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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Young Journal of Social Sciences and Humanities
Monica Evelina Silaban
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Pengembangan Keterampilan Berpikir Kritis: Manajemen Model Pembelajaran Terintegrasi di Sekolah Menengah Kejuruan Swasta Teladan Pematangsiantar Putri Elisabet Marpaung; Lasio Loy Della Simanjuntak; Monica Evelina Silaban; Meta Mei Isa Haloho; Bahtiar Sihaloho; Benjamin Albert Simamora
Young Journal of Social Sciences and Humanities Vol. 2 No. 1 (2026): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66867/yjssh.v2i1.247

Abstract

Vocational High Schools (SMK) are not only required to produce work-ready graduates but also to equip them with 21st-century soft skills grounded in critical thinking as the primary capital for navigating the dynamics of the world of work. This article aims to examine learning management in developing the critical thinking abilities of SMK students to enhance their competitiveness in the employment sector. The study employs a descriptive qualitative approach, with primary data sources consisting of teachers, students, and the school principal, collected through observation, in-depth interviews, and structured documentation. The findings reveal that the developed learning management focuses on integrating various learning models as a systemic strategy to foster students’ critical thinking abilities. This integration is reinforced by teachers’ roles in implementing problem-based learning, project-based learning, guided inquiry, and cooperative learning, which consistently encourage students to think analytically, reflectively, and solution-oriented. This paper proposes that strengthening learning management serves as a key strategy in shaping SMK graduates who are not only professionally competent but also adaptive, reflective, and ready to compete in an increasingly complex and competitive world of work.
PENGARUH JAM BELAJAR DAN BEBAN TUGAS AKADEMIK TERHADAP BURNOUT AKADEMIK SISWA SMK SWASTA TELADAN PEMATANGSIANTAR Monica Evelina Silaban; Benjamin Albert Simamora; Anggun Tiur Ida Sinaga
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47559

Abstract

This study aims to determine the effect of study hours at school and academic workload on students’ burnoutacademic at SMK Swasta Teladan Pematangsiantar in the 2025/2026 academic year. This research employed a quantitative approach with an associative research design. The population consisted of 412 students, with a sample of 203 students selected using proportionate stratified random sampling technique. Data were collected through questionnaires using a Likert scale. The data analysis techniques included multiple linear regression, t-test, F-test, and coefficient of determination (R²). The results of the study indicate that: (1) study hours at school have a positive and significant effect on students’ burnout academic, with a t-value of 7.725 and a significance level of 0.000 < 0.05; (2) academic workload has a positive and significant effect on students’ burnout academic, with a t-value of 9.997 and a significance level of 0.000 < 0.05; (3) study hours at school and academic workload simultaneously have a significant effect on students’ burnout academic, with an F-value of 74.304 and a significance level of 0.000 < 0.05. The coefficient of determination (R²) is 0.765, indicating that 76.5% of the variation in burnout academic can be explained by study hours and academic workload, while the remaining 23.5% is influenced by other factors outside this study. Based on these findings, it can be concluded that higher study hours at school and greater academic workload lead to higher levels of students’ burnout academic. Therefore, it is necessary to manage study hours and academic workload proportionally to minimize the level of students’ burnout academic.
Co-Authors Anggun Tiur Ida Sinaga Bahtiar Sihaloho Benjamin Albert Simamora Lasio Loy Della Simanjuntak Meta Mei Isa Haloho Putri Elisabet Marpaung