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Trash talking, as a form of cyberbullying, is often found in internet gaming cafes such as White Wolf Arena and refers to harmful actions such as insinuating, insulting or verbally abusing other players. This phenomenon occurs through voice or text messaging features in anonymous virtual communication, triggering negative behaviours such as trolling and AFK. The vocabulary of Trash talking includes animal words, adjectives, objects, conditions, and human organs. This study aims to analyse the Trash talking behaviour of Valorant players using a descriptive qualitative method with seven purposively selected informants. Data were collected through interviews, observation, and documentation, and analysed using the Miles and Huberman technique with data triangulation. The results showed that Trash talking behaviour is influenced by sociopsychological and situational factors. The communication media used include voice chat, text chat, and stickers, where the detection system is more effective on text. Virtual communication showed varied Trash talking vocabulary and different levels of offensiveness between voice chat and text. This research identified behaviour, media and virtual communication as the main aspects of Trash talking in Valorant.

The aim of this research is to determine the positive and significant influence of the talking stick learning model on the active learning of Christian Religious Education for class VIII students at SMP Negeri 1 Siborongborong for the 2023/2024 academic year. The method used in this research uses a quantitative approach with inferential descriptive data analysis. The population is all students in class VIII of SMP Negeri 1 Siborongborong for the 2023/2024 academic year, 256 Protestant Christians and a sample of 48 people, namely 20%, was determined using random sampling. Data was collected using a positive closed questionnaire with 40 items. The results of data analysis show that there is a positive and significant influence of the talking stick learning model on the learning activity of Christian Religious Education for class VIII students at SMP Negeri 1 Siborongborong for the 2023/2024 academic year: 1) Test the analysis requirements: a) test a positive relationship with a value of rxy = 0.550 > rtable(α=0.05,n=48) = 0.284, thus it is known that there is a positive relationship between variable dk=n-2=46)= 2.021, thus there is a significant relationship between variable b) Regression coefficient of determination test (r2) = 30.3%. 3) Test the hypothesis using the F test to obtain Fcount > Ftable=(α=0.05, dk numerator k=24, dk denominator=n-2=48-2=46) namely 19.95 > 1.51. Thus Ha is accepted and H0 is rejected.

The aim of this research is to find out whether there is a significant influence of the Talking Stick learning model and the learning motivation of class VIII students at SMP N 4 Tarutung for the 2023/2024 academic year. The method used in this research is a quantitative method with a pre-experimental designs research type in the form of a one-group pretest-posttest design. The population was all Protestant Christian students in class VIII of SMP Negeri 4 Tarutung consisting of 4 classes totaling 121 students and a sample of 31 people was determined using purposive sampling. Data was collected using a closed questionnaire with 30 items. The results of data analysis show that there is a positive and significant influence on the Talking Stick learning model on the learning motivation of Christian Religious Education students and character in class VIII SMP Negeri 4 Tarutung for the 2023/2024 academic year as evidenced by the significant test obtained by the value tcount > ttable (α=0 .05; dk=n-1=30) which is 7.197 > 2.042, thus there is a significant influence between variable X and variable Y. Thus H0 is rejected and Ha is that there is a positive and significant influence on the Talking Stick learning model on learning motivation students of Christian Religious Education and character education in class VIII of SMP Negeri 4 Tarutung for the 2023/2024 academic year were accepted.

Students encounter difficulties in learning to understand fable texts. This is evident from their lack of attention during instructional sessions, as most students tend to engage in distractions within the classroom, display difficulty in being managed, and struggle to comprehend the texts when given assignments. The aim of this research is to determine (1) the ability of seventh-grade students of SMP Negeri 6 Percut Sei Tuan in identifying fable texts using the talking stick method; (2) the ability of seventh-grade students of SMP Negeri 6 Percut Sei Tuan in identifying fable texts using the talking stick method aided by crossword puzzle media; (3) the influence of the talking stick method aided by crossword puzzle media on the ability to identify fable texts in seventh-grade students of SMP Negeri 6 Percut Sei Tuan.. This research employs an experimental method with a two-group only post-test control design. The findings of the study reveal that 1) The ability of seventh-grade students of SMP Negeri 6 Percut Sei Tuan in identifying fable texts using the talking stick method falls within the good category, with an average score of 78. 2) The ability of seventh-grade students of SMP Negeri 6 Percut Sei Tuan in identifying fable texts using the talking stick method aided by crossword puzzle media has improved and falls within the excellent category, with an average score of 88.16. Based on the t-test, with a significant level value of α = 0.05 and n = 30, the t-table value obtained is 2.04. Therefore, it can be concluded that the t-value > t-table, which is 3.35 > 2.04. This proves that there is a significant influence of using the talking stick method aided by crossword puzzle media on the ability to identify fable texts in eighth-grade students of SMP Negeri 6 Percut Sei Tuan.  

This study is motivated by the fact that most mathematics learning activities are boring and uninteresting. Maths is only taught with the lecture method and practice questions. This type of research is a pre-experiment with The Static Group Comparison Design research design. The population in this study were all VII grade students of MTsS TI Candung in the 2023/2024 academic year. Sampling was carried out randomly by first testing the normality, homogeneity and equality of means on population data. The samples in this study were VIII.2 class students as the experimental class and VIII.3 class students as the control class. Learning outcome data were obtained from test questions. Based on the analysis of the test results of understanding of mathematical concepts using t-test, obtained and , because it means H0 is rejected and H1 is accepted. While using Minitab obtained Pvalueyang means at the real level, Thus it can be concluded that the Comparative Mathematics learning outcomes of students using the Talking Stick Type Cooperative learning model, better than the mathematics learning outcomes of students through the expository learning model in class VII MTsS TI Candung Lesson Year 2023/2024.

The study aims to determine the improvement of student learning outcomes in learning cultural arts (dance) using the talking stick method at SMP Negeri 2 Sungai Geringging. The type of research used is classroom action research which is classified as qualitative research. This research is carried out in two cycles, consisting of planning, implementation, observation, and reflection. The instruments of this study are observation sheets, cognitive tests, and documentation. Data analysis using percentage formulas. The results showed that the application of using the talking stick method can improve student learning outcomes in cultural arts learning. This can be seen from student activities in the learning process and the average score of written tests from cycle I to cycle II. In the first cycle of the 1st meeting, the average score of student activity of 1.28% was categorized as poor, while the 2nd meeting was 3.14% categorized as good. In the second cycle, the average score of student activity of 3.42% was categorized as very good. In the first cycle, the average score of completeness of students obtained was 45%, while those who had not achieved completeness percentage of 55%. In the second cycle of student learning outcomes obtained an average score of completeness percentage of 85%, while those who have not achieved completeness percentage of 15%. Thus, the results of this study show that the application of the talking stick method can improve student learning outcomes in cultural arts learning.

The aim of this research is to determine whether students' interest in learning about Christian Religious Education and Character Education who are taught using the talking stick learning model is higher than students who are taught without the talking stick learning model in class IX of SMP Negeri 1 Sitiotio for the 2023/2024 academic year. The method used in this research is a quantitative research method with True Experimental design Posttest Only Control statistics. The population is all class IX students of SMP Negeri 1 Sitiotio for the 2023/2024 academic year, totaling 103 people. The sample was determined using a technique taken deliberately (purposive sampling) with the specified conditions that the material being experimented on was in that class, namely class IX-B with 36 people as the experimental class and class IX-C with 7 people as the control class. The research instrument used a 26-item closed questionnaire. The t test used is the separated variance t test according to the analysis requirements, namely n1≠n2 and the variance of the two sample groups is not homogeneous. The results of hypothesis testing obtained a value of t = 11.233 > t table = 2.691, so H0 was rejected and Ha was accepted. This research concludes that there is a higher interest in learning about Christian religious education and character in students who are taught using the talking stick learning model than students who are taught without the talking stick learning model in class IX of SMP Negeri 1 Sitiotio for the 2023/2024 academic year.

The talking stick learning system involves the use of a talking stick as a means of facilitating dialogue in groups. This learning media helps students' involvement and responsiveness and increases social interaction in the learning process. By utilizing this innovative approach, the research aims to increase the interaction and involvement of students and teachers in the language learning process and its correlation with Islam. The research method used is a qualitative approach with a case study research design. The research results show that the use of talking sticks significantly increases students' active participation and learning motivation and contributes to the development of more interactive and effective language learning strategies.    

The talking stick learning system involves the use of a talking stick as a means of facilitating dialogue in groups. This learning media helps students' involvement and responsiveness and increases social interaction in the learning process. By utilizing this innovative approach, the research aims to increase the interaction and involvement of students and teachers in the language learning process and its correlation with Islam. The research method used is a qualitative approach with a case study research design. The research results show that the use of talking sticks significantly increases students' active participation and learning motivation and contributes to the development of more interactive and effective language learning strategies.