<p>The COVID-19 pandemic caused learning to be done with an online system, one of which is by using e-learning. The use of e-learning received a lot of reactions, both from the student and lecturer side. Lecturers should be able to make the best preparation, both in terms of materials, media, content, interaction and flexibility in the use of e-learning, so that students do not have difficulty in distance learning done. While students should prepare themselves as best as possible, both in terms of technology, ability, interaction with colleagues and lecturers, as well as motivation in conducting distance learning using e-learning. This study aimed to investigate student satisfaction in using e-learning as a method of distance learning during the COVID-19 pandemic, using Importance Performance Analysis (IPA). The number of respondents in this study was 132 students. The results showed that there are several factors that need to be improved, such as materials presented in e-learning, interaction with lecturers, availability of facilities, and lecturers. Factors that should be maintained included flexibility, assessment in e-learning that is felt to be appropriate, the benefits of e-learning, and students' ability to allocate time. Meanwhile, factors that are considered less important and do not obtain priorities include peers, easy-to-understand materials, ability to learn independently and understand tasks. In addition, students consider there are several factors that are considered too excessive, namely self-motivation, ability to understand the use of e-learning, independent learning process.</p>

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This research was carried due to the lack of students' critical thinking at English department on speaking. Answering questions were approximately found more popular than asking questions. Socratic questioning is a method of learning with the conversation or debate confronted with a series of questions. The research used descriptive qualitative design by collecting the documents, observation and interview data. Then the data was analyzed by using qualitative data analysis with Miles and Huberman data analysis by covering data collection, data display and conclusion drawing/verification. The result showed that the appearance of Socratic Question varied from the easiest to the most difficult. Percentage of the result showed that ten point five percent belonged to clarification, twenty one percent belonged to assumption, twenty five point five percent belonged to reason and evidence thirty one point five percent belonged to viewpoints, twenty five point five percent for implication and consequences, and ten point five percent for questions to question. The interview data from the lecturer showed that Socratic Questioning method could improve not only students' speaking skill but also their critical thinking even though some obstacles faced during teaching and learning process such as; self-confidence problem, the lack of grammar and vocabularies, lack for knowledge background relating to the material, data, fact and evidence.

<p>The lack of students’ English-speaking performance seems to<br />be common problems found in the department of English<br />education at the University of Muhammadiyah Sumatera<br />Utara. Those problems involve the lack of fluency and<br />proficiency in English speaking skills. This study aimed to<br />analyze the students’ English-speaking performance and the<br />challenges faced by them. This research applied a descriptive<br />qualitative design. The data such as the documents,<br />observation, and interviews were applied. In analyzing the<br />data concerning the components of data analysis in the<br />interactive model, it was proposed by Miles and Huberman<br />(2016). The data were taken questionnaire from 125 EFL of<br />second-year students were collected, then the researcher also<br />conducted the individual interviews with lecturers and class<br />observation. The result showed that the most challenging<br />factor faced by the students' speaking performance was related<br />to the students themselves. Speaking errors were frequently<br />made. The errors dominantly covered into 3 categories namely<br />misused forms (44.8 %), incorrect omission (33.6%), and<br />misplaced and confusing words (21.2 %). Concerning the<br />external factors, the updated teaching strategies should be<br />applied in terms of reducing the use of the mother tongue by<br />combining various speaking performances, collaborating with<br />other lecturers to organize more English programs, and share<br />the speaking teaching experience.</p>

Entrepreneurial education is a carefully planned process that leads to acquiring entrepreneurial capacity and competence, equipping students with the knowledge, skills, and motivation to drive entrepreneurial success. Many goals are achieved by organizing entrepreneurial education and promoting entrepreneurial orientation. In reality, only a few students choose a career as an entrepreneur, even though they have received an entrepreneurship education. Entrepreneurship orientation is crucial because it shows innovativeness, proactiveness, and risk-taking. This study aimed to examine how entrepreneurship education promotes entrepreneurial orientation. By conducting explanatory research, the researcher intends to investigate entrepreneurship education's effect on medical students' entrepreneurial orientation. The research was conducted on medical students who took the entrepreneurial block, with the number of respondents as many as 113 students, where data collection was conducted with questionnaires. The results were obtained that entrepreneurial education can promote entrepreneurial orientation in medical students. Entrepreneurs who have an entrepreneurial orientation will be able to identify new opportunities, create tangible and intangible resources for innovation, and opportunities to launch innovative products. It must be supported by entrepreneurship education in which the quality of the application of standards, curriculum, and learning methods can promote student entrepreneurial orientation and assess entrepreneurial activities.

One of the essential abilities expected to be created and grown after students take a specific class is the ability to think critically, which becomes an indicator of learning quality. Critical thinking skills are essential in life, which can be used to solve problems and issues, and will make a lifelong learner. This study aims to analyze the significance of the influence of the implementation of the inquiry method in improving students' critical thinking skills in the Management Information Systems course. The research was conducted on 168 students taking the Management Information Systems course in the Management Studies program at Universitas Muhammadiyah Sumatera Utara, but 113 returned questionnaires. The data analysis technique used is descriptive statistical analysis techniques and simple regression. The results showed a positive and significant effect of implementing the inquiry method on students' critical thinking skills in the management information system course. Meanwhile, the R Square value is 0.642, which means that the influence exerted by the inquiry method in increasing students' critical thinking is 64.2%. This can be used as a recommendation to improve the students' necessary thinking skills.

This study aims to analyze how the kinship system of the Toba Batak language is compared to the proto language. This research is a quantitative descriptive study using lexicostatistical and glottochronological techniques. This study explains and describes the kinship of the proto language with the Toba Batak language. The kinship of these two languages will be studied using comparative historical linguistic studies. The data in this study were 200 Swadesh vocabularies spoken by each informant. The result of this research is that the Proto language (PAN) and the Toba Batak language have a kinship level of 56.5%. Where in it there are pairs of identical words recorded as many as 33 pairs. or as much as 29% and then 30% of word pairs that have sound correspondence both phonemic and phonetically and have the same meaning from the total data that have word pairs and 46 word pairs or 41% of word pairs that have one different phoneme.

The purpose of this study was to examine the moderating role of feedback in the influence between lecturer leadership, lecturer engagement, and student engagement. The study was conducted on students at the Universitas Muhammadiyah Sumatera Utara, Indonesia where the number of respondents who filled out the questionnaire was 231 respondents. With structural equation modeling, using SemPLS, a moderation test was conducted to prove the research hypothesis that had been designed. The results of the study show that although feedback affects student engagement, feedback does not act as a moderator in the influence between lecturer leadership, lecturer engagement, and student engagement. Meanwhile, lecturer engagement was found not to affect student engagement, but lecturer engagement significantly affected student engagement. In learning, lecturers must pay attention to feedback and lecturer leadership, if lecturers expect high student engagement. This has implications that lecturers have to provide feedback and practice lecturer leadership in the classroom.