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All Journal Bulletin of Pedagogical Research Young Journal of Social Sciences and Humanities
Michael Fredrik Sihombing
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Humanities Education Social Sciences

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The Influence of Campus Environment on Students’ Learning Interest in Civic Education at UHKBPNP Sabar Dumayanti Sihombing; Tarida Alvina Simanjuntak; Michael Fredrik Sihombing
Bulletin of Pedagogical Research Vol. 4 No. 2 (2024): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v4i2.1842

Abstract

This study aims to examine the influence of the campus environment on students’ learning interest in Civic Education at Universitas HKBP Nommensen Pematangsiantar. The research employs a qualitative descriptive approach to explore how both physical and social aspects of the campus environment affect students’ motivation and engagement in academic activities, particularly in Civic Education. Data were collected through observation and questionnaires distributed to students enrolled in the Civic Education program. The findings reveal a strong and significant correlation between the campus environment and students’ learning interest, with a correlation coefficient of 0.82, indicating a very strong relationship. Furthermore, the study finds that students’ learning interest has a strong influence on academic achievement, with a correlation value of 0.70. Another finding indicates a moderate correlation of 0.51 between campus environment and learning interest when analyzed independently. The results of hypothesis testing also show that the F-calculated value (6.33) exceeds the F-table value (3.15), confirming the significance of the relationship. These findings suggest that a conducive and supportive campus environment—encompassing clean and organized facilities, healthy peer interactions, and constructive lecturer-student engagement—can enhance students' interest and academic performance in Civic Education. The study contributes to a deeper understanding of the non-academic factors that influence learning motivation and offers practical recommendations for universities to strengthen campus culture and learning infrastructure. It also provides valuable insight for future research in educational psychology and civic education development at the higher education level.
Transformational Leadership Model of School Principals in Strengthening Civic Values: A Case Study at Erlangga Senior High School Michael Fredrik Sihombing; Immanuel Onasis Kha Napitupulu; Ferry Deni Doloksaribu; Yesica Febrianti Tambunan; Pinka Laura Malau; Ropinus Sidabutar
Young Journal of Social Sciences and Humanities Vol. 1 No. 4 (2025): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Abstract

This study examines the role of transformative leadership exercised by the school principal in strengthening civic values at SMA Swasta Erlangga Pematangsiantar. Employing a qualitative case study approach, the research explores leadership strategies, implementation processes, and challenges in fostering an inclusive and adaptive school culture within a small-scale private school context. Data were collected through in-depth interviews, focus group discussions, and participatory observation involving the principal, teachers, and students. The findings reveal that transformative leadership, manifested through moral role modeling, inspirational motivation, intellectual stimulation, and individualized consideration, effectively enhances the involvement of teachers, students, parents, and the surrounding community in internalizing civic values. These values are reflected in collaborative learning practices, student organizational activities, and school–community partnerships. Despite challenges such as social media influence, limited resources, and varying parental expectations, transformative leadership functions as a significant agent of change in addressing the demands of the digital era and social diversity. The study concludes that continuous leadership development and strengthened school–community collaboration are essential to optimizing civic education.
Co-Authors Ferry Deni Doloksaribu Immanuel Onasis Kha Napitupulu Pinka Laura Malau Sabar Dumayanti Sihombing Sidabutar, Ropinus Simanjuntak, Tarida Alvina Yesica Febrianti Tambunan