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Deny Setiawan
Jurusan Pendidikan Pancasila Dan Kewarganegaraan, Fakultas Ilmu Sosial, Universitas Negeri Medan, Indonesia
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The Influence of the NHT Assisted Media Model and Learning Motivation on Learning Outcomes of Citizenship Education Fauziah Nasution; Deny Setiawan; Wildansyah Lubis
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 2 No 1 (2020): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v2i1.221

Abstract

The aim of this research is to know the influence of NHT assisted media model and learning motivation on learning outcomes of citizenship education. This research will be implemented in 5th grade of Primary School at SD IT Tahfizhil Quran YIC SU, which is located at Jalan Haji Hospital. This school has an "A" accreditation. The research activities were carried out in the first semester of the 2018-2019 Academic Year, setting the research schedule according to the schedule set by the school principal. The subject matter selected in this study is "Diversity" which is the material in the class IV syllabus that is being studied in the semester.
Pendampingan Penilaian Autentik Berbasis Karakter untuk Guru Sekolah Dasar Deny Setiawan; Apiek Gandamana; Nurhairani Nurhairani; Reh Bungana Beru PA
Pelita Masyarakat Vol 1, No 2 (2020): Pelita Masyarakat, Maret
Publisher : Universitas Medan Area

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (257.179 KB) | DOI: 10.31289/pelitamasyarakat.v1i2.3225

Abstract

Community service activities generally aim to develop character in developing the potential of students who have intelligence, personality and noble character. Through this activity to assist teachers in 104202 Bandar Setia Elementary School, Percut Sei District, Deli Serdang District in carrying out character-based authentic assessments. The model applied in the implementation of Community Service is carried out in several stages, namely: First, the stage of preparation with activities, (a) conducting socialization to teachers; (b) carrying out observations and interviews; (c) determining the schedule of activities; and (d) preparing facilities and infrastructure. Second, the implementation phase through, (a) Focus Group Discussion (FGD); (b) training and education for the preparation of authentic assessment instruments; and (c) assisting in the application of character-based authentic assessments. Third, the evaluation and reflection phase is an assessment of attitudes, skills and knowledge. Through this activity the teacher has character-based authentic assessment guidelines and the formation of the Teacher Working Group (KKG)
Evaluation of Authentic Assessment Implementation in Public Elementary School 101775 Sampali, Deli Serdang Regency Academic Year 2019/2020 Syarifah Aini; Deny Setiawan; Siman Siman
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 4 (2019): Budapest International Research and Critics in Linguistics and Education, Novemb
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v2i4.647

Abstract

This research is a type of evaluation research with a quantitative descriptive approach. The evaluation model used is the Stake Countenance Model. The subjects of this study were all teachers in Public Elementary School 101775 Sampali, Deli Serdang Regency with a total of 12 teachers. Data collection techniques using observation, questionnaires, documentation and interviews. In analyzing data using descriptive methods. From the results of research conducted on the evaluation of the implementation of authentic assessment in Public Elementary School 101775 Sampali Deli Serdang Regency with a stake count maintenance evaluation model of 90.39%. This is evidenced from the three stages of stakeholder evaluation in the implementation of authentic assessment which consists of an input phase (Antecedents phase) which is evaluated consisting of analysis of learning documents, attitude assessment documents, knowledge assessment documents and skills assessment very well complete with a percentage of 89.46% . In the transaction phase that was evaluated, namely how the authentic assessment carried out by the teachers at Public Elementary School 101775 Sampali was carried out very well with a percentage of 90.71%. In the evaluated outcome phase which is the reporting of student learning outcomes and teacher understanding of the implementation of authentic assessment in schools has been going very well with a percentage of 91%. The next suggestion for the implementation of authentic assessment is continuously monitored so that the teacher's understanding of the implementation of authentic assessment can be carried out properly.
Evaluation of Authentic Assessment Implementation in SDN 101775 Sampali, Deli Serdang Regency, Academic Year 2019/2020 Syarifah Aini; Deny Setiawan; Siman Siman
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 3, No 1 (2020): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v3i1.802

Abstract

This research is an evaluation research with a quantitative descriptive approach. The evaluation model used is the Stake Countenance Model. The subjects of this study were all teachers in SDN 101775 Sampali, Deli Serdang Regency with a total of 12 teachers. Data collection techniques using observation, questionnaires, documentation and interviews. In analyzing data using descriptive methods. From the results of research conducted on the evaluation of the implementation of authentic assessment in SDN 101775 Sampali Deli Serdang Regency with a stake countenance evaluation model that is 90.39%. This is evidenced from the three stages of stakeholder evaluation in the implementation of authentic assessment which consists of an input phase (antecendents phase) which is evaluated consisting of analysis of learning documents, attitude assessment documents, knowledge assessment documents and skills assessment very well complete with a percentage of 89.46% . In the transaction phase that was evaluated, namely how the authentic assessment carried out by the teachers at SDN 101775 Sampali was carried out very well with a percentage of 90.71%. In the evaluated outcome phase which is the reporting of student learning outcomes and teacher understanding of the implementation of authentic assessment in schools has been going very well with a percentage of 91%. The next suggestion for the implementation of authentic assessment is continuously monitored so that the teacher's understanding of the implementation of authentic assessment can be carried out properly.
Media Development of Video Learning in the Social Discussion of Social Problems in Social Science (IPS) Lesson of Class IV in Public Elementary School (SDN) 135911 Tanjungbalai Academic Year 2018-2019 Mustafa Habib; Ibnu Hajar; Deny Setiawan
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 3 (2019): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v2i3.367

Abstract

In material social problems, students have difficulty digesting and identifying social problems in their surrounding environment. One alternative so that learning can take place efficiently and easily understood is to use learning video media. The subjects of this study were all fourth grade students of Public Elementary School (SDN) 135911 Tanjungbalai. The result shows that the development of learning video media was validated by 3 experts namely material experts, linguists and media experts. Appraisal by material experts obtained a value with a very good category (93%), the assessment by linguists obtained a value with a very good category (92.22%) and the assessment by media experts obtained a value with a good category (87.37%). A total of 9 students (45%) gave a very good assessment of the learning videos developed and as many as 11 students (55%) gave a good assessment of the learning videos developed and the learning video media were considered to be feasible to be developed.
The Development of Authentic Assessment Instrument to Expand the Character Values of CitizenshipEducation at Primary School No 104202 and No 106811 Bandar Setia, Medan, Indonesia Deny Setiawan
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 1 (2019): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v2i1.188

Abstract

This developmental research aims to produce an authentic assessment instrument in the domain of skills to develop the character values of citizenship. The subjects of this research are: (1) Primary School teachers; (2) Primary School students; (3) Eight experts for validation of assessment instruments that is the validation experts of mathematics for Primary Schools, Natural Science for Primary School, Social Sciences for Primary School, Bahasa Indonesia, Civics for Primary School, Assessment, Psychology, and Character Education. The method used in this research is a developmental research method of formative research type which in its development is focused on 2 stages that is preliminary stage and formative evaluation stage. The data were collected through questionnaires and field tests. The results of field tests (small and large scale) show that the eveloped authentic assessment instruments have excellent validity and high reliability. Thus, based on the results of validation expert and field tests, it can be concluded that the authentic assessment instruments have been valid and have a category of reliability which is very high, so the instrument is worthy to develop the character values of citizenship. 
Pengaruh Metode Demonstrasi Berbantuan Media Video terhadap Minat dan Hasil Belajar PPKn Siswa Kelas V Naufal Zaky; Deny Setiawan; Sriadhi Sriadhi
Jurnal Basicedu Vol 6, No 5 (2022): October Pages 7664-9236
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i5.3586

Abstract

Tujuan penelitian ini adalah untuk mengetahui: (1) Pengaruh signifikan metode demonstrasi berbantuan video terhadap minat belajar PPKn siswa kelas V; (2) Pengaruh signifikan metode demonstrasi berbantuan video terhadap hasil belajar PPKn siswa kelas V; (3) Pengaruh signifikan metode demonstrasi berbantuan video terhadap minat dan hasil belajar PPKn siswa kelas V. Penelitian ini merupakan penelitian quasi eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas V MI Teladan Guppi Kecamatan Padang Hilir Kota Tebing Tinggi yang berjumlah 44 siswa, sedangkan sampel pada penelitian ini adalah siswa kelas V-A yang berjumlah 22 siswa sebagai kelompok eksperimen dan Kelas V-B yang berjumlah 22 siswa sebagai kelompok kontrol. Analisis data dilakukan menggunakan uji Anava dua jalur yang dapat dilihat pada hasil Test of Between-Subjects Effects menggunakan bantuan SPSS 16.0. Hasil penelitian menunjukkan bahwa; (1)  Ada pengaruh yang signifikan metode demonstrasi berbantuan video terhadap minat belajar PPKn siswa kelas V di MI Teladan Guppi. Berdasarkan analisis data, diperoleh nilai signifikansi 0,001 < 0,05 dan nilai ????h???????????????????? = 12,420 > ???????????????????????? = 2,144; (2) Ada pengaruh yang signifikan metode demonstrasi berbantuan video terhadap hasil belajar PPKn siswa kelas V di MI Teladan Guppi. Berdasarkan hasil penelitian, diperoleh nilaisignifikansi 0,000 < 0,05 dan nilai ????h???????????????????? sebesar 78,871> ???????????????????????? = 2,144; (3) Ada pengaruh yang signifikan metode demonstrasi berbantuan video terhadap minat belajar dan hasil belajar PPKn siswa kelas V MI Teladan Guppi. Berdasarkan analisis data, diperoleh nilai signifikansi 0,000 < 0,05 sehingga ????0 ditolak dan ????1 diterima. Terdapat interaksi sertaa pengaruh antara model pembelajaran Demonstrasi berbantuan video dan minat belajar siswa dalam mempengaruhi hasil belajar PPKn pada  siswa kelas V
Analisis Pelaksanaan Pembelajaran Naratif Eksperensial untuk Meningkatkan Karakter di Sekolah Dasar Wawan Akbar; Deny Setiawan; Anita Yus
Jurnal Basicedu Vol 6, No 5 (2022): October Pages 7664-9236
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i5.3585

Abstract

Penelitian ini bertujuan untuk menganalisis pelaksanaan pembelajaran naratif eksperensial untuk meningkatkan karakter di sekolah dasar. Jenis penelitian ini adalah kualitatif. Teknik pengumpulan data dalam penelitian ini adalah melalui wawancara, observasi dan dokumentasi. Penelitian ini dilakukan di SDN Kota Medan. Subjek penelitian adalah 3 orang siswa dan 1 orang guru kelas yang menerapkan metode pembelajaran naratif eksperensial. Hasil penelitian ini adalah : 1) karakter yang tampak melalui pembelajaran naratif eksperensial adalah karakter jujur, berani, tegas, nasionalisme dan peduli sosial. 2) pembelajaran naratif eksperensial mampu meningkatkan karakter siswa di SDN Kota Medan.
PERANAN PENDIDIKAN KEWARGANEGARAAN DALAM IMPLEMENTASI NILAI-NILAI PANCASILA SISWA SEKOLAH DASAR Fahlila Mutia; Yakobus Ndona; Deny Setiawan
Jurnal Sintaksis Vol 4 No 1 (2022): Jurnal Sintaksis
Publisher : LPPM STKIP AL MAKSUM

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pendidikan Kewarganegaraan memiliki peran dan fungsi yang sangat penting dalam menanamkan nilai – nilai ideologi pancasila yang didalamnya terdapat nilai – nilai dasar berperikemanusiaan dan berkepribadian yang tentu menjadi dasar konsep warga global, hal tersebut tentu sebagaimana yang tercantum dalam tujuan Pendidikan Kewarganegaraan. Secara teori penelitian ini bertujuan untuk menganalisis dan mencari tahu sejauh mana peranan mata pelajaran Pendidikan Kewarganegaraan dalam pengimplementasia nilai-nilai pancasila pada anak Sekolah Dasar. Penelitian ini adalah penelitian kualitatif Teknik pengumpulan datanya dengan menggunakan dokumentasi, artikel, jurnal, buku, berita maupun pernyataan resmi organisasi. Analisis data menggunakan Triangulasi. Kesimpulan dari penelitian ini menyatakan bahwa Pendidikan Kewarganegaraan itu memiliki peranan penting terhadap anak Sekolah Dasar dalam menanamkan nilai-nilai pancasila untuk diaplikasikan kedalam proses pembelajaran.
PERAN GURU DALAM MENINGKATKAN KEAKTIFAN SISWA DENGAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) MUATAN PELAJARAN PKN DISEKOLAH DASAR Nora Rahayu; Yakobus Ndona; Deny Setiawan
Jurnal Sintaksis Vol 4 No 1 (2022): Jurnal Sintaksis
Publisher : LPPM STKIP AL MAKSUM

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Abstract

Penyelenggaraan pendidikan tidak akan terlepas dari adanya pendidikan formal yaitu sekolah. Sekolah merupakan tempat mendapatkan ilmu pengetahuan dengan dibimbing oleh guru atau tenaga pendidik. Masalah utama dalam pembelajaran Pendidikan Kewarganegaraan ialah peranan dan cara guru secara tepat dalam meningkatkan keaktifan siswa pada saat penyampaian materi pelajaran Pendidikan Kewarganegaraan. Pada proses pelaksaan kegiatan belajar mengajar Pendidikan Kewarganegaraan masih terkesan sangat kaku, kurang fleksibel, kurang demokratis, dan guru lebih dominan daripada siswa. Masalah yang dialami setiap pembelajaran memang amat kompleks. Atas hal tersebut penulis tertarik untuk meneliti tentang peranan dan cara-cara yang dilakukan guru dalam pembelajaran PKn. metode yang digunakan dalam penelitian ini adalah metode desktirptif. penelitian deskriptif kualitatif. Peneliti menggunakan teknik yaitu secara Non Probability Sampling (Purposive sampling), Instrumen pengumpulan data yang digunakan yaitu angket/kuisioner dan wawancara. hasil yang didapat pada penelitian ini diantaranya (1) Peranan guru sebagai pengajar meliputi peranan guru sebagai fasilitator dan mediator. Sedangkan peranan guru sebagai pendidik berperan sebagai motivator dan pengarah. (2) Dalam proses pembelajarannya guru menggunakan model pembelajaran Contextual Teaching Learning
Co-Authors ., Lukitaningsih . A.A. Ketut Agung Cahyawan W AA Sudharmawan, AA Abael, Karla Rizkika Abdurahman Adisaputera Achmad Supriyanto Adi Rahmadi Adi Sutopo Aditya Agung Wibowo Agung Wibowo Ahmad Fadli Ahmad Junaidi Ahmad Rifai Siregar Ahmad Syuhri Aida Fitri Harun Pakpahan Akbar, Wawan Alfaridzi, Afif Randra Alifiani, Alifiani Amal, Bahrul Khoir Amin Fauzi Amir Kullal, Moh. Amiruddin Hasan Anggarani, Dinar Arsy Anggraini, Dinar Arsy Anita Yus Anita Yus Anita Yus Anita Yus, Anita Apiek Gandamana Apriani Harahap Ara Hidayat, Ara Ardian Ardian Arief Patramijaya Arief Wahyudi Arif Rahman Artanty, Ary Asih Menanti Aulia, Bunga Auzi, Cahaya Ayu Listian Tarigan Azwar Harahap Bahtiar, Ahmad Doni Mutiara Bayu Kurniawan Beru PA, Reh Bungana Bornok Sinaga Br. Perangin-angin, Reh Bungana Br.Perangin-angin, Reh Bungana Bungana Bungana, Reh Cahyono, Hiding Chang, Chun-Yen Choirunisa, Nindiana Damanik, Maulidya Hasanah Damanik, Muhammad Ridha Darmadi Darmadi Daud, Alfian - Daulat Saragi Daulat Saragi Daulat Saragi Daulat Saragi Daulat Saragi Deva, Rendy Nur Devina Rosa Hendarti Didi Yudha Pranata Dimas Arya Nugraha dwi arifin, juliana Eka Resti Barus El Rida, Lady Elma Batasia Siregar Ester Novitalina Br Tarigan Fachrunnisa, Rifka Fadhillatu Jahra Sinaga Fadhli, Khotim Fadhlin Ade Candra Ade Candra Fahlila Mutia Fahmi, M Iqbal Najib Fahmi, Muhammad Iqbal Najib Fahrizal, Diki Fathul Ulum Fathurrahman Fauziah Desrini Fauziah Nasution Febriansyah, Muhammad Febriyanti, Riska Dwi Firmansya, Aditiya Bayu Fitrotul Jannah Freddy Giawa Geovana, Reydina Audi Ginting, Susanna Br Hadi Nurcahyo, Azriel Halimi, Ahmad Dzulfikri Halking Halking Halking Halking, Halking Hapasri, Aulia Dwi Hardian, Kania Hasibuan, Wilda Putriyansyah Hayuana, Wachidah Helminsyah Helminsyah Hendra Susanto Hery Widijanto Hidayat Hidayat Hidayat Hidayat Hidayat Hodriani Hodriani I Wayan Sumberartha Ibnu Hajar Ibnu Hajar Ibrahim Bafadal Ika Apriani Fata Irawati, Yunelda Irma Arda Shafa Siregar Izza, Jasmine Nurul Jaja Kustija, Jaja Jodi Mahmud Siregar Julia Ivana Juniastel Rajagukguk, Juniastel Juwita Tindaon, Juwita Kalaga, Agustinus Jawu Kaunar, Annisa Tullulu Kharomah, Sindi Kharomah, Sinta Khoirun Nisa Khumaini, A. Syauqi khusnul khotimah Kundariati, Maisuna Kusmayadi, Claresia Tsany Kusniatun Ni’mah Lely Verawati Br. Marbun Leni Sri Ramadhani Siregar Lubis, Juliana Dwi Arifin Luthfie Lufthansa M Nasir Tamalene M.Shabri Abdul Majid Mangido Nainggolan Mardhatillah, Mardhatillah Maulana Arafat Lubis Meliana R Hutajulu, Helen Mimien Henie Irawati Misdawita, Misdawita Mochammad Yusuf Wijaya Mohammad Yasin Muda Genali Sakti Muhamad Nasir, Muhamad Muhammad Iqbal Akbar Muhammad Yunus Murni Sapta Sari Mustafa Habib Mutiara Bahtiar, Ahmad Dony Nadya Ramadhani Nana Suraiya Napitupulu, Kristin Hawini Nastiti, Kunti Naufal Zaky Ndona, Yakobus Ning Riza Nora Rahayu Novani Maryam Rambe Novridah Reanti Purba Nur Halimah Matondang Nur Hidayah Br Karo Nurhairani Nurhairani Osberth Sinaga PA, Reh Bunga Pajri Lailatul Jumah Parangin-Angin, Reh Bungana Beru Perdana, Arief Faizar Pratama, Risco Arief Prayoga, Wilda Purwoko Putra, Saiful Aminudin Alkusuma Putra, Tri Agil Yaridha Putri Melly Andani Marbun Putri Sonia br Simarmata Putri, Della Rachmasari, Putri Emylia Rahman Pratama Hasibuan Rahman, Anisa Rakha, Muhammad Alif Ramadhan, Muhamad Justitia Raymundus Eko Reh Bungana Beru PA Rina Rahayu Riska Armianti Riswan Eko Wahyu Susanto Rojikin, Setyo Rosliana Nasution Rosmaini Rosmaini, Rosmaini Rosnah Siregar Rosyida Maulidina, Diah S.Pd. M Kes I Ketut Sudiana . Saiful Arif Saleh, Syarbaini Samsul Hadi Santy Manalu Saputra, Dimas Arif Sari, Tri Indah Sartika, Rinny Sektiono, Moh Wisnu Arief Sharnuke Asrilsyak Sihite, Dorawan Lia Siman Siman Siman Siman Siman Siman Simanullang, Reno Francius Sinaga, Zito Yonatan Siti Munawaroh Siti Zubaidah Situmorang, Zenfitri Sri Eka Hariani Sri Endah Indriwati Sri Milfayetty Sri Yunita Sriadhi Sriadhi Sriadhi Sriadhi, Sriadhi Suciati, Rahma Sugiharto Sugiharto Sunarmi Sunarmi Supartik Supartik Surya, Irgi Susi Hendriani Susriyati Mahanal Syamsul Hadi Syarifah Aini Syarifah Aini Tappil Rambe Tappil Rambe Tappil Rambe Tappil Rambe Tarigan, Paska Sriulina Thoyyibatul Aslamiyah Timbul Amar Hotib Tri Nurhayati, Yeni Triana, Nur Wira Umi Fitriyati Usman Pelly Veronika, Nia Wachidatul Linda Yuhanna Wahyu, Mujahid Warasman Marbun Waston Malau Wawan Akbar Wawan Akbar Widayatsari, Any Wijaya, Aris Wildansyah Lubis Wulandari, Nuning Yakobus Ndona Yelly Zamaya Yulia Puspa Dewi Yunita Rakhmawati Yusrizal Yusrizal Zahra Firdaus Zahrah, Natasya Adiba Zainal Fanani Zainudin Hassan Zaky, Naufal Zubaidi, Achma