Young Journal of Social Sciences and Humanities
Young Journal of Social Sciences and Humanities (YJSSH) is an academic journal which focuses on social and humanistic issues, both of a conceptual and an empirical nature. The journal uses a multidisciplinary perspective with a focus on the main issue. The journal is open to all to contribute to it, either as authors or reviewers. Journal Title : Young Journal of Social Sciences and Humanities Initials : YJSSH Frequency : 4 Issues per year E-ISSN : 3090-2878 Chief Editor : Agung Prayogo DOI Prefix : Publisher : Yayasan Bayt Shufiya Nusantara Accreditation : Google Scholar, Garuda, Sinta Indexed by :
Menjadi Calon Guru: Studi Naratif Multitugas Mahasiswa PPL di SMP Negeri 12 Pematangsiantar
This research aims to describe in-depth the dialectical process of professional identity formation among pre-service teachers through multidimensional involvement in partner schools. Teaching practicum (PPL) is often narrowly perceived as a mere instructional exercise; however, field realities reveal a complex and systemic multidimensional involvement. Utilizing a qualitative method with a narrative inquiry approach, this study explores the subjective experiences of a student teacher at SMP Negeri 12 Pematangsiantar. Data were collected through participant observation, practicum reports, and narrative reflections compiled over a twelve-week period. The results indicate that the student undergoes a process of "becoming a teacher" through a dialectic between the pedagogical idealism of the university and the structural pragmatism of the school. Involvement extending beyond classroom boundaries—encompassing character internalization, administrative management, and learning resource organization—functions as an authentic laboratory for constructing professional identity. The study concludes that multi-tasking demands are not merely technical obstacles but transformative instruments that mature the self-efficacy and ethical commitment of future educators. The implications of this research emphasize the importance of repositioning teaching practicum programs as dynamic spaces for identity negotiation in facing the complexities of the educational ecosystem.
Copyright (c) 2026 Dumaris E. Silalahi, Indah Anastasya Togatorop, Helena Zepania Samosir, Calvyn Sepanya Siregar, Cintya Pinta Nainggolan, Angelina Agustina Br Turnip, Falty Bastian Samosir, Cindy Yani Simorangkir, Kevin Christian Siagian https://creativecommons.org/licenses/by-sa/4.0
Studi Tokoh Filsafat Kontemporer Alfred North Whitehead 1861-1974
This study aims to describe the philosophical thought of Alfred North Whitehead, a prominent figure in contemporary philosophy, employing the method of biographical study of thinkers. Alfred North Whitehead (1861–1947), an English mathematician and philosopher, is renowned for his theory of “process philosophy.” The core elements of his thought emphasize that reality is not static but is constituted by processes of “becoming,” actual entities, and universal interconnectedness. The implications of his ideas have significantly influenced fields such as metaphysics, theology, ethics, and ecology. The rationale for this research lies in the ongoing relevance of Whitehead's concepts for the development of contemporary philosophy. The findings reveal that Whitehead's thought offers an alternative paradigm that is highly contextual. In conclusion, his contributions enrich the understanding of contemporary reality.
Copyright (c) 2026 Al Zikri Suwalam, Maulida Rahmi Lubis, Rahmi, Mardhiah Abbas https://creativecommons.org/licenses/by-sa/4.0
Control Strategies and Power Relations: Directive Speech Acts in Sore: Istri dari Masa Depan
Most research on directive speech acts and power relations focuses on institutional hierarchies, such as teacher–student or employer–employee interactions. However, attention to how power is constructed in the context of informational asymmetry—specifically where no legitimate social authority exists—remains relatively limited. This study fills this gap by analyzing the film Sore: Istri dari Masa Depan (2025), which presents a unique pragmatic situation where a stranger establishes dominance based solely on future knowledge. Using a descriptive qualitative design, this research integrates Searle Speech Act Theory and Fairclough Critical Discourse Analysis. The findings indicate that directive speech acts are the most dominant linguistic feature, used to regulate the interlocutor's bodily habits. The analysis demonstrates that the protagonist applies specific constraints on content to negate or override the interlocutor's agency. The study concludes that, in the absence of formal social status, authority is discursively constructed through epistemic advantage (knowledge superiority), where linguistic coercion gains legitimacy through the urgency of survival. Thus, this research contributes to the pragmatic understanding of power dynamics in high-stakes, non-institutional conflicts.
Copyright (c) 2026 Elisabeth Dwi Clara, Juni Sari Sianturi, Aulia Monica Tambunan, Partohap Saut Raja Sihombing https://creativecommons.org/licenses/by-sa/4.0
Agensi Siswa dalam Project-Based Learning: Analisis Motivasi dan Partisipasi Siswa SMPN 7 Pematangsiantar
This study aims to analyze student agency through the manifestation of motivation and participation within the Project-Based Learning (PjBL) model at SMP Negeri 7 Pematangsiantar. Employing a descriptive qualitative approach, this research explores how students articulate their self-capacity within a project-based learning ecosystem. Data were collected through observation, interviews, and documentation involving the students. The data analysis is grounded in the dimensions of intrinsic-extrinsic motivation as well as cognitive, emotional, and social participation. The results indicate that PjBL serves as an incubation space for agency, capable of enhancing students' intrinsic motivation and learning autonomy. However, the findings reveal that student agency is not uniform; variations in engagement arise due to the influence of self-efficacy and the dynamics of peer relations within groups. These findings underscore that student agency develops optimally when supported by adaptive teacher facilitation, authentic project relevance, and inclusive group management. This study concludes that PjBL effectively acts as a catalyst for student agency when implemented contextually in learning situations that value student voice and choice.
Copyright (c) 2026 Gerardus Rizki Lumbangaol, Aulia Monica Tambunan, Elfia Fitrika Damanik, Isabel Selmiola Sabrina, Shesilia Regina Manik, Tia Artika Muliani Manurung, Marlina Sinaga, Jonathan Halomoan Sinaga, Marlina Agkris Tambunan https://creativecommons.org/licenses/by-sa/4.0
Using Picture Series to Improve Students' Narrative Reading Comprehension at SMK GKPI 2
Reading comprehension is a crucial skill in English as a Foreign Language (EFL) learning, particularly for students at the secondary school level. However, many students still experience difficulties in understanding narrative texts due to limited vocabulary, low motivation, and monotonous teaching media. This study aims to improve students’ reading comprehension of narrative texts through the use of Picture Series as an instructional medium. The research employed Classroom Action Research (CAR) with a quantitative approach and was conducted with tenth-grade students of a vocational high school. The research was implemented in two cycles, each consisting of planning, action, observation, and reflection stages. The data were collected through reading comprehension tests and classroom observations. The quantitative data were analyzed using descriptive statistics to determine the mean score and the percentage of students achieving the Minimum Mastery Criteria (KKM ≥ 75). The results showed that students’ reading comprehension improved significantly. In Cycle I, the mean score was 53 with only 6.67% of students achieving the KKM. After improvements were made in Cycle II through more systematic use of Picture Series, the mean score increased to 82, and 83.33% of students achieved the KKM. These findings indicate that Picture Series effectively support students in understanding narrative text structures and sequences of events. Therefore, Picture Series can be recommended as an effective instructional medium for teaching reading comprehension of narrative texts.
Copyright (c) 2026 Angela Shakila Aurel Pane, Selviana Napitupulu https://creativecommons.org/licenses/by-sa/4.0
Evolusi Identitas Profesional dari Mahasiswa Menjadi Guru: Sintesis Penelitian Kualitatif
Teaching practicum is a crucial phase in the formation of teacher identity, yet its evolutionary process is often complex and fraught with tension. This study aims to synthesize qualitative literature on how pre-service teachers' professional identity evolves during their practicum. Using a systematic literature review design with the PRISMA protocol, 26 articles (20 qualitative studies and 6 review articles) were collected from various geographical contexts. The synthesis results show that identity evolution moves from an idealistic imaginary identity phase to a phase of negotiating tensions between authority, theory, and practice. The final stage of the practicum reveals an integrated identity reconstruction, characterized by increased teacher self-efficacy and the development of a personal pedagogical style. This study concludes that mentor support and critical reflection are the primary catalysts determining the success of identity transformation. The implications of this research emphasize the need for a more intentional practicum design in supporting the emotional and discursive aspects of pre-service teachers.
Copyright (c) 2026 Diva Indah Maria Pandiangan, Mella Senteria Manalu, Desry Sapta Aglesi Tarigan, Nauli Hosianna Napitu, Romaito Ambarita, Risda Muliana Br. Pane, Mora Irani Gultom, Stevany Banjarnahor, Leonita Maria Efipanias Manihuruk https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Listening Comprehension on Recount Text through Audio Recording Media
Listening comprehension is a foundational yet challenging skill for EFL learners in Indonesia, primarily due to limited exposure to authentic spoken English and natural pronunciation. This study aims to evaluate the effectiveness of audio recording media in enhancing the listening comprehension of recount texts among tenth-grade students. Using a descriptive quantitative method, the research involved 33 students at SMA Tamansiswa Pematangsiantar as participants. Data were gathered through pre-test and post-test procedures utilizing a fill-in-the-blank listening instrument based on the recount text “My Holiday in Bali.” The findings demonstrate a substantial improvement in students' listening performance, with the mean score rising from 40.00 in the pre-test to 79.09 in the post-test, reflecting a 97.7% increase. Furthermore, the percentage of students meeting the Minimum Mastery Criterion (KKM ≥ 75) surged from 6.1% to 66.7%. The results indicate that audio recording media fosters a conducive learning environment by providing repeated exposure, enhancing auditory resilience, and allowing students to internalize linguistic input at their own pace. Pedagogically, this study underscores the necessity of integrating technology-driven media to support student-centered and contextualized learning, fully aligning with the Merdeka Belajar framework to cultivate more autonomous and motivated learners.
Copyright (c) 2026 Intan Cezya Sijabat, Selviana Napitupulu https://creativecommons.org/licenses/by-sa/4.0
Enhancing Morpho-Phonetic Listening Competence through the AIR Learning Model: A Focus on English Past Tense Inflections
This research aims to improve the listening ability of grade IX-4 students at SMP Negeri 5 Pematangsiantar, specifically in identifying regular past tense verb endings (-ed). The background of this study is the students' difficulty in distinguishing /t/, /d/, and /ɪd/ sounds. This study utilized Classroom Action Research (CAR) conducted in two cycles. The subjects were 32 students. Data were collected through listening tests and observations. The results showed a significant improvement. The mean score increased from 47.43 in the pre-test to 80.96 in the post-test of Cycle II. Furthermore, the students' passing rate improved from 16.67% to 74.07%. It is concluded that the Auditory, Intellectually, and Repetition (AIR) model is effective in enhancing students' listening skills and engagement.
Copyright (c) 2026 Josua Silalahi, Dumaris E. Silalahi, Immanuel Onasis Kha Napitupulu, Tias Bastian Saragih, Joyada Alexander Sinambela https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Keterampilan Berpikir Kritis: Manajemen Model Pembelajaran Terintegrasi di Sekolah Menengah Kejuruan Swasta Teladan Pematangsiantar
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.
Copyright (c) 2026 Putri Elisabet Marpaung, Lasio Loy Della Simanjuntak, Monica Evelina Silaban, Meta Mei Isa Haloho, Bahtiar Sihaloho, Benjamin Albert Simamora https://creativecommons.org/licenses/by-sa/4.0
The Semantic Dynamics of Bilingual Code-Mixing in Indonesia’s Digital Landscape: A Systematic Literature Review (2015–2025)
The Indonesian digital communication landscape is characterized by massive code-mixing (CM) phenomena reflecting Gen Z's hybrid identity. This study aims to synthesize CM semantic trends on digital platforms (TikTok , Instagram, WhatsApp) for the 2015-2025 period using Geoffrey Leech's seven types of meaning framework. Employing a Systematic Literature Review (SLR) based on PRISMA 2020 protocols, 25 high-quality articles (average MMAT score of 82%) were thematically analyzed. Findings indicate that CM is not a language deficit but a Society 5.0 adaptive strategy dominated by connotative (38%) and affective (28%) meanings to build cyber solidarity. Despite its prevalence, a pedagogical gap was identified where 68% of studies ignore social-reflective dimensions and the national curriculum remains laggard in responding to these dynamics. This study recommends a reorientation of digital literacy through contextual semantic modules to bridge language competence disparities in the global era.
Copyright (c) 2026 Kesmi Veronika Simanjuntak, Selviana Napitupulu https://creativecommons.org/licenses/by-sa/4.0
Model Pembelajaran Cooperative STAD Terhadap Kemampuan Pemecahan Masalah Pada Materi Pertidaksamaan Linear 1 Variabel Kelas VIII A siswa SMP Taman Siswa Pematangsiantar
This study aims to describe the influence of the Student Teams-Achievement Divisions (STAD) cooperative learning model on the mathematical problem-solving abilities of Grade VIII A students at SMP Taman Siswa Pematangsiantar, specifically on the subject of Linear Inequalities in One Variable. A quantitative approach was employed using a quasi-experimental one-group pretest-posttest design involving 30 students selected through total sampling. Data were collected via essay-based problem-solving tests, covering indicators of understanding the problem, devising a plan, carrying out the plan, and looking back to interpret the solution. The data were subsequently analyzed using descriptive statistics, paired t-tests, and normalized N-Gain calculations. The results demonstrate a significant increase in posttest scores compared to pretest scores, with the percentage of learning mastery rising from approximately 30% to 80%. The N-Gain value fell within the moderate category, with the most prominent improvements observed in the indicators of understanding the problem and devising a plan. The paired t-test yielded a significance value of < 0,05, indicating a statistically significant difference in problem-solving abilities before and after the implementation of STAD. Furthermore, observations revealed an enhancement in student activity, social interaction, and learning responsibility within group work. It is concluded that the STAD cooperative learning model contributes positively to improving students' mathematical problem-solving skills in linear inequalities and serves as a viable alternative for mathematics instruction in junior high schools.
Copyright (c) 2026 Sarah Fergy Simangunsong, Indah Safirna Indah, Junita Panjaitan, Natasya Agustina Girsang, Daulat Nathanael Banjarnahor https://creativecommons.org/licenses/by-sa/4.0
Dampak Layanan Infrastruktur Digital Terhadap Efektivitas Pembelajaran: Bukti Dari Sekolah Menengah Pertama Di Pematangsiantar
This study explores the impact of digital technology on the effectiveness of the teaching and learning process through an examination of infrastructure services in a secondary school. For this purpose, field observations and a literature review were employed. The main findings indicate that the available digital technology infrastructure—including hardware (45 computer/laptop units with a 1:3 ratio, projectors in 36% of classrooms, and 60% of students owning personal devices), internet network (50 Mbps Wi-Fi covering 40% of classrooms), free digital platforms (Google Classroom, YouTube Edu, e-books, and simulations), as well as technical support (2 IT staff, maintenance every 6 months, official policies, and teacher training twice a year)—has supported positive outcomes in learning digitalization efforts. Descriptive and theoretical analysis shows that digitalization initiatives yield positive impacts, including enhanced accessibility, interactivity, motivation, and learning outcomes. However, potential negative impacts exist, such as digital divides, distractions, and unequal access due to suboptimal infrastructure. The study's conclusion emphasizes the importance of digital infrastructure service capacity and user readiness as key success factors. Recommendations include equitable infrastructure development (improving network coverage and device availability), additional technical resources, and ongoing teacher training to optimize the effectiveness and efficiency of teaching and learning in school environments.
Copyright (c) 2026 Grace Angel Florense Purba Siboro, Nova Evelin Saragih, Dewani Oktobeni Sidabutar, Juli Herawati Padang, Widya Vani Sitepu, Mika Debora Napitupulu, Sarni Pebrianti Manurung, Ady Frenly Simanullang https://creativecommons.org/licenses/by-sa/4.0
Pengalaman Calon Guru di Era Kurikulum Merdeka
This study aims to provide an in-depth understanding of the experiences of students from the Program at HKBP Nommensen University Pematangsiantar during their Field Teaching Practice (PPL) at Taman Madya (Private) Tamansiswa Senior High School in the 2025 academic year. Over fourteen weeks (August 20–December 10, 2025), the students engaged in teaching activities, lesson plan development, and non-instructional programs within the framework of the Merdeka Curriculum (Independent Curriculum). Employing a narrative study approach, this research positions student experiences as the primary data source to explore reflective learning processes and the formation of professional teacher identity. The findings reveal that PPL serves as a dialectical space where pedagogical theories learned at the university intersect with the dynamic social realities of the school environment. Three key findings emerged: first, the consistency between theory and practice is expressed through the students’ reflective capacity to interpret and adapt theoretical knowledge to contextual realities; second, the mentoring relationship between student teachers and supervising teachers demonstrates a shift from hierarchical supervision toward collaborative partnership that fosters mutual learning; and third, student teachers’ responses to contemporary educational issues—particularly digitalization and the Merdeka Curriculum—encourage the development of technology-based learning innovations and critical literacy practices. The study concludes that PPL not only equips student teachers with instructional competencies but also cultivates professional awareness, pedagogical autonomy, and social sensitivity—qualities that form the foundation of effective and human-centered teachers in an era of educational transformation.
Copyright (c) 2026 Intan Cezya Sijabat, Jhon Eliezer Naibaho, Wina Ekayanti Sinaga, Septian Immanuel Sinaga, Ruth Melina Sitohang, Kristin Anggreini Siahaan, Immanuel Doclas Belmondo Silitonga https://creativecommons.org/licenses/by-sa/4.0
Strategi Guru dan Pembelajaran Terdiferensiasi dalam Meningkatkan Konsentrasi Belajar Siswa SMA Negeri 1 Pematangsiantar
Differentiated instruction is designed to align with students’ cognitive readiness, affective conditions, and instructional relevance, thereby enhancing their learning focus. This study employs a fieldwork approach at SMA Negeri 1 Pematangsiantar to examine how teacher strategies contribute to strengthening students’ concentration. Primary data were collected through classroom observations, interviews with teachers and students, and documentation of instructional materials; these were further enriched by teacher journal entries, students’ assessment reflections, and recorded classroom activities. The findings indicate that initial assessments enable teachers to accurately adjust task difficulty; ice-breaking activities reduce emotional tension and restore mental readiness; explicit learning objectives sharpen selective attention; and varied instructional media create a cognitive rhythm that prevents fatigue. Together, these four components operate synergistically to construct a stable architecture of attention, resulting in improved student concentration in terms of duration, depth of engagement, and consistency throughout the learning process. This article affirms that differentiated instruction, when implemented systematically, yields not only short-term improvements in student focus but also fosters more enduring attentional dispositions.
Copyright (c) 2026 Dearson Damanik, Monica Sirait, Claudya Rajagukguk, Reni Sihotang, Injen Pardamean Butarbutar https://creativecommons.org/licenses/by-sa/4.0
Krisis Literasi di Sekolah: Sebuah Refleksi Pedagogis Calon Guru
This study explores the dialectic between the basic literacy crisis and the pedagogical challenges faced by pre-service teachers during the Teaching Practicum Program (PPL) in a rural junior high school setting. Utilizing a narrative-reflective approach, the research reveals a profound disconnection between formal curricular demands and the cognitive realities of seventh-grade students experiencing absolute literacy barriers. This phenomenon is not merely a technical failure in reading but a manifestation of the deficit of cultural capital within the domestic sphere, compounded by the dominance of instructional methods that are non-adaptive to student characteristics. The findings indicate that while students face severe textual literacy obstacles, they possess significant agency and holistic potential in kinetic-organizational activities. Interventions through direct practice-based multisensory strategies proved capable of reconstructing student responsiveness and comprehension, while renegotiating the role of novice teachers amidst structural constraints. This study recommends a reorientation of the PPL curriculum to be more sensitive to rural sociological contexts and emphasizes the strengthening of collaboration between educational institutions and the social environment to break the cycle of functional illiteracy in secondary education.
Copyright (c) 2026 Josua Silalahi, Bobby Pramjit Singh, Agnes Silalahi, Glora Sitinjak, Tia Siahaan, Lastri Sitompul, Melda Sihombing, Anggun Sinurat, Kesmy Simanjuntak https://creativecommons.org/licenses/by-sa/4.0
Melampaui Pembelajaran Konvensional: Analisis Dampak Pembelajaran Kolaboratif terhadap Keterlibatan Aktif Siswa Pendidikan Vokasi
Student learning activeness is a fundamental aspect of the learning process because it reflects students’ cognitive, affective, and psychomotor involvement. In classroom practice, many students remain passive, reluctant to participate in discussions, hesitant to ask questions, and lacking confidence to express their opinions. These conditions indicate that the learning process has not fully encouraged active student participation. Therefore, appropriate and effective teaching strategies are required to enhance student learning activeness. This study aims to conduct an in-depth analysis of teachers’ strategies in increasing student learning activeness through collaborative learning at SMK Swasta GKPI 2 Pematangsiantar. This study employs a descriptive qualitative approach, utilizing observation, interviews, and documentation as the primary data collection techniques. The results reveal that systematically designed and well-managed collaborative learning significantly improves student learning activeness. Improvements are evident in students’ participation in group discussions, confidence in asking questions, ability to express opinions, and active involvement in group work. Teacher strategies such as forming heterogeneous groups, assigning clear roles to group members, managing group discussions, and implementing process-based assessment are proven to be effective in creating active and interactive learning environments. Therefore, collaborative learning can be considered an effective instructional strategy to enhance student learning activeness in vocational high schools.
Copyright (c) 2026 Andini Rivanka Harahap, Angela Shakila Aurel Pane, Elisabeth Sihombing, Lihardo Manik, Nasib H. Sihombing, Sunita Manalu, Tesalonika Simanjuntak, Setia T. Sitohang, Lydia Purba https://creativecommons.org/licenses/by-sa/4.0
The Role of Language in Shaping Power Relations in Educational Settings
In educational environments, language is essential not only as a teaching tool but also as a means of establishing, upholding, and occasionally contesting power dynamics. This article investigates how language use in educational settings affects participation, authority, control, and identity. The study employs a qualitative research design grounded in Fairclough’s three-dimensional model of Critical Discourse Analysis (CDA) to uncover implicit power relations present in educational discourse. Data were gathered through non-participant observations and audio recordings of English classroom interactions at a public junior high school in Pematangsiantar, North Sumatra. The findings reveal that teacher talk significantly dominates classroom interaction, utilizing imperative forms, closed-ended questioning, and the Initiation–Response–Feedback (IRF) sequence to maintain institutional authority. This dominance positions the teacher as the primary authority while limiting students’ opportunities to initiate interaction or negotiate meaning. The study concludes that understanding linguistic power is vital for supporting more inclusive and equitable teaching methods that redistribute power more effectively.
Copyright (c) 2026 Calvyn Sepanya Siregar, Erick Saut Maruli Sihombing, Daniel Saputra Gurning, Partohap Saut Raja Sihombing https://creativecommons.org/licenses/by-sa/4.0
Internalisasi Nilai Pancasila melalui Pendidikan Kewarganegaraan: Pembentukan Kepemimpinan Siswa SMA N 1 Siantar
This research examines the process of internalizing Pancasila values through Civics Education (PKn) as an instrument for cultivating students' leadership habitus at SMA Negeri 1 Siantar. The primary focus of this study is to explore how ideological values are transformed into daily behavior through pedagogical structures and school policies. Employing a descriptive-analytical qualitative approach, data were gathered through participatory observation, in-depth interviews with the principal, teachers, and students, as well as documentation studies. Data analysis was conducted circularly to capture the underlying meanings within instructional and organizational practices. The research findings indicate that the internalization of Pancasila values at this school transcends mere cognitive transmission; rather, it is achieved through the implementation of deep learning strategies in Civics Education, which are integrated into the practical actions of the Kurikulum Merdeka (Independent Curriculum). This process is reinforced by the principal's transformative leadership, which creates an ecosystem of value discipline through routine flag ceremonies and extracurricular activities (Paskibra, Scouts, Rohis, and KSK). These activities are proven to construct norms of mutual cooperation (gotong royong) and tolerance as a collective identity for the students. This study concludes that the formation of a Pancasila-based leadership habitus is highly dependent on the consistency between exemplary school leadership and the availability of spaces for students' self-actualization in negotiating diversity.
Copyright (c) 2026 Anita Sitanggang, Elisabet Sesilia Purba, Ariel Jonivedi Silalahi, Bella Sonia Sianturi, Kasihta Santana Saragih https://creativecommons.org/licenses/by-sa/4.0
Implementasi Model Pembelajaran Berbasis Proyek dalam Meningkatkan Keterampilan Berpikir Kritis Peserta Didik SMP Negeri 1 Dolok Batu Nanggar
The development of 21st-century education requires students to possess critical thinking skills as a fundamental competency in facing academic and social challenges. However, learning practices at the junior high school level are still predominantly teacher-centered, limiting students’ opportunities to develop higher-order thinking skills. This study aims to examine the implementation of Project-Based Learning (PjBL) in improving the critical thinking skills of ninth-grade students at SMP Negeri 1 Dolok Batu Nanggar. This research employs a quantitative approach with a quasi-experimental design. The research subjects consisted of Grade IX students divided into experimental and control groups. Data were collected through critical thinking tests, classroom observations, and documentation. Data analysis was conducted using descriptive and inferential statistical techniques. The findings indicate that the implementation of Project-Based Learning significantly improves students’ critical thinking skills compared to conventional learning models. Therefore, Project-Based Learning can be considered an effective instructional model for enhancing critical thinking skills at the junior high school level
Copyright (c) 2025 Chesilia Panjaitan, Eduward Situmorang https://creativecommons.org/licenses/by-sa/4.0
Constructing the 'Climate Crisis': A Critical Discourse Analysis of Rhetorical Strategies in G20 Leaders' Speeches
The escalation of the global climate crisis has necessitated a rigorous examination of how political leaders linguistically construct environmental realities to legitimize policy decisions. Despite extensive research on environmental communication, there remains a paucity of comparative critical discourse studies examining the linguistic dichotomy between Global North and Global South leaders within high-stakes economic forums. This study analyzes the rhetorical strategies employed by G20 leaders during the 2024 Summit to uncover how language serves as a tool for ideological dominance and evasion of responsibility. Utilizing Norman Fairclough’s Three-Dimensional Model of Critical Discourse Analysis (CDA), this qualitative study examines transcripts of keynote addresses from four G20 leaders. The analysis focuses on textual features, discursive practices, and broader social implications. The findings reveal a distinct divergence: Global North leaders predominantly utilize nominalization and passive voice to obfuscate agency regarding historical emissions, whereas Global South leaders employ high-modality affective language to frame climate change as an immediate existential threat requiring reparations. The study concludes that the discourse of "green growth" often functions as a hegemonic tool to maintain neoliberal economic status quos while feigning ecological urgency.
Copyright (c) 2026 Tias Bastian Saragih, Partohap Saut Raja Sihombing, Selviana Napitupulu https://creativecommons.org/licenses/by-sa/4.0
Unveiling Social Realities through Language: A Comparative Analysis of Halliday, van Dijk, and Fairclough’s Frameworks in Social Research
Discourse Analysis (DA) has emerged as a critical instrument in social sciences to uncover power dynamics and social realities, particularly within the context of Sustainable Development Goals (SDGs). However, researchers often encounter methodological ambiguity when selecting the most appropriate framework among diverse linguistic traditions. This study conducts a critical comparative analysis of three dominant paradigms: M.A.K. Halliday’s Systemic Functional Linguistics, Teun A. van Dijk’s Socio-Cognitive Approach, and Norman Fairclough’s Critical Discourse Analysis (as discussed in O'Regan, 2021). Using a qualitative library research method, this study deconstructs the epistemological foundations and analytical tools of each approach. The findings indicate that Halliday’s framework offers a microscopic lens on textual texture and register, van Dijk’s approach bridges text and society through cognitive mental models, while Fairclough’s model examines the dialectical relationship between language and institutional power. The study concludes with a comparative matrix, providing a methodological roadmap for researchers to align these frameworks with specific social inquiries, such as education, inequality, or policy analysis.
Copyright (c) 2026 Selviana Napitupulu, Partohap Saut Raja Sihombing, Immanuel Onasis Kha Napitupulu https://creativecommons.org/licenses/by-sa/4.0
Penyuluhan Anti-Bullying Berbasis Humanistik Di SMP Negeri 2 Siantar: Kegiatan Pengabdian kepada Masyarakat
Bullying in schools remains a problem that affects students’ comfort, mental health, and social development. This condition highlights the need for preventive efforts that do not focus solely on the enforcement of rules, but also aim to enhance students’ awareness and empathy. This article aims to describe the implementation of a Community Service activity in the form of humanistic-based anti-bullying counseling conducted at SMP Negeri 2 Siantar. The activity was carried out through several stages, including problem identification, planning, counseling implementation, reflection, and evaluation. The counseling involved students and teachers and was delivered using interactive methods through discussions and shared reflection. The results of the activity indicate that students gained a deeper understanding of the types and impacts of bullying and began to demonstrate more caring and respectful attitudes in their daily interactions. This activity contributes positively to bullying prevention efforts and supports the creation of a safe, comfortable, and humane school environment.
Copyright (c) 2026 Vera Wati Malau, Devira Ekklesia Sinaga, Erikson Aprianto Tarihoran, Cinta Yulistra Tindaon, Putri Anastasia Silalahi, Bella Artika Aritonang, Yessika Meliana Simarmata, Rudiarman Purba https://creativecommons.org/licenses/by-sa/4.0
Model Pembelajaran Berbasis Proyek: Peran Kurikulum Merdeka Dalam Meningkatkan Kreativitas Siswa Sekolah Menengah Kejuruan (SMK)
Amidst the shifting paradigm of the global industry, creativity has mutated from a mere supplementary skill into a primary modality for Vocational High School (SMK) graduates to navigate the uncertainties of the labor market. However, a sociological gap persists between the idealism of industrial demands and the reality of vocational learning, which is often ensnared in rigid skill mechanization. This study aims to analyze the implementation of the Kurikulum Merdeka (Independent Curriculum) through the Project-Based Learning (PjBL) model as an instrument to reconstruct student creativity. Utilizing a mixed-methods approach, this study evaluates the interaction dynamics between curricular autonomy, the teacher's role as a facilitator, and student engagement in contextual projects. The findings indicate that although the Kurikulum Merdeka provides extensive space for flexibility, the enhancement of student creativity does not occur automatically; rather, it relies heavily on the ability of educational actors to engage in "creative negotiation" amidst infrastructural constraints and the barriers of a passive learning culture. Theoretically, this study asserts that creativity in vocational schools is a result of the dialectic between open curriculum design and a learning ecosystem that supports risk-taking. These results contribute to the development of vocational learning models that are not merely oriented toward administrative compliance but toward strengthening the transformative inventive power of graduates.
Copyright (c) 2026 Delta Panjaitan, Indah Sagita Siahaan, Shandy Nainggolan, Sabrina Nainggolan, Sasta Olivia Damanik, Gayus Simarmata https://creativecommons.org/licenses/by-sa/4.0