanjutan baik di sekolah maupun di rumah. Penelitian ini bertujuan melakukan analisis komprehensif mengenai kebutuhan keterlibatan orang tua dalam pembelajaran anak PAUD, khususnya di PAUD Mathlaul Anwar. Penelitian menggunakan metode kualitatif deskriptif melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa sebagian besar orang tua memiliki keterlibatan yang minim karena faktor kesibukan, kurangnya pemahaman tentang kebutuhan perkembangan anak usia dini, serta persepsi bahwa mendidik adalah tugas guru. Dampaknya terlihat pada kurangnya kemandirian anak, sulitnya anak mengikuti aturan, keterlambatan bahasa, serta lemahnya keterampilan sosial. Guru berupaya mengatasi hal tersebut melalui berbagai strategi seperti meningkatkan komunikasi, memberikan program parenting sederhana, dan menyesuaikan kegiatan belajar agar lebih fokus pada pembentukan kemandirian dan sosial- emosional anak. Hasil penelitian memperkuat pandangan Sujiono (2020) dan Fitriani (2019) bahwa stimulasi yang konsisten dari keluarga sangat menentukan keberhasilan pendidikan pada masa usia dini. Dengan demikian, keterlibatan orang tua bukan hanya pelengkap, tetapi merupakan kebutuhan mendasar yang tidak dapat dipisahkan dari pendidikan PAUD. Kata Kunci : PAUD, keterlibatan orang tua, asas kebutuhan, perkembangan anak usia dini, pendidikan masyarakat.
Aliran Filsafat Pendidikan yang Diterapkan oleh Tutor di Rumah Literasi Ranggi Annisa Fitri Nasution; Naila Nafisa Zulfa; Riwati Amelia; Ronal Malau; Elizon Nainggolan; Michael Yudha Pratama
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2025): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

This study aims to identify and describe the educational philosophy streams applied by tutors at Rumah Literasi Ranggi during learning activities. This research employed a descriptive qualitative approach using observation, interviews, and documentation as data collection techniques. The findings indicate that tutors apply four educational philosophy streams: progressivism, constructivism, humanism, and reconstructionism. Progressivism appears in experiential learning activities such as group reading, drawing story content, and role-playing. Constructivism is reflected in the use of discussions and open-ended questions that encourage students to construct their own understanding. Humanism is seen through the tutors’ attention to learners’ comfort, motivation, and emotional needs. Reconstructionism is represented by the tutors’ effort to instill moral and social values through reading materials. The integration of these approaches demonstrates that non-formal education requires flexibility and eclectic strategies suited to learners’ needs. Keywords: educational philosophy, literacy, humanism, constructivism, progressivism   Abstrak Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan aliran filsafat pendidikan yang diterapkan oleh tutor di Rumah Literasi Ranggi dalam kegiatan pembelajaran. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, wawancara, dan dokumentasi sebagai sumber pengumpulan data. Hasil penelitian menunjukkan bahwa tutor menerapkan empat aliran filsafat pendidikan yaitu progresivisme, konstruktivisme, humanisme, dan rekonstruksionisme. Progresivisme tampak dalam kegiatan belajar berbasis pengalaman seperti membaca bergiliran, menggambar isi cerita, dan bermain peran. Konstruktivisme terlihat dari diskusi dan pertanyaan terbuka yang mendorong peserta didik membangun pemahaman mereka sendiri. Humanisme tercermin dari perhatian tutor terhadap kenyamanan, motivasi, dan kebutuhan emosional anak. Rekonstruksionisme diwujudkan melalui penanaman nilai moral dan sosial yang dihubungkan dengan isi bacaan. Penerapan keempat aliran ini secara bersamaan menunjukkan bahwa pendidikan nonformal membutuhkan fleksibilitas dan pendekatan eklektik sesuai kebutuhan peserta didik. Kata kunci: filsafat pendidikan, literasi, humanisme, konstruktivisme, progresivisme
Co-Authors Albert Pauli Sirait Amelia Paska Sitorus Angel Marantika Siregar Annisa Fitri Nasution Chintia Mentari Christiana Junita Panjaitan Claudya Morawina Sihombing Ginting, Rafael Lisinus Hayunda Aura Sifa Icha Angel Purba Imely Patrica K Banjarnahor Ishaq Matondang Labora Sianturi Lidia Simanihuruk Lidya Maulidzha Maysa Putri Utami Michael Yudha Pratama Milasari Butar Butar Minna Bella Mirza Irawan Naila Nafisa Zulfa Natalia Dela Br Simamora Novia Riani Pitri Rhasya Adhira Putri Hasbianda Ribkah Panjaitan Riwati Amelia Ronal Malau Seni Rasbina Br Karo Sekali Youlia Opita Sibuea