Artikel ini bertujuan untuk mengetahui peranan PKPA Medan Sunggal sebagai suatu lembaga swadaya masyarakat yang fokus terhadap perlindungan anak, khususnya anak jalanan. Penelitian ini merupakan penelitian deskriptif kualitatif, yaitu penelitian yang akan menggambarkan objek penelitian secara transparan berdasarkan data dan fakta yang dikumpulkan oleh peneliti. Hasil penelitian menunjukkan bahwa PKPA memiliki peranan dalam memberikan perlindungan terhadap hak asasi anak jalanan yang ditunjukkan dengan dibentuknya unit sanggar kreativitas anak yang memberikan perlindungan terhadap anak-anak telantar, anak-anak jalanan dan pekerja anak agar dapat tumbuh dan berkembang sesuai dengan harkat dan martabat kemanusiaan, serta mendapatkan perlindungan dari kekerasan dan diskriminasi.----------------------------------------------------------------------------------------------------------------------------------------This article was aimed at exploring the role of PKPA Medan Sunggal as a Non-Government Organization (NGO) focusing on children rights protection, especially street children. It was a descriptive qualitative research. The results reveal that PKPA has a role to protect street children rights by establishing a house in order to protects and fosters street children rights, child labor, homeless children. It also protects them from discriminative and bullying.
The purpose of this study, to adjust the form of regulations made by schools with the provisions of Law Number 35 of 2014 concerning Child Protection. Research conducted is qualitative research by conducting documentation and observation studies to obtain more accurate data. Documentation study is conducted to study and analyze the contents of the regulations that were applied in SMP 2 Helvetia. Observations are made to the school to see firsthand whether sanctions against violations of the rules given to students are in accordance with the Article 54 of the Child Protection Act. The results of this study, designed a form of regulation that will be applied in schools, where the punishment given in the event of a violation by students must be humane and still protect the rights of the child. If viewed from the provisions of Article 54 of Law Number 35 of 2014 concerning Child Protection, then the execution of the Punishment in SMP PAB 2 Helvetia does not violate the provisions of Article 54 of Law Number 35 of 2014, where the child is in an educational unit (school ) has been protected from acts of physical and psychological violence, this is evidenced by the absence of physical punishment in the school environment and the enactment of a point system which means that teachers and other education personnel have sought ways to punish students who violate the rules clearly and to avoid physical punishment.
This study aims to improve science learning by using BUPENA which has been developed in the Experimental Theme of Plants and Their Functions. The subjects in this study were students of SD NEGERI 068007 Medan Tuntungan TP.2020-2021, with the object of improving the lesson plans and the use of Bupena. This research uses Classroom Action Research with 2 cycles of improvement. The results showed that there was an improvement in learning, this can be seen from the suitability of the lesson plans that were prepared with the aim and the increase in the score on the teaching simulation video observation instrument in cycle 1 learning obtained a score of 90, after conducting learning simulations and conducting experiments the score increased by 96. The results of the study obtained that the N-Gain score of Learning Improvement in cycle 1 was 90 and 96 in cycle 2. Thus it can be concluded that there was an improvement in science learning using Bupena in the experimental theme Part of plants and their functions in Class IV SD 068007 Medan Tuntungan TP.2020 -2021. Keywords: Right, Bupena, Temptation
This study aims to investigate the differences between model and individual model using Mini Lab in Medan. The methodology used in this research is the experimental method with the application of cooperative learning model on the students of class XI-A SMA YPI and in grade XI-A SMA AL-washliyah, then in class XI-B SMA YPI and in class XI-B SMA AL-washliyah using individual models. Data were collected with observation sheets, and biological tests. From the data analysis, the mean of the biological test with cooperative learning model is 7.61 and the standard deviation is 0.34, while the mean of the biology test with the application of individual learning model is 6.09 and the standard deviation is 0.34. Then test the hypothesis with t test show> t table, then ho rejected and alternatife excluded. The results show that there is a difference between the learning model and the model using a mini lab at a private school in Medan.
Currently there are many cases of law violations committed by a student. This is considered as low legal knowledge possessed by students. Legal education in Citizenship Education basically plays a role in teaching law to students so they have legal awareness. Through this legal education, students have legal will, so they are able to control and filter out acts that violate the law, and have the ability to obtain legal protection. This also has implications for fulfilling the role of students in carrying out their rights and obligations as part of society in carrying out social control. Substantially, elements of legal education and citizenship education are correlated with development literacy and citizens' legal awareness. These elements include subject matter, instructional practice and context, skills and attitudes, beliefs, and values. These elements are the main aspects that are in line with the three main elements of citizenship education which include affective, cognitive, and psychomotor development. The concept of legal education in Citizenship Education is comprehensively integrated into the learning component of Citizenship Education. These components are integrated in the development of legal education which is based on the context of a reconstructive educational philosophy which places Pancasila as the central value
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