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All Journal Jurnal Multidisiplin Sahombu Perspektif: Jurnal Pendidikan dan Ilmu Bahasa Educandumedia: Jurnal Ilmu Pendidikan dan Kependidikan Jurnal Pendidikan Islam
Buti Sarma Sitompul
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Religion Arts Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PERJALANAN DEMOKRASI INDONESIA DAN PROBLEMATIKANYA Muhammad Kaulan Karima; Syazwina Dinda Damara Rais; Putri Hasanah Harahap; Fitri Ana Daulay; Eyzi Pratiwi; Zaura Izzati Siagian; Buti Sarma Sitompul; Nur Nani Siagian; Nuri Alfitriyani; Tasya Sabrina
Educandumedia: Jurnal Ilmu pendidikan dan kependidikan Vol. 2 No. 1 (2023): April 2023
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/educandumedia.v2i1.208

Abstract

Indonesia merupakan salah satu negara yang menganut sistem demokrasi yaitu rakyat sebagai pemegang kekuasaan, pembuat dan penentu keputusan dan kebijakan tertinggi dalam penyelenggaraannya yang diwakilkan melalui Lembaga perwakilan. Indonesia dalam perjalanan berdemokrasi mengalami beberapa periode, hingga saat ini menjalani periode reformasi. Kemajuan masyarakat Indonesia merupakan faktor yang sangat mempengaruhi lahirnya partai-partai politik dan yang mendorong terbentuknya sistem multipartai di Indonesia. Tujuan penulisan artikel ini untuk mengetahui proses perjalanan demokrasi di Indonesia serta problematikanya. Metode penelitian yang digunakan adalah studi literatur dengan mengumpulkan dan menganalisis beberapa artikel dan buku yang relevan. Negara yang berdemokrasi, tentunya membenarkan keberadaan partai politik sebagai pilar dari sebuah demokrasi atau dalam pelaksanaan kedaulatan rakyat. Demokrasi dilaksanakan melalui pemilihan umum dalam rangka menduduki kepemimpinan. Penelitian ini memberikan pemahaman dalam pentingnya mengetahui proses perjalanan demokrasi di Indonesia dan problematikanya.
Urgensi Perubahan Kurikulum K13 dengan Kurikulum Merdeka Serta Pengaruhnya di SDN 064037 Medan Tembung Aufa Aufa; Ardina Khoirunnisa; Buti Sarma Sitompul; Iga Nailah Aulia Br lubis; Nur Adila; Wafi Harahap
Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 3 (2024): September : Jurnal Pendidikan dan Ilmu Bahasa
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/perspektif.v2i3.1453

Abstract

Education is a very important factor for the development of a country. Education helps develop and improve skills and improves the quality of life and human dignity. To date, changes have been made to the curriculum. The curriculum is considered a plan developed to facilitate the teaching and learning process which is the responsibility of the school or educational institution and its teaching staff. (Yulia, 2023). Education in Indonesia has undergone curriculum changes 11 times. Starting from after independence until the latest in 2021-2022. This research aims to compare the implementation of the 2013 Curriculum and the Merdeka Curriculum at State Elementary School 064037 and understand the differences between the two in improving the quality of education. The method used is qualitative research with a content analysis and narrative analysis approach. In-depth content analysis is carried out on written and printed information from mass media to identify message characteristics objectively and systematically. Data was collected through interviews and reviewing controversial mass media news. The research results show that the Merdeka Curriculum, which has only been implemented in grades 1 and 4, gives students greater freedom in the use of knowledge, both inside and outside school, and encourages teacher and student creativity. In contrast, the 2013 Curriculum balances soft skills and hard skills in an integrative manner but still places educators as the main assessors of student abilities. Observations show that the Merdeka Curriculum encourages students to play an active role in learning, with educators acting as facilitators. This change in curriculum leads to a more student-centric approach, where students receive active feedback regarding their self-evaluation. These findings confirm that the Merdeka Curriculum promotes more independent and participatory learning compared to the 2013 Curriculum.
THE BENEFITS OF MULTIMEDIA LEARNING ON THE QUALITY OF UNDERSTANDING OF ELEMENTARY SCHOOL STUDENTS Wafi Harahap; Lailatun Nur Kamalia Siregar; Nindya Putri; Azmi Oktari Harahap; Buti Sarma Sitompul; Khairina Habib Rangkuti; Tasya Sabrin
Journal of Quality Islamic Education Research Vol 2 No 1 (2025)
Publisher : CV. Asry Persada Quality

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Abstract

This article aims to provide an alternative in integrating the benefits of multimedia learning. Learning is essentially used to develop a student's potential. Tools that can help the teaching and learning process are usually called learning media. In this discussion, we will discuss one of the learning media, namely multimedia. Multimedia is a media that describes two or more elements, for example media consisting of text, graphics, images, photos, audio, and animation. The benefits of using multimedia learning are to make the learning process more interesting, interactive, reduce the amount of learning time, improve the quality of student learning, the learning process can foster student interest and motivation to learn. The design of writing or compiling this article uses qualitative research or approach, this is because the results of our group discussions are obtained from literacy sourced from reading books about multimedia learning.
21st Century Education: Improving Students' Skills Using Cooperative Learning Models In Social Studies Learning Buti Sarma Sitompul; Fizri Aspika Putri Pane; M. Dzaky Labib; Nur Adila; Sabilla Meliani Brutu; Eka Yusnaldi
Jurnal Multidisiplin Sahombu Vol. 5 No. 02 (2025): Jurnal Multidisiplin Sahombu, (2025)
Publisher : Sean Institute

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Abstract

The 21st Century skills-based cooperative learning model in Social Sciences learning aims to improve students' abilities in critical, collaborative, creative and communicative thinking through a more active and interactive approach. Education in the 21st century faces a number of significant challenges. The world of education has a big responsibility to respond to these challenges. In this century, students really need relevant competitive skills. Cooperative learning in the 21st century era will really help students develop the skills needed, namely critical thinking, communication, collaboration, creativity, or usually called 4C skills (Critical thinking, communication, collaboration, creative), so that when students have these skills students can improve their learning outcomes. This research uses a qualitative approach with library research methods using literature (material) obtained from books, journals, articles, the internet and various other sources. The research results show that the cooperative learning model in the 21st century era can increase students' knowledge and skills, so that the quality of education increases. Thus, educators can consider implementing the cooperative learning model .
Co-Authors Ardina Khoirunnisa Aufa Aufa Azmi Oktari Harahap Eka Yusnaldi Eyzi Pratiwi Fitri Ana Daulay Fizri Aspika Putri Pane Iga Nailah Aulia Br Lubis Khairina Habib Rangkuti Lailatun Nur Kamalia Siregar M. Dzaky Labib Muhammad Kaulan Karima Nindya Putri Nur Adila Nur Nani Siagian Nuri Alfitriyani Putri Hasanah Harahap Sabilla Meliani Brutu Syazwina Dinda Damara Rais Tasya Sabrin Tasya Sabrina Wafi Harahap Zaura Izzati Siagian