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All Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Nagur
Andres M. Ginting
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Pancasila and Civic Education Learning by Non Pancasila and Civic Education Program Graduate Elmas Dw Ainsyiyah; Andres M. Ginting
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 3, No 3 (2020): Budapest International Research and Critics Institute August
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v3i3.1097

Abstract

This study aims to (1) find out planning and understanding of learning by Non Pancasila and Civic Education Program Graduate (2) to find out the learning done by Non Pancasila and Civic Education Program Graduate (3) In order to know the obstacles faced by Pancasila and Civic Education teachers by Non Pancasila and Civic Education Program Graduate. The research used in this case uses qualitative research methods through interview techniques with sources in which there are vice principals in the field of curriculum, the teacher concerned from the school under study. The results obtained in this study are, there are teachers who teach Pancasila and Civic Education are graduate Teacher of Pancasila and Civic Education Study Program, Sociologists, and there are Bachelor of Laws. The teacher also experiences many difficulties in delivering the material in class. Students are shaken up by boredom because the teacher's teaching style is monotonous with lectures and memorization, moreover Pancasila and Civic Education has memorized the constitution material which makes students lazy to follow the learning process. From the results of this research, schools must also have a role in equipping Non Pancasila and Civic Education Program Graduate with adequate learning resources so that teachers have thorough preparation before entering class. Teachers must also be able to overcome obstacles that occur in the classroom so that an interactive learning process occurs with students so that Pancasila and Civic Education subjects do not become a scourge for them.
The Utilization of History Module in the Development of Multiculturalism-Based Team Games Tournament Model to Improve the Bhineka Attitudes on 10th Grade Students in SMA Erlangga Pematangsiantar Ahmad Fakhri Hutauruk; Andres M. Ginting
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 3, No 4 (2020): Budapest International Research and Critics Institute November
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v3i4.1372

Abstract

This research is a development research that aims to produce alternative teaching materials in the form of a multiculturalism-based TGT model in increasing the diversity attitudes of students at Erlangga Pematangsiantar High School. The making of this module also aims to increase learning resources in the classroom and innovate learning media. The validation results of the module where the results of the material expert validation showed that the results of the material expert validation for the content component got an average score of 8.8 and 8.6 for the language component. The total average score for the two components was 8.7 in the “Highly Valid” category. The model's effectiveness test used a parametric statistical test, including the independent sample t test and paired sample t test. The results of the independent sample t test show that the value of tcount> ttable (3.101> 1.711) so that H0 is rejected and H1 is accepted, which indicates that there is a difference in the mean cognitive scores of the experimental and control groups. In addition, the results of the independent sample t test for the attitude scale show that the value of t count> t table (2.527> 1.711) so that H0 is rejected and H1 is accepted, which indicates that the diversity attitudes of students who use the history module are higher than students who use conventional models. The results of the calculation of the paired sample t test for the cognitive domain show that the value-tcount (-6,271) <-ttable (-1,711). H0 is rejected and H1 is accepted, so it can be seen that there is a difference in the mean score of the experimental group students before and after being treated. While the results of the calculation of the paired sample t test for the affective domain show that the value-tcount (-3,698) <-ttable (-1,711). H0 is rejected and H1 is accepted, so it can be seen that there is a difference in the level of awareness of the diversity of the experimental group students between before and after treatment. Developing a multiculturalism-based TGT model history module is able to develop students' diversity attitudes.
Teaching Skills of Teacher in Increasing Student Learning Interest Sariaman Gultom; Ahmad Fakhri Hutauruk; Andres M. Ginting
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 3, No 3 (2020): Budapest International Research and Critics Institute August
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v3i3.1086

Abstract

Lack of student interest in learning results in pre-determined learning goals not being achieved. The teacher must work hard to find new breakthroughs so students are interested in learning. In addition to implementing a good work ethic, a teacher must also have skills in teaching as to achieve learning objectives in accordance with curriculum requirements. This research involves qualitative research method. The data analysis techniques used are: data reduction, data presentation and drawing conclusions / verification. The result of the study indicate that a teacher must have several teaching skills, namely: (1) questioning skills, (2) reinforcement skills, (3) variation skills, (4) explaining skills, (5) learning skills opening and closing, (6) small group discussion guiding skills, (7) small classroom management skills, and (8) small group and individual teaching skills.
Co-Authors admin jurnal Ahmad Abdillah Syahfitra Ahmad Fakhri Hutauruk Asnewastri Elmas Dw Ainsyiyah Elsi Veronika Purba Eric Sapetra Siburian Hisarma Mutiara Putri Sihombing Nadillah Amanda Nova Andriany Sitepu Romayani Sinaga Saragih, Hisarma Sariaman Gultom SATRIA Tomi Nugrahta Sitopu