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Harmonization & Conflict Antonia Ayutriana; Aurelia Yofita; Desvina Gita Resna; Eri Yanti Nopi Eling; Galuh Intan; Maria Fransiska Apriyani; Yuniar Anggraini; Yustinus Jacob E. F; Zenifer Kristianita Tarigas; Jagad Aditya Dewantara
QISTINA: Jurnal Multidisiplin Indonesia Vol 2, No 1 (2023): June 2023
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/qistina.v2i1.576

There are many things that made us interested in this book where the book discusses a lot about the conflicts that exist on campus with the community, from this we can learn and also respond as students or the campus knows how to solve problems or solutions. which exists. The conflict incidents in this book can give us practice to prevent this from happening in the future and on other campuses. The theories provided in the studies can also be a source of reference for us as students. In the first chapter of this book, it discusses a university that has many agents of change, there are lecturers as educators or researchers, there are students who are always making changes in thinking and trying new methods and lifestyles, there are administrative and technical staff who have specific managerial and technical skills in supporting the teaching and learning process and managing the entire campus area. Small conflicts have continued to occur throughout the history of the development of this campus. The nuances of conflict between the Unimal campus community and the surrounding gampong community are actually an extension of the vertical and horizontal conflicts that have existed in Aceh for a long time, between the government (central and regional) and the Free Aceh Movement. It is the main discussion in this book. Like the conflict between the residents of the gampong around the campus and Unimal, it has been ongoing and intertwined with the wider conflict, the Aceh conflict which has been going on for quite a long time since 1953 which has put Aceh into a territory that is rebelling against the Central Government. This peace agreement became the initial capital for creating new socio-political conditions in post-conflict Aceh and as a prerequisite for carrying out rehabilitation and reconstruction activities for the area after being hit by the tsunami disaster on December 26, 2004. Several stages in the peace process were successfully passed with generally quite positive results. even unexpectedly; demobilizing GAM and decommissioning its weapons; non-organic redeployment of TNI/POLRI; amnesty for GAM political prisoners; reintegration of former GAM members; the enactment of Law Number 11 of 2006 concerning the Government of Aceh; and the election of the head of the Aceh administration and local elections at the district and city levels throughout Aceh.

PENERAPAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN PENDIDIKAN PANCASILA UNTUK MENINGKATKAN KEAKTIFAN DAN TANGGUNG JAWAB BELAJAR PESERTA DIDIK KELAS XI Eri Yanti Nopi Eling; Bistari Basyuni; Shilmy Purnama; Sulistyarini Sulistyarini; Tri Utami
Journal of Educational Review and Research Vol 8, No 2 (2025): VOLUME 8 NUMBER 2 DECEMBER (2025)
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jerr.v8i2.7763

Penelitian ini bertujuan untuk mendeskripsikan peningkatan keaktifan dan tanggung jawab belajar peserta didik melalui penerapan model pembelajaran Problem Based Learning (PBL) pada mata pelajaran Pendidikan Pancasila di kelas XI A SMA Negeri 1 Menjalin. Penelitian ini merupakan jenis Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing terdiri atas satu pertemuan. Subjek yang digunakan dalam penelitian ini terdiri dari 25 peserta didik. Teknik pengumpulan data menggunakan lembar observasi yang diisi oleh observer selama proses pembelajaran berlangsung. Adapun 7 indikator keaktifan belajar yang digunakan dalam penelitian ini yaitu (1) Peserta didik memperhatikan penjelasan guru saat pembelajaran, (2) Peserta didik mampu mengajukan pertanyaan, (3) Peserta didik merespon pertanyaan dari guru maupun teman sebaya, (4) berdiskusi dalam kelompok, (5) mencatat rangkuman materi pelajaran, (6) menyampaikan ide, dan (7) masing-masing mempresentasikan hasil kerja kelompok. Adapun 3 indikator tanggung jawab belajar yaitu 1) Mengerjakan tugas dan pekerjaan rumah dengan baik dan sesuai, 2) Menyelesaikan tugas sesuai jadwal yang telah ditentukan, 3) Mengerjakan tugas kelompok secara bersama-sama. Hasil penelitian menunjukan adanya peningkatan keaktifan belajar peserta didik, dari 20% pada kondisi awal menjadi 77% pada siklus I, dan meningkat menjadi 79% pada siklus II. Sementara itu, tanggung jawab belajar juga mengalami peningkatan dari 32% pada kondisi awal menjadi 82% siklus I, dan mencapai 95% pada siklus II. Temuan ini menunjukan bahwa Model PBL efektif dalam mendorong keaktifan dan sikap tanggung jawab belajar peserta didik dalam pembelajaran Pendidikan Pancasila. Kesimpulannya, penerapan model Problem Based Learning memiliki potensi sebagai strategi pembelajaran yang mampu mendorong peningkatan kualitas.

Harmonization & Conflict Antonia Ayutriana; Aurelia Yofita; Desvina Gita Resna; Eri Yanti Nopi Eling; Galuh Intan; Maria Fransiska Apriyani; Yuniar Anggraini; Yustinus Jacob E. F; Zenifer Kristianita Tarigas; Jagad Aditya Dewantara
QISTINA: Jurnal Multidisiplin Indonesia Vol. 2 No. 1 (2023): June 2023
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/qistina.v2i1.576

There are many things that made us interested in this book where the book discusses a lot about the conflicts that exist on campus with the community, from this we can learn and also respond as students or the campus knows how to solve problems or solutions. which exists. The conflict incidents in this book can give us practice to prevent this from happening in the future and on other campuses. The theories provided in the studies can also be a source of reference for us as students. In the first chapter of this book, it discusses a university that has many agents of change, there are lecturers as educators or researchers, there are students who are always making changes in thinking and trying new methods and lifestyles, there are administrative and technical staff who have specific managerial and technical skills in supporting the teaching and learning process and managing the entire campus area. Small conflicts have continued to occur throughout the history of the development of this campus. The nuances of conflict between the Unimal campus community and the surrounding gampong community are actually an extension of the vertical and horizontal conflicts that have existed in Aceh for a long time, between the government (central and regional) and the Free Aceh Movement. It is the main discussion in this book. Like the conflict between the residents of the gampong around the campus and Unimal, it has been ongoing and intertwined with the wider conflict, the Aceh conflict which has been going on for quite a long time since 1953 which has put Aceh into a territory that is rebelling against the Central Government. This peace agreement became the initial capital for creating new socio-political conditions in post-conflict Aceh and as a prerequisite for carrying out rehabilitation and reconstruction activities for the area after being hit by the tsunami disaster on December 26, 2004. Several stages in the peace process were successfully passed with generally quite positive results. even unexpectedly; demobilizing GAM and decommissioning its weapons; non-organic redeployment of TNI/POLRI; amnesty for GAM political prisoners; reintegration of former GAM members; the enactment of Law Number 11 of 2006 concerning the Government of Aceh; and the election of the head of the Aceh administration and local elections at the district and city levels throughout Aceh.

PENERAPAN MODEL PROJECT BASED LEARNING UNTUK MENINGKATKAN MINAT BELAJAR KONTEKSTUAL SISWA SMK KELAS XI Eri Yanti Nopi Eling; Dede Yas Putra; Golita Maret; Heni Kuswati; Hesky Septiawan; Niko Juliansyah; Thomy Sastra Atmaja; Uray Zulfikar
JURNAL PEKAN : Jurnal Pendidikan Kewarganegaraan Vol 11, No 2 (2026): JURNAL PEKAN
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpk.v11i2.7051

Minat belajar kontekstual siswa di lingkungan SMK kerap kali masih rendah, terutama pada mata pelajaran Pendidikan Pancasila. Hal ini tidak lepas dari dominasi metode pembelajaran yang cenderung bersifat teoretis dan kurang menyentuh realitas kehidupan siswa. Berangkat dari permasalahan tersebut, penelitian ini berupaya meningkatkan minat belajar kontekstual siswa melalui penerapan model Project Based Learning (PjBL). Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (PTK) yang berlangsung dalam tiga siklus. Masing-masing siklus dirancang dalam dua kali pertemuan dan mengikuti alur perencanaan, tindakan, observasi, serta refleksi. Subjek penelitian ini adalah siswa kelas XI Desain Permodelan Informasi Bangunan (DPIB) 2 di SMK Negeri 4 Pontianak. Pengumpulan data dilakukan menggunakan angket minat belajar kontekstual dan lembar observasi, yang kemudian diolah secara deskriptif. Dari hasil penelitian, tampak adanya peningkatan yang cukup nyata pada minat belajar kontekstual siswa. Persentase ketuntasan yang awalnya hanya 42% pada tahap prasiklus, naik menjadi 58% di Siklus I, kemudian 72% di Siklus II, dan akhirnya mencapai 88% pada Siklus III. Model PjBL dinilai mampu menghubungkan materi Pendidikan Pancasila dengan kompetensi kejuruan DPIB, sehingga siswa lebih mudah memahami keterkaitan antara nilai-nilai Pancasila dengan etika profesi maupun tantangan di dunia kerja yang sesungguhnya.

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