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p-Index From 2021 - 2026
0.444
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All Journal Education & Learning Polyscopia
Annisa Vira
Universitas Islam Sumatera Utara
Religion Arts Humanities Social Sciences Other

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Peranan Tokoh Intelektual Muda dalam Perkembangan Politik di Indonesia pada Era Digital Annisa Vira; Pulung Sumantri; Abdul Azis
Polyscopia Vol. 1 No. 1 (2024)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/polyscopia.v1i1.1235

Abstract

Democracy's vitality in a nation hinges on the depth of political engagement, evident when the populace actively participates in events like presidential and regional elections. The level of political involvement serves as a pivotal gauge for a country's democratic progress, reflecting genuine concern for political development. This engagement, influenced by diverse societal groups, notably the youth, holds significance. Generation Z and Millennials, the key demographics, wield considerable influence, with Generation Z earning the moniker "the mobile generation" due to a 93.9 percent internet dependence. Meanwhile, Millennials, with an 88.4 percent reliance on the internet, grapple with career pursuits. In politics, the youth are coveted assets, pivotal in election contests for state leaders, regional heads, or representatives, given their distinct voices and impact on societal dynamics.
Implementasi Pendekatan Deep Learning dalam Pembelajaran Sejarah di MAN 1 Medan Annisa Vira; Surya Nababan; Muhammad Ricky Hardiyansyah
Education & Learning Vol. 6 No. 2 (2026): Agustus
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v6i2.2208

Abstract

The application of the Deep Learning approach in the implementation of the Merdeka Curriculum is one of the efforts to improve the quality of learner-centered history education. This study aims to analyze the application of the Deep Learning approach in history education at MAN 1 Medan, determine its impact on students’ learning comprehension, and identify the challenges faced in its implementation. The study employs a qualitative approach using descriptive methods. Data were collected through observations, interviews with the school’s vice principal for curriculum, history teachers, and students, as well as a review of documents. Data analysis was conducted through data reduction, data presentation, and drawing conclusions. The results of the study indicate that the Deep Learning approach has been implemented through student-centered learning by integrating three main pillars—Meaningful Learning, Mindful Learning, and Joyful Learning—combined with the Semester Credit System (SKS), Independent Learning Activity Units (UKBM), and the Love-Based Curriculum (KBC). This implementation has had a positive impact on students’ learning comprehension, as evidenced by improved historical thinking, critical thinking, communication, and collaboration skills, as well as a deeper understanding of the material. The challenges faced include differences in student characteristics, limited access to authentic learning resources, and teachers’ uneven understanding of Deep Learning implementation. These findings suggest.
Co-Authors Abdul Azis Muhammad Ricky Hardiyansyah Surya Nababan