the International Journal of Education, Theology, and Humanities

Implementation of HOTS-Based Evaluation in Learning Introductory Christian Religious Education For First Semester PAK Study Program Students Academic Year 2024/2025 at IAKN Tarutung

Ronny Simatupang — 2025-05-20

Learning evaluation should be able to provide useful feedback for learning improvement, as well as provide a clear picture of the achievement of educational goals. The Introduction to Christian Religious Education course should be a forum that educates students to deeply understand Christian teachings. Students are not only required to understand religious teachings theoretically, but also to be able to analyze, evaluate, and relate these teachings to real life. This study aims to analyze the Implementation of HOTS (Higher Order Thinking Skills) Based Evaluation in Learning Introduction to Christian Religious Education Students of PAK Study Program Semester One Year Academic 2024/2025 at IAKN Tarutung. The method used is qualitative research method type of field research. The data collection techniques used in this research are observation, interview, and documentation. This research uses descriptive analysis techniques to describe the results of the data obtained. Data analysis includes data collection, data reduction, data presentation, and data verification. The validity of the data obtained in this study was checked using triangulation techniques. The results of the study indicate that the Implementation of HOTS Based Evaluation in Learning Introduction to Christian Religious Education First Semester PAK Study Program Students Year Academic 2024/2025 at IAKN Tarutung has been carried out by the lecturer teaching the course. The HOTS Based Evaluation Implementation Process in Introductory Christian Religious Education Learning that has been carried out is: 1) HOTS (Higher Order Thinking Skills) based evaluation planning in Introduction to Christian Religious Education learning which includes: Determining evaluation objectives, compiling question grids and compiling questions; 2) Implementation of HOTS based evaluation in learning Introduction to Christian Religious Education which includes: collecting data, verifying data, processing and analyzing data, interpreting and drawing conclusions; 3) Follow-up evaluation based on HOTS in learning Introduction to Christian Religious Education.

Exploring Parental Approaches and Influences on Homeschooled Learners’ Academic Achievement: A Mixed-Methods Investigation

Dennis A. De Jesus — 2025-06-29

This study examines the roles and strategies employed by parents to influence the academic performance of homeschooled learners. Utilizing a mixed-methods approach, the research combines surveys of 100 homeschooling parents with in-depth qualitative interviews to analyze parental involvement comprehensively. Conducted between 2022 and 2024 across various communities in the Philippines, the study identifies key strategies such as consistent scheduling, personalized study plans, and emotional support, which significantly enhance learners' academic outcomes. However, parents face challenges, including balancing multiple responsibilities and limited access to teaching resources. The findings emphasize the need to provide parents with adequate training and resources to optimize the benefits of homeschooling.

Development of a Participatory Community Education Management Model in the Implementation of Social Policy, Tarutung 2025

Wesli H. Situmeang — 2025-06-12

This research aims to Analyse the gap between social policy and the implementation of community participation in village deliberations, Identify the main obstacles that lead to low community involvement in village decision-making, Develop and test the effectiveness of the Participatory Education Management Model as an innovative approach to increase community participation in social policy, Evaluate changes in communication patterns and the quality of citizen proposals after the model is implemented, Develop participatory education-based policy recommendations to increase transparency and democracy in village social policy management. This research uses a pure qualitative approach with Borg & Gall's Research and Development (R&D) method, as well as the Dick & Cerey to systematically develop and test the model. Data were collected through a literature study of regulations related to social policy and community participation. In-depth interviews with villagers, village heads, community leaders, and village officials. Direct observation in village meetings before and after the model was implemented. Focus group discussions (FGDs) to identify barriers, evaluate the effectiveness of the model, and develop policy recommendations. Thematic analysis to explore patterns of change in community participation in village meetings. Data Triangulation to compare results from different sources and ensure the validity of findings. Before the model was implemented, community participation was only around 20%, after the model was implemented it increased to 60%. Women and youth are more actively involved where previously women's participation was only 10% and youth 5%, after the model was implemented it increased to 45% and 35%, the quality of community proposals is more data and fact-based and after receiving participatory education, residents are more confident in preparing proposals based on real needs and village social policies, village officials are more open to the aspirations of residents where before the model was implemented, decisions in village meetings were dominated by the village head and village officials. After the model was implemented, village officials were more active in listening to and considering villagers' proposals. The model is effective in improving transparency and democracy in village social policy, so participatory education is proven as an approach that can strengthen deliberation-based decision-making.

The Influence of Organizational Culture, Participatory Leadership And Intrinsic Motivation On The Affective Commitment of State Junior High School Teachers In Tarutung Sub-District, North Tapanuli District

Roida Lumbantobing — 2025-06-12

This study aims to determine: (1) the positive influence of organizational culture on affective commitment, (2) the positive influence of participative leadership on affective commitment, (3) the positive influence of intrinsic motivation on affective commitment and (4) the simultaneous positive influence of organizational culture, participative leadership on affective commitment of junior high school teachers in Tarutung sub-district, North Tapanuli district. The research population was all junior high school teachers in Tarutung sub-district, totaling 165 people. To determine the sample, a random sampling technique was used. The sample size was determined at 35%, obtained 58 people. The research data were obtained through a questionnaire with a Likert scale weight. The questionnaire was first tested on 30 teachers at Junior High School 1, Siatas Barita Sub-district, North Tapanuli district, to determine the validity and reliability of the research instrument. The analysis requirement test includes (1) normality test, using non-parametric statistical test, the data is normally distributed (2) linearity test, the value is more =0.335, =0.581, =0.790 >0.05 (3) multicollinearity test, the standard error value is low and multicollinearity is not detected, (4) relationship test (correlation) is obtained that each variable is related to variable Y. Where is greater than . The results of the study concluded that (1) organizational culture has a positive effect on affective commitment with an value of 0.437, meaning that organizational culture has a positive effect on teacher affective commitment of 43.7%, (2) participative leadership on affective commitment, the value is 0.264, meaning that leadership has a positive effect on teacher affective commitment of 26.4%. (3) intrinsic motivation on affective commitment, the value is 0.429, meaning that intrinsic motivation has a positive effect on teacher affective commitment of 42.9%, (4) From the results of the F test, it can be concluded that organizational culture, participative leadership and intrinsic motivation simultaneously positive influence affective commitment. The contribution of the three X variables is 25.30%. Thus, it is concluded that organizational culture, participative leadership, and intrinsic motivation simultaneously have a positive effect on the affective commitment of teachers at State Middle Schools in Tarutung Sub-District, North Tapanuli District.

Management of the Development of Project Modules For Strengthening The Profile of Independent Learning-Based Pancasila Students In Phase E At Doloksanggul State Special School

Fernan Sinabutar — 2025-05-20

This research aims to develop and evaluate the project module strengthening the profile of Pancasila student based on Merdeka Belajar for phase E in SLB Negeri Doloksanggul, with a mangement approach using the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). This research focuses on four main aspects: 1) the stages of module development; 2) the conten and language validyty of the module; 3) thpracticality of using the module by teacher and students; 4) the effectiveness of the module in improving leearning outcomes. The results showed that the develop module had gone through the ADDIES stages systematically and was declared valid, with a validation score from the material expert of 4,81 and the linguist of 4,84. The module also proved to be very pratical to use, indicated by the teacher’s ability to manage learning with a average score of 4,74, as wall as the active involvement of students in accordance with the ideal time indicators of learning activities. In terms of effectiveness, the module showed fery satisfactory results. All students (100%) achieved learning completeness with an average score of 92,78, and students gave positive responses to the use of modules in project learning. Thus, this project module can bie used as an alternative innovative and inclusive learning strategy in strengthening the character and competence of Pancasila students in the SLB enviroment.