Pub Date : 2021-06-16DOI: 10.17977/um0330v4i1p22-34
M. Romadhon, Sarkadi Sarkadi, A. Syukur
This research aims to find out the effects of Problem Based Learning (PBL) and creative thinking skills on the instructional outcomes of the history of students at SMA KORPRI Bekasi. This research is a quantitative study using an experimental design of 2x2. The population consists of all students of class X IIS at SMA KORPRI Bekasi. The sample in this research consists of two classes, namely class X IIS 1 and X IIS 2 with a total of 60 students. A multiple-choice test was administered to measure students’ learning outcomes on history. A questionnaire was also used to uncover and categorize students' creative thinking. The results of this study indicate that: (1) students who were given problem-based learning models had higher learning outcomes in history compared to those who were given the direct learning models during historical instruction, (2) there was an interaction effect of learning models and creative thinking, (3) students who were given PBL and have high creative thinking skills had higher learning outcomes compared to those who were given a direct learning model and had high creative thinking skills, and (4) interestingly, a student with lower critical thinking skills got lower learning outcomes with PBL comparing those who had lower critical thinking skills and were given direct learning model. Hence, the result of this study indicates that there was an influence of the PBL model and creative thinking on the students learning outcomes in historical instruction at SMA KORPRI Bekasi.
{"title":"PENGARUH MODEL PROBLEM BASED LEARNING DAN KEMAMPUAN BERPIKIR KREATIF TERHADAP HASIL BELAJAR SEJARAH DI SMA KORPRI BEKASI","authors":"M. Romadhon, Sarkadi Sarkadi, A. Syukur","doi":"10.17977/um0330v4i1p22-34","DOIUrl":"https://doi.org/10.17977/um0330v4i1p22-34","url":null,"abstract":"This research aims to find out the effects of Problem Based Learning (PBL) and creative thinking skills on the instructional outcomes of the history of students at SMA KORPRI Bekasi. This research is a quantitative study using an experimental design of 2x2. The population consists of all students of class X IIS at SMA KORPRI Bekasi. The sample in this research consists of two classes, namely class X IIS 1 and X IIS 2 with a total of 60 students. A multiple-choice test was administered to measure students’ learning outcomes on history. A questionnaire was also used to uncover and categorize students' creative thinking. The results of this study indicate that: (1) students who were given problem-based learning models had higher learning outcomes in history compared to those who were given the direct learning models during historical instruction, (2) there was an interaction effect of learning models and creative thinking, (3) students who were given PBL and have high creative thinking skills had higher learning outcomes compared to those who were given a direct learning model and had high creative thinking skills, and (4) interestingly, a student with lower critical thinking skills got lower learning outcomes with PBL comparing those who had lower critical thinking skills and were given direct learning model. Hence, the result of this study indicates that there was an influence of the PBL model and creative thinking on the students learning outcomes in historical instruction at SMA KORPRI Bekasi.","PeriodicalId":413901,"journal":{"name":"Jurnal Pendidikan Sejarah Indonesia","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121135017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-16DOI: 10.17977/um0330v4i1p59-72
M. Rosyid
This reasearch aims to illuminate the fact that cultural heritage objects could be used as a source of history instructions. This research data were obtained by the authors with interviews, observations, and literature studies. Then, the data were analyzed with qualitative descriptive approaches. The results of this research show that Kudus in the pre-Islamic past left traces of a great civilization in the form of The Holy Tower, The Twin Arch (both in the Holy al-Aqsha Mosque) and The Breaking of Bubrah in the Kauman Area of the Holy Tower. This fact can be used as an reinforcement that past life that bequeaths cultural traces can be enjoyed by current and future generations as a source of historical learning in educational institutions must learn to college, especially historicalreviewers, archaeologists, sociologists, anthropologists and other scientists about Kudus. The task with Municipiality Kudus, DPRD Kudus, and Kudus citizens is to take care according to their respective portions.
{"title":"SITUS KAWASAN KAUMAN MENARA KUDUS SEBAGAI SUMBER BELAJAR SEJARAH","authors":"M. Rosyid","doi":"10.17977/um0330v4i1p59-72","DOIUrl":"https://doi.org/10.17977/um0330v4i1p59-72","url":null,"abstract":"This reasearch aims to illuminate the fact that cultural heritage objects could be used as a source of history instructions. This research data were obtained by the authors with interviews, observations, and literature studies. Then, the data were analyzed with qualitative descriptive approaches. The results of this research show that Kudus in the pre-Islamic past left traces of a great civilization in the form of The Holy Tower, The Twin Arch (both in the Holy al-Aqsha Mosque) and The Breaking of Bubrah in the Kauman Area of the Holy Tower. This fact can be used as an reinforcement that past life that bequeaths cultural traces can be enjoyed by current and future generations as a source of historical learning in educational institutions must learn to college, especially historicalreviewers, archaeologists, sociologists, anthropologists and other scientists about Kudus. The task with Municipiality Kudus, DPRD Kudus, and Kudus citizens is to take care according to their respective portions.","PeriodicalId":413901,"journal":{"name":"Jurnal Pendidikan Sejarah Indonesia","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132512159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-16DOI: 10.17977/um0330v4i1p9-21
Moch. Dimas Galuh Mahardika
Today’s, learning paradigm has begun to be directed at student activities become learning centres. History learning, which is identical to the teacher’s domination with the lecture method, has begun to be transformed into empowering independently learning students activities, the goal is oriented towards student active learning. To implement this idea, it’s necessary to develop a history learning strategy expected to be achieved that goal. In developing learning strategies that are oriented towards student activities, some basic considerations that are elements in history learning must be considered to provide great opportunities for students to build their knowledge independently. This article is based on the study of literature, then produce an idea as a contribution to improving the quality of history learning.
{"title":"PERTIMBANGAN PEMILIHAN STRATEGI PEMBELAJARAN SEJARAH DENGAN ORIENTASI STUDENT ACTIVE LEARNING DI SMA","authors":"Moch. Dimas Galuh Mahardika","doi":"10.17977/um0330v4i1p9-21","DOIUrl":"https://doi.org/10.17977/um0330v4i1p9-21","url":null,"abstract":"Today’s, learning paradigm has begun to be directed at student activities become learning centres. History learning, which is identical to the teacher’s domination with the lecture method, has begun to be transformed into empowering independently learning students activities, the goal is oriented towards student active learning. To implement this idea, it’s necessary to develop a history learning strategy expected to be achieved that goal. In developing learning strategies that are oriented towards student activities, some basic considerations that are elements in history learning must be considered to provide great opportunities for students to build their knowledge independently. This article is based on the study of literature, then produce an idea as a contribution to improving the quality of history learning.","PeriodicalId":413901,"journal":{"name":"Jurnal Pendidikan Sejarah Indonesia","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134334912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Industrial Revolution 4.0 influences historical learning both in substance and in the learning process. This development starts from materials, methods, media, innovative learning models, and especially substances that often cause controversy. The development of technology causes a variety of historical information easily obtained. History lessons should follow these developments, although not all of them have a positive impact on students, history teachers, and historians. They must be able to be selective in responding to various developments in the availability of historical information. Collaboration and elaboration between history and other fields of science are necessary to see various changes and developments in society. History needs to be viewed in a multiperspective manner rather than a mono perspective. Thus, the learning history will provide comprehensive and integrated information that produces the total history. Therefore, this paper provides an alternative way of learning history in the Era of Industrial Revolution 4.0.
{"title":"PEMBELAJARAN SEJARAH DI ERA REVOLUSI INDUSTRI 4.0","authors":"D. Agung","doi":"10.17977/um0330v4i1p1-8","DOIUrl":"https://doi.org/10.17977/um0330v4i1p1-8","url":null,"abstract":"Industrial Revolution 4.0 influences historical learning both in substance and in the learning process. This development starts from materials, methods, media, innovative learning models, and especially substances that often cause controversy. The development of technology causes a variety of historical information easily obtained. History lessons should follow these developments, although not all of them have a positive impact on students, history teachers, and historians. They must be able to be selective in responding to various developments in the availability of historical information. Collaboration and elaboration between history and other fields of science are necessary to see various changes and developments in society. History needs to be viewed in a multiperspective manner rather than a mono perspective. Thus, the learning history will provide comprehensive and integrated information that produces the total history. Therefore, this paper provides an alternative way of learning history in the Era of Industrial Revolution 4.0.","PeriodicalId":413901,"journal":{"name":"Jurnal Pendidikan Sejarah Indonesia","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128849371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-16DOI: 10.17977/um0330v4i1p73-85
M. Alim
The transformation of learning in the 21st century requires an adjustment between the development of science and technology. Learning sources are part of the learning system that is transformed from conventional learning sources into digital-based learning sources. Digital-based learning sources are considered more practical than conventional learning sources. Digital-based learning sources can be applied to history, which many students get bored easily when studying. Therefore, the aim of this study is to develop a digital-based learning source for history that makes it easier for students to study it. Digital History Dictionary (Distory) is an application of a digital-based learning source that has been developed based on learning requirement analysis. Distory also can make it easier for students to find and learn history. The main purpose of the development of Distory is an innovation of digital-based historical learning sources that is economical, practical, flexible, and appropriate with learning objectives. The research methodology used in the research and development of Distory, was based on Sugiyono’s research model, namely: (1) potential and problems; (2) data collection; (3) product design; (4) design validation; (5) design revision; (6) small class trials; (7) product revision; (8) large class trials; (9) product revision; and (10) mass production. Distory is validated by experts as a basis for product improvement before field trials are carried out. Small and large class trials were carried out on the students of Madrasah Aliyah Negeri (MAN) Batu. The results of the validation of media experts, small class trials, and large class trials were 85 percent, 88.75 percent, and 89 percent, respectively. Based on these results, the development of Distory can be categorized as very decent and ready to be implemented.
{"title":"DISTORY: PENGEMBANGAN KAMUS DIGITAL SEJARAH BERBASIS VISUAL BASIC PADA MATERI KERAJAAN TARUMANEGARA","authors":"M. Alim","doi":"10.17977/um0330v4i1p73-85","DOIUrl":"https://doi.org/10.17977/um0330v4i1p73-85","url":null,"abstract":"The transformation of learning in the 21st century requires an adjustment between the development of science and technology. Learning sources are part of the learning system that is transformed from conventional learning sources into digital-based learning sources. Digital-based learning sources are considered more practical than conventional learning sources. Digital-based learning sources can be applied to history, which many students get bored easily when studying. Therefore, the aim of this study is to develop a digital-based learning source for history that makes it easier for students to study it. Digital History Dictionary (Distory) is an application of a digital-based learning source that has been developed based on learning requirement analysis. Distory also can make it easier for students to find and learn history. The main purpose of the development of Distory is an innovation of digital-based historical learning sources that is economical, practical, flexible, and appropriate with learning objectives. The research methodology used in the research and development of Distory, was based on Sugiyono’s research model, namely: (1) potential and problems; (2) data collection; (3) product design; (4) design validation; (5) design revision; (6) small class trials; (7) product revision; (8) large class trials; (9) product revision; and (10) mass production. Distory is validated by experts as a basis for product improvement before field trials are carried out. Small and large class trials were carried out on the students of Madrasah Aliyah Negeri (MAN) Batu. The results of the validation of media experts, small class trials, and large class trials were 85 percent, 88.75 percent, and 89 percent, respectively. Based on these results, the development of Distory can be categorized as very decent and ready to be implemented.","PeriodicalId":413901,"journal":{"name":"Jurnal Pendidikan Sejarah Indonesia","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131159569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-16DOI: 10.17977/um0330v4i1p49-58
A. Firmansyah
History learning should prioritize local wisdom values that grow in their respective communities. This is, so that future generations do not lose their identity and pride in their region. In learning local history, the next generation must know and understand what happened in the past in their society. This causes future generations to learn from their predecessors and be able to take local wisdom values. Therefore, local history material in history learning in senior high schools is vital. This study aimed to determine the use of local historical sources, teacher preparation in learning, the delivery process, and students' understanding of history learning. The form of this research is qualitative with a research strategy using case studies. The results showed that SMA N 1 Pontianak was better at utilizing local historical sources. This is because the quality of teachers and supporting facilities are of high quality. The SMA N 1 learning implementation plan at the design stage has also included local history materials. Then the delivery process in both schools shows that the teachers are good enough and creative and adjust to each school's conditions. Then the understanding of students in both schools to learn local history is good enough. This is due to students' interest in these materials.
历史学习应该优先考虑在各自社区中成长的地方智慧价值观。这是为了让后代不会失去他们在该地区的身份和自豪感。在学习当地历史的过程中，下一代必须知道和理解过去在他们的社会中发生了什么。这使得后代能够向他们的前辈学习，并能够接受当地的智慧价值观。因此，地方历史资料在高中历史学习中是至关重要的。本研究旨在确定当地历史资源的使用、教师在学习中的准备、传递过程以及学生对历史学习的理解。本研究的形式是定性的，采用案例研究的研究策略。结果表明，SMA n1 Pontianak在利用当地历史资源方面表现较好。这是因为教师的素质和配套设施都是高质量的。在设计阶段的SMA N - 1学习实施计划还包括地方历史材料。然后，两所学校的交付过程表明，教师是足够好的和创造性的，并适应每个学校的情况。那么两所学校的学生对学习当地历史的理解就足够好了。这是因为学生对这些材料很感兴趣。
{"title":"PEMBELAJARAN SEJARAH LOKAL PADA SEKOLAH MENENGAH ATAS (STUDI KASUS DI SMA N 1 DAN SMA N 8 PONTIANAK)","authors":"A. Firmansyah","doi":"10.17977/um0330v4i1p49-58","DOIUrl":"https://doi.org/10.17977/um0330v4i1p49-58","url":null,"abstract":"History learning should prioritize local wisdom values that grow in their respective communities. This is, so that future generations do not lose their identity and pride in their region. In learning local history, the next generation must know and understand what happened in the past in their society. This causes future generations to learn from their predecessors and be able to take local wisdom values. Therefore, local history material in history learning in senior high schools is vital. This study aimed to determine the use of local historical sources, teacher preparation in learning, the delivery process, and students' understanding of history learning. The form of this research is qualitative with a research strategy using case studies. The results showed that SMA N 1 Pontianak was better at utilizing local historical sources. This is because the quality of teachers and supporting facilities are of high quality. The SMA N 1 learning implementation plan at the design stage has also included local history materials. Then the delivery process in both schools shows that the teachers are good enough and creative and adjust to each school's conditions. Then the understanding of students in both schools to learn local history is good enough. This is due to students' interest in these materials.","PeriodicalId":413901,"journal":{"name":"Jurnal Pendidikan Sejarah Indonesia","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125696852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-16DOI: 10.17977/um0330v4i1p98-113
Febri Kevin Aditya, Ismail Lutfi, Lutfiah Ayundasari
The digital age is inevitable. The rapid influence of the digitization process has led to a deterioration of character values in students. Students' characters can be built through historical learning based on the search for meaning in the text of historical novels by exploring the educational value of the characters in them. This research aims to describe the value of character education in Roro Mendut historical novel version Y.B. Mangunwijaya and its relevance as reflective material to overcome various challenges of the digital age. This research is qualitative with Ferdinand de Saussure semiological analysis as an analytical technique. The results of this study showed the existence of historical content and found five main educational character values set by the Ministry of Education and Culture. The historical content and educational characters values found to have relevance to the modern life of the digital age. Relevance can be pursued as a historical learning material that builds the character of students. To be utilized in history learning in the classroom, special learning methods are required.
{"title":"RELEVANSI MUATAN HISTORIS DAN NILAI PENDIDIKAN KARAKTER DALAM NOVEL SEJARAH RORO MENDUT VERSI Y. B. MANGUNWIYA DI ERA DIGITAL","authors":"Febri Kevin Aditya, Ismail Lutfi, Lutfiah Ayundasari","doi":"10.17977/um0330v4i1p98-113","DOIUrl":"https://doi.org/10.17977/um0330v4i1p98-113","url":null,"abstract":"The digital age is inevitable. The rapid influence of the digitization process has led to a deterioration of character values in students. Students' characters can be built through historical learning based on the search for meaning in the text of historical novels by exploring the educational value of the characters in them. This research aims to describe the value of character education in Roro Mendut historical novel version Y.B. Mangunwijaya and its relevance as reflective material to overcome various challenges of the digital age. This research is qualitative with Ferdinand de Saussure semiological analysis as an analytical technique. The results of this study showed the existence of historical content and found five main educational character values set by the Ministry of Education and Culture. The historical content and educational characters values found to have relevance to the modern life of the digital age. Relevance can be pursued as a historical learning material that builds the character of students. To be utilized in history learning in the classroom, special learning methods are required.","PeriodicalId":413901,"journal":{"name":"Jurnal Pendidikan Sejarah Indonesia","volume":"207 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116170616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-16DOI: 10.17977/um0330v4i1p114-127
Dio Yulian Sofansyah
With regard to content about the Japanese occupation in history lectures in universities, most of the available material is in textual form, especially in history textbooks. Meanwhile, there is an abundance of archival videos available about this topic that could be used as media or learning materials in classroom learning. This research aims to offer some ideas in using the propaganda films produced during the Japanese occupation as alternative learning material. By doing so, resources learners are expected to realize the teaching and learning process to be varied, fun, easy to understand, able to stimulate imagination, share events that previously abstract in a short time and can bring learners through space and time indirectly because the film media in accordance with the material, needs and objectives proses teaching and learning.
{"title":"PENGGUNAAN ARSIP FILM PROPAGANDA ROMUSHA MASA PENDUDUKAN JEPANG SEBAGAI SUMBER BELAJAR SE-JARAH PESERTA DIDIK","authors":"Dio Yulian Sofansyah","doi":"10.17977/um0330v4i1p114-127","DOIUrl":"https://doi.org/10.17977/um0330v4i1p114-127","url":null,"abstract":"With regard to content about the Japanese occupation in history lectures in universities, most of the available material is in textual form, especially in history textbooks. Meanwhile, there is an abundance of archival videos available about this topic that could be used as media or learning materials in classroom learning. This research aims to offer some ideas in using the propaganda films produced during the Japanese occupation as alternative learning material. By doing so, resources learners are expected to realize the teaching and learning process to be varied, fun, easy to understand, able to stimulate imagination, share events that previously abstract in a short time and can bring learners through space and time indirectly because the film media in accordance with the material, needs and objectives proses teaching and learning.","PeriodicalId":413901,"journal":{"name":"Jurnal Pendidikan Sejarah Indonesia","volume":"166 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116130397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-16DOI: 10.17977/um0330v4i1p35-48
Aisyah Nur Hanifah
The introduction of the Senapelan Harbor, as a part of history of the early birth of the city of Pekanbaru, to students is very important as part of a local history. To explore the historical story and the existence of Senapelan Harbor in the present, it is important for History teachers to introduce the port site through the field work learning method, accompanied by an android-based digital map media. The purposes of this study are (1) to determine how much knowledge high school students in Pekanbaru have about the historical sites of Senapelan Harbor. (2) to determine the effectiveness of the field trip method and digital maps in fostering the love of high school students for the local history of Senapelan Harbor. (3) to find out how much student achievement in learning local history has increased, by using the historical tourism work research method, based on digital maps.
{"title":"MENUMBUHKAN KEMBALI MINAT BELAJAR SEJARAH LOKAL PELABUHAN SENAPELAN PADA DIRI SISWA SMA MELALUI KARYA WISATA","authors":"Aisyah Nur Hanifah","doi":"10.17977/um0330v4i1p35-48","DOIUrl":"https://doi.org/10.17977/um0330v4i1p35-48","url":null,"abstract":"The introduction of the Senapelan Harbor, as a part of history of the early birth of the city of Pekanbaru, to students is very important as part of a local history. To explore the historical story and the existence of Senapelan Harbor in the present, it is important for History teachers to introduce the port site through the field work learning method, accompanied by an android-based digital map media. The purposes of this study are (1) to determine how much knowledge high school students in Pekanbaru have about the historical sites of Senapelan Harbor. (2) to determine the effectiveness of the field trip method and digital maps in fostering the love of high school students for the local history of Senapelan Harbor. (3) to find out how much student achievement in learning local history has increased, by using the historical tourism work research method, based on digital maps.","PeriodicalId":413901,"journal":{"name":"Jurnal Pendidikan Sejarah Indonesia","volume":"1140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129011469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.17977/UM0330V3I2P126-136
Fitria Hanim, S. Sariyatun
Social Science lessons that have been in the school curriculum only exemplify and discuss material globally or nationally. And students pay less attention and are less interested because the scope is not in their environment. From these problems, in the social studies curriculum it is necessary to add local historical material related to the local culture. Which in this case is the national material on Islamic material in Indonesia and its cultural results, the example of that culture can be exemplified is Grebeg Suro Jipang. It is expected that from studying this material, students know the benefits of learning to preserve and can benefit from learning, at least from the meaning of the grebeg, the attitude that can be learned is social attitudes such as mutual cooperation, cooperation, and sharing with others. Nor do spiritual attitudes like gratitude.
{"title":"PENGINTEGRASIAN MATERI ISLAM DI INDONESIA DENGAN HASIL KEBUDAYAAN ISLAM (GREBEG SURO DI JIPANG, CEPU, BLORA, JAWA TENGAH)","authors":"Fitria Hanim, S. Sariyatun","doi":"10.17977/UM0330V3I2P126-136","DOIUrl":"https://doi.org/10.17977/UM0330V3I2P126-136","url":null,"abstract":"Social Science lessons that have been in the school curriculum only exemplify and discuss material globally or nationally. And students pay less attention and are less interested because the scope is not in their environment. From these problems, in the social studies curriculum it is necessary to add local historical material related to the local culture. Which in this case is the national material on Islamic material in Indonesia and its cultural results, the example of that culture can be exemplified is Grebeg Suro Jipang. It is expected that from studying this material, students know the benefits of learning to preserve and can benefit from learning, at least from the meaning of the grebeg, the attitude that can be learned is social attitudes such as mutual cooperation, cooperation, and sharing with others. Nor do spiritual attitudes like gratitude. ","PeriodicalId":413901,"journal":{"name":"Jurnal Pendidikan Sejarah Indonesia","volume":"495 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133923170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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