Pub Date : 2023-09-28DOI: 10.15294/ijhe.v8i2.69550
Zufar Arsyad Zaman
This research aims to analyze narrative competence on nationalism. This research uses qualitative research methods with a descriptive approach. This research was carried out at SMA Muhammadiyah 2 Semarang (a Senior High School) with class XI history teachers and several class XI students as informants. The data collection techniques used in this research are in-depth interviews, observation, and document review. Test the validity of the data using source triangulation and technical triangulation. The research results show; students have implemented the material on the history of the proclamation, however some students do not really know in depth about the events of the proclamation. Students feel happy in learning about the history of the Indonesian proclamation material. Students have shown nationalist attitudes at school and in everyday life, but there are students who feel that nationalist attitudes are normal. This research has limitations, namely the analysis at a single research location. The results of this research encourage future researchers to continue research on a broader scope.
{"title":"Narrative Competence on Nationalism: Critical Studies of Independence Events in History Learning","authors":"Zufar Arsyad Zaman","doi":"10.15294/ijhe.v8i2.69550","DOIUrl":"https://doi.org/10.15294/ijhe.v8i2.69550","url":null,"abstract":"This research aims to analyze narrative competence on nationalism. This research uses qualitative research methods with a descriptive approach. This research was carried out at SMA Muhammadiyah 2 Semarang (a Senior High School) with class XI history teachers and several class XI students as informants. The data collection techniques used in this research are in-depth interviews, observation, and document review. Test the validity of the data using source triangulation and technical triangulation. The research results show; students have implemented the material on the history of the proclamation, however some students do not really know in depth about the events of the proclamation. Students feel happy in learning about the history of the Indonesian proclamation material. Students have shown nationalist attitudes at school and in everyday life, but there are students who feel that nationalist attitudes are normal. This research has limitations, namely the analysis at a single research location. The results of this research encourage future researchers to continue research on a broader scope.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427623","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 : 2023-09-28DOI: 10.15294/ijhe.v8i2.49577
J. J. Salihu
The aim of this research is to determine teachers' abilities in using IT-based interactive learning media in high school history learning in Zaria, analyze the obstacles teachers encounter in utilizing IT-based interactive learning media in history learning in Zaria, and determine the positive and negative impacts of using interactive learning media. IT-based history learning. The research subjects were history teachers and 22 students. This type of research is descriptive research with a qualitative approach. The results of this research illustrate that the ability of history teachers to use IT-based interactive learning media is quite good using the Management System for Teaching and Learning (MSTL). Teachers are skilled in utilizing information technology facilities and developing material into IT-based media products that are interesting and easy to apply in history learning. One of the positive impacts of using IT-based interactive learning media is that it makes it easier for teachers to deliver very dense history learning material. Meanwhile, one of the negative impacts is that it causes teachers to become dependent on information technology-based learning media.
{"title":"Competence of History Teachers in Managing IT-Based Interactive Learning at Zaria Nigeria","authors":"J. J. Salihu","doi":"10.15294/ijhe.v8i2.49577","DOIUrl":"https://doi.org/10.15294/ijhe.v8i2.49577","url":null,"abstract":"The aim of this research is to determine teachers' abilities in using IT-based interactive learning media in high school history learning in Zaria, analyze the obstacles teachers encounter in utilizing IT-based interactive learning media in history learning in Zaria, and determine the positive and negative impacts of using interactive learning media. IT-based history learning. The research subjects were history teachers and 22 students. This type of research is descriptive research with a qualitative approach. The results of this research illustrate that the ability of history teachers to use IT-based interactive learning media is quite good using the Management System for Teaching and Learning (MSTL). Teachers are skilled in utilizing information technology facilities and developing material into IT-based media products that are interesting and easy to apply in history learning. One of the positive impacts of using IT-based interactive learning media is that it makes it easier for teachers to deliver very dense history learning material. Meanwhile, one of the negative impacts is that it causes teachers to become dependent on information technology-based learning media.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427459","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 : 2023-09-28DOI: 10.15294/ijhe.v8i2.67126
Zaenal Fathoni
The objectives of this study are to: (1) Analyse and describe historical learning media that have been used for revolution material upholding the banner of the Republic of Indonesia in class XI at SMA 3 Semarang (a Senior High School); (2) Describe how the planning and development of podcast-based historical learning media for revolution material upholds the banner of the Republic of Indonesia; (3) Analyse the feasibility of using podcast-based historical learning media for revolution material upholding the banner of the Republic of Indonesia. This research conduct with Research and Development using a 4D development model from S. Thiagarajan, Dorothy Semmel, and Melvyn I Semmel Jerold which was modified by researchers which includes the stages of Define, Design, and Development. Media that teachers often use: power point, concept maps, and infographics. These learning media have weaknesses in the difficulty of students to review the material and understand historical events as a whole and chronologically because it only contains important points of the material. The results of this study show that podcast-based historical learning media for revolution material upholding the banner of the Republic of Indonesia is suitable for use in learning. This product received a rating of 98.07% from material experts, 87.5 from media experts, and 95.83% from practitioners. All assessments fall into the category of excellent and worthy of use in history learning in the classroom. Then strengthened by the results of product trials in the sample class through learning evaluation activities, students' understanding of the material in the podcast got an average score of 84.5% (Minimum Criteria is 75%).
(2)描述以播客为基础的革命材料历史学习媒体的规划和发展如何高举印度尼西亚共和国的旗帜;(3)分析利用基于播客的历史学习媒体传播高举印尼共和国旗帜的革命资料的可行性。本研究使用S. Thiagarajan, Dorothy Semmel和Melvyn I Semmel Jerold的4D开发模型进行研究和开发，该模型经过研究人员的修改，包括定义，设计和开发阶段。教师经常使用的媒体:幻灯片、概念图和信息图表。这些学习媒体的缺点在于，学生很难从整体上和时间顺序上回顾材料和理解历史事件，因为它只包含材料的要点。本研究结果显示，以播客为基础的革命资料历史学习媒体，以印尼共和国为旗帜，适合在学习中使用。材料专家评价98.07%，媒体专家评价87.5，从业人员评价95.83%。所有的评估都属于优秀的类别，值得在课堂上使用历史学习。然后通过学习评价活动，在样本课的产品试用结果的强化下，学生对播客中材料的理解平均得分为84.5%(最低标准为75%)。
{"title":"Podcast-Based History of Indonesia Revolution Learning in Secondary Education","authors":"Zaenal Fathoni","doi":"10.15294/ijhe.v8i2.67126","DOIUrl":"https://doi.org/10.15294/ijhe.v8i2.67126","url":null,"abstract":"The objectives of this study are to: (1) Analyse and describe historical learning media that have been used for revolution material upholding the banner of the Republic of Indonesia in class XI at SMA 3 Semarang (a Senior High School); (2) Describe how the planning and development of podcast-based historical learning media for revolution material upholds the banner of the Republic of Indonesia; (3) Analyse the feasibility of using podcast-based historical learning media for revolution material upholding the banner of the Republic of Indonesia. This research conduct with Research and Development using a 4D development model from S. Thiagarajan, Dorothy Semmel, and Melvyn I Semmel Jerold which was modified by researchers which includes the stages of Define, Design, and Development. Media that teachers often use: power point, concept maps, and infographics. These learning media have weaknesses in the difficulty of students to review the material and understand historical events as a whole and chronologically because it only contains important points of the material. The results of this study show that podcast-based historical learning media for revolution material upholding the banner of the Republic of Indonesia is suitable for use in learning. This product received a rating of 98.07% from material experts, 87.5 from media experts, and 95.83% from practitioners. All assessments fall into the category of excellent and worthy of use in history learning in the classroom. Then strengthened by the results of product trials in the sample class through learning evaluation activities, students' understanding of the material in the podcast got an average score of 84.5% (Minimum Criteria is 75%).","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427628","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 : 2023-09-28DOI: 10.15294/ijhe.v8i2.68973
Andromeda Aderoben, Wawan Darmawan
This study aims to map the ability of historical empathy in learning the history of global diversity. This article adopts qualitative research with literature review method. The steps in this method are: first, identifying the formulation of the problem; second, identifying relevant research; third, selecting studies; fourth, mapping the data; and fifth, compiling, summarizing, and reporting the results. The results of the study describe the definition of historical empathy, the construction of the concept of historical empathy in the formation of the character of global diversity, and the practice of historical empathy with insight into global diversity, which includes relevant learning models, learning resources, and appropriate learning materials. The Learning Model includes introduction, investigation, display, and reflection. Learning resources are recommended through films or museums and must be adapted to learning materials. The implications of this study as a reference material for history teachers in learning design who want to develop historical empathy skills, especially based on global diversity in order to strengthen the character of “Profil Pelajar Pancasila” for students who are tolerant, democratic, open-minded, and critical thinking.
本研究旨在探讨历史同理心在全球多样性历史学习中的作用。本文采用文献综述的定性研究方法。该方法的步骤是:首先，确定问题的表述;第二，识别相关研究;第三，选择研究;第四，数据映射;第五，编制、总结和报告结果。研究结果描述了历史共情的定义、全球多样性特征形成过程中历史共情概念的构建以及洞察全球多样性的历史共情实践，包括相关的学习模式、学习资源和合适的学习材料。学习模式包括介绍、调查、展示和反思。通过电影或博物馆推荐学习资源，并且必须适应学习材料。本研究为历史教师在学习设计中培养历史同理心技能提供参考资料，特别是基于全球多样性，以强化宽容、民主、开放和批判性思维的学生的“profile Pelajar Pancasila”特征。
{"title":"The Construction of Historical Empathy in Learning History with a Global Diversity Perspective","authors":"Andromeda Aderoben, Wawan Darmawan","doi":"10.15294/ijhe.v8i2.68973","DOIUrl":"https://doi.org/10.15294/ijhe.v8i2.68973","url":null,"abstract":"This study aims to map the ability of historical empathy in learning the history of global diversity. This article adopts qualitative research with literature review method. The steps in this method are: first, identifying the formulation of the problem; second, identifying relevant research; third, selecting studies; fourth, mapping the data; and fifth, compiling, summarizing, and reporting the results. The results of the study describe the definition of historical empathy, the construction of the concept of historical empathy in the formation of the character of global diversity, and the practice of historical empathy with insight into global diversity, which includes relevant learning models, learning resources, and appropriate learning materials. The Learning Model includes introduction, investigation, display, and reflection. Learning resources are recommended through films or museums and must be adapted to learning materials. The implications of this study as a reference material for history teachers in learning design who want to develop historical empathy skills, especially based on global diversity in order to strengthen the character of “Profil Pelajar Pancasila” for students who are tolerant, democratic, open-minded, and critical thinking.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427629","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 : 2023-09-28DOI: 10.15294/ijhe.v8i2.70858
Mar'atus Sholekha
This research aims to analyze the 4C skills in the Indonesian History textbook for Class This research uses a qualitative approach with discourse analysis methods. Data collection techniques use discourse analysis, document study, observation and interviews. The research results show that the 4C skills which include critical thinking, communication, collaboration and creativity have been included in the textbook. 4C skills are integrated in textbooks in pre-learning, student activities, materials, and evaluation. Textbooks are used as learning resources in learning activities, namely discussions (critical thinking skills), written assignments (communication and creativity), and group assignments (collaboration). The obstacles to the use of textbooks that contain 4C skills in learning at Islamic high schools are that the number of textbooks is insufficient, there is less emphasis on integration of 4C skills through textbook learning, and the appearance of textbooks is less attractive.
{"title":"Analysis of 4C Skills (Critical Thinking, Creativity, Communication, and Collaboration) in Indonesian History Textbooks","authors":"Mar'atus Sholekha","doi":"10.15294/ijhe.v8i2.70858","DOIUrl":"https://doi.org/10.15294/ijhe.v8i2.70858","url":null,"abstract":"This research aims to analyze the 4C skills in the Indonesian History textbook for Class This research uses a qualitative approach with discourse analysis methods. Data collection techniques use discourse analysis, document study, observation and interviews. The research results show that the 4C skills which include critical thinking, communication, collaboration and creativity have been included in the textbook. 4C skills are integrated in textbooks in pre-learning, student activities, materials, and evaluation. Textbooks are used as learning resources in learning activities, namely discussions (critical thinking skills), written assignments (communication and creativity), and group assignments (collaboration). The obstacles to the use of textbooks that contain 4C skills in learning at Islamic high schools are that the number of textbooks is insufficient, there is less emphasis on integration of 4C skills through textbook learning, and the appearance of textbooks is less attractive.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427463","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 : 2023-09-28DOI: 10.15294/ijhe.v8i2.67312
Aris Nur Vaizin
This research aims to: (1) Understand the history learning process for class in history learning at SMA Jakenan Pati (a High School); (2) Analyzing the effectiveness of history learning using historical memes at SMA Jakenan Pati; and (3) Knowing the influence of the use of historical memes on students' interest in learning history at SMA Jakenan Pati. This research uses a quantitative research method that uses an experimental research design. The research results show (1) teachers are good at teaching history but teachers do not use the facilities provided by the school such as wifi facilities, LCD projectors in each class. Teachers still use the lecture method; (2) The first indicator of respondents was doubtful at 20.75%, strongly agreed and agreed at 76.85%, and a small portion disagreed and strongly disagreed at 2.4%. The second indicator which discusses learning more quickly, effectively and efficiently shows that 29.44% are unsure, 67.56% strongly agree and 3% disagree; and (3) Based on the summery model table which has been analyzed using the SPSS 25 program, it shows that the R Square value is 0.228= 22.8%. These results show that the independent or non-free variable (historical memes) influences the independent variable (interest in learning) in history learning for class Meanwhile, the remaining 77.2% is explained by other factors not covered in this study.
{"title":"The Effectiveness of Historical Memes on High School Students' Interest in Learning History","authors":"Aris Nur Vaizin","doi":"10.15294/ijhe.v8i2.67312","DOIUrl":"https://doi.org/10.15294/ijhe.v8i2.67312","url":null,"abstract":"This research aims to: (1) Understand the history learning process for class in history learning at SMA Jakenan Pati (a High School); (2) Analyzing the effectiveness of history learning using historical memes at SMA Jakenan Pati; and (3) Knowing the influence of the use of historical memes on students' interest in learning history at SMA Jakenan Pati. This research uses a quantitative research method that uses an experimental research design. The research results show (1) teachers are good at teaching history but teachers do not use the facilities provided by the school such as wifi facilities, LCD projectors in each class. Teachers still use the lecture method; (2) The first indicator of respondents was doubtful at 20.75%, strongly agreed and agreed at 76.85%, and a small portion disagreed and strongly disagreed at 2.4%. The second indicator which discusses learning more quickly, effectively and efficiently shows that 29.44% are unsure, 67.56% strongly agree and 3% disagree; and (3) Based on the summery model table which has been analyzed using the SPSS 25 program, it shows that the R Square value is 0.228= 22.8%. These results show that the independent or non-free variable (historical memes) influences the independent variable (interest in learning) in history learning for class Meanwhile, the remaining 77.2% is explained by other factors not covered in this study.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427458","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 : 2023-09-28DOI: 10.15294/ijhe.v8i2.72145
Deris Lazuardi, Budi Santoso, Anggoro Putranto
The Homo Wajakensis Site and Tulungagung Regional Museum are historical sites and historical museums that can be used to study the preliterate or prehistoric period. Many sources say that Homo Wajakensis was found in the Boyolangu District, Tulungagung Regency. This is wrong because from research that researchers can or obtain is that Homo Wajakensis was found in Gamping Village, Campurdarat District, Tulungagung Regency. The aims of this research are (1) to find out in depth about the homo wajakensis site and the Tulungagung regional museum; (2) for the use of the Homo Wajakensis site and the Tulungagung regional museum as a history learning medium for students; (3) for teachers' best practices in teaching history in schools; (4) for student responses in learning history by utilizing the Homo Wajakensis site and the Tulungagung regional museum. The results of this research are (1) the researcher knows in depth about the homo wajakensis site and the Tulungagung regional museum, especially the truth about where it was found; (2) the homo wajakensis site and the Tulungagung regional museum as a medium for learning history for students are the best solution in increasing student motivation; (3) sites and museums are the best learning media for teacher practice in teaching history in schools; (4) students, especially students at SMA Kauman (a Senior High School) class X and also SMP Srengat (a Junior High School) class VII, seem more interested in practical learning or seeing objects directly historical objects at the Homo Wajakensis site and the Tulungagung Regional Museum.
{"title":"Utilization of the Homo Wajakensis Site and Regional Museum Tulungagung as a History Learning Media","authors":"Deris Lazuardi, Budi Santoso, Anggoro Putranto","doi":"10.15294/ijhe.v8i2.72145","DOIUrl":"https://doi.org/10.15294/ijhe.v8i2.72145","url":null,"abstract":"The Homo Wajakensis Site and Tulungagung Regional Museum are historical sites and historical museums that can be used to study the preliterate or prehistoric period. Many sources say that Homo Wajakensis was found in the Boyolangu District, Tulungagung Regency. This is wrong because from research that researchers can or obtain is that Homo Wajakensis was found in Gamping Village, Campurdarat District, Tulungagung Regency. The aims of this research are (1) to find out in depth about the homo wajakensis site and the Tulungagung regional museum; (2) for the use of the Homo Wajakensis site and the Tulungagung regional museum as a history learning medium for students; (3) for teachers' best practices in teaching history in schools; (4) for student responses in learning history by utilizing the Homo Wajakensis site and the Tulungagung regional museum. The results of this research are (1) the researcher knows in depth about the homo wajakensis site and the Tulungagung regional museum, especially the truth about where it was found; (2) the homo wajakensis site and the Tulungagung regional museum as a medium for learning history for students are the best solution in increasing student motivation; (3) sites and museums are the best learning media for teacher practice in teaching history in schools; (4) students, especially students at SMA Kauman (a Senior High School) class X and also SMP Srengat (a Junior High School) class VII, seem more interested in practical learning or seeing objects directly historical objects at the Homo Wajakensis site and the Tulungagung Regional Museum.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427465","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}
Many local histories in Indonesia remain unnoticed by learners. Learning materials that inform the local histories are generally limited, boring, and do not fit and attract today’s learners, especially those available in English. We investigated the potential of an English as a Foreign Language (EFL) classroom project that promotes and celebrates local histories in Indonesia through (digital) comics. The comics were developed by second-year university students majoring in history (n=156) working in groups of three or four. A total of 51 comics with various themes related to Indonesian local histories were successfully created and exhibited virtually on a designated Instagram account. A questionnaire with a 5-point Likert scale containing 12 statements and two open-ended questions was employed to examine the impact of this project-based learning on students’ understanding and awareness of conserving their local histories through comics. We analyzed the results using SPSS (for quantitative data) and thematic analysis (for qualitative data). Findings indicate that students believe a comic is an interesting medium for learning local history and that local histories in Indonesia need to be promoted via various media, including comics. Future research should investigate the effects of English comics on students’ comprehension of local history in Indonesia and linguistic competence in history-related vocabulary and pronunciation.
{"title":"CELORY (Celebrating Local History) Comic Exhibition on Instagram: Conserving Local History Through Project-Based English Learning","authors":"Muzakki Bashori, Qonita Fadhila, Inez Kalyana Azmi, Mukhamad Shokheh, Nanda Julian Utama","doi":"10.15294/ijhe.v8i2.74641","DOIUrl":"https://doi.org/10.15294/ijhe.v8i2.74641","url":null,"abstract":"Many local histories in Indonesia remain unnoticed by learners. Learning materials that inform the local histories are generally limited, boring, and do not fit and attract today’s learners, especially those available in English. We investigated the potential of an English as a Foreign Language (EFL) classroom project that promotes and celebrates local histories in Indonesia through (digital) comics. The comics were developed by second-year university students majoring in history (n=156) working in groups of three or four. A total of 51 comics with various themes related to Indonesian local histories were successfully created and exhibited virtually on a designated Instagram account. A questionnaire with a 5-point Likert scale containing 12 statements and two open-ended questions was employed to examine the impact of this project-based learning on students’ understanding and awareness of conserving their local histories through comics. We analyzed the results using SPSS (for quantitative data) and thematic analysis (for qualitative data). Findings indicate that students believe a comic is an interesting medium for learning local history and that local histories in Indonesia need to be promoted via various media, including comics. Future research should investigate the effects of English comics on students’ comprehension of local history in Indonesia and linguistic competence in history-related vocabulary and pronunciation.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427467","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 : 2023-09-28DOI: 10.15294/ijhe.v8i2.55900
Ruth Castillo
This research aims to analyze teacher performance and student character in Islamic schools by highlighting the case of history learning in Spain during the Pandemic. This research uses descriptive qualitative methods. Research location in an Islamic-based school. The data sources in the research are informants, consisting of the deputy head of curriculum, history teacher, and student representatives from each class, learning activities, and documents. The results of this research show that planning for online history learning in Islamic-based schools is good, but teachers need to improve their competence and ability to adapt to technology; The role of history teachers in the process of cultivating character in pandemic conditions through distance learning is very limited. Interaction between teachers and students is very limited. Meanwhile, in distance learning, the assessment of the character of each student is seen from assignments, monitoring outside class hours, and communication with parents; Student responses to the role of history teachers in cultivating character through distance learning are different for each student. Student responses are influenced by students' interest in history subjects, as well as the methods and media used by teachers to attract students' attention.
{"title":"Teacher Performance and Student Character in Islamic Schools: Case of History Learning in Spain's Pandemic Time","authors":"Ruth Castillo","doi":"10.15294/ijhe.v8i2.55900","DOIUrl":"https://doi.org/10.15294/ijhe.v8i2.55900","url":null,"abstract":"This research aims to analyze teacher performance and student character in Islamic schools by highlighting the case of history learning in Spain during the Pandemic. This research uses descriptive qualitative methods. Research location in an Islamic-based school. The data sources in the research are informants, consisting of the deputy head of curriculum, history teacher, and student representatives from each class, learning activities, and documents. The results of this research show that planning for online history learning in Islamic-based schools is good, but teachers need to improve their competence and ability to adapt to technology; The role of history teachers in the process of cultivating character in pandemic conditions through distance learning is very limited. Interaction between teachers and students is very limited. Meanwhile, in distance learning, the assessment of the character of each student is seen from assignments, monitoring outside class hours, and communication with parents; Student responses to the role of history teachers in cultivating character through distance learning are different for each student. Student responses are influenced by students' interest in history subjects, as well as the methods and media used by teachers to attract students' attention.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427461","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 : 2023-09-28DOI: 10.15294/ijhe.v8i2.68079
Faridatun Hanifah
This research aims to determine the quality of the final semester assessment (PAS) questions in the Indonesian History subject Class Quantitative analysis is reviewed from the aspects of validity, reliability, level of difficulty, distinguishing power, and effectiveness of distractors. The results of the qualitative analysis of the research showed that the material aspect was met at 96%, the construction aspect at 95.14%, and the language aspect at 73.5%. Judging from the distribution of cognitive domain levels, category (C1) has 7 questions (14%), category (C2) has 35 (70%) questions, category (C3) has 3 questions (6%) and category (C4) has 5 questions (10%). The results of the quantitative analysis of the validity aspect showed that 39 questions (78%) were valid while 11 questions (22%) were invalid. The reliability of the questions is very high at 0.862. From the level of difficulty, 10 (20%) questions were declared difficult, 25 questions (50%) were medium and 15 questions (30%) were easy. Looking at the aspect of differentiating power, there are 6 (12%) questions in the poor category, 7 (14%) questions in the fair category, 26 (52%) questions in the good category, and 9 (18%) questions in the very good category, while the total category is 2 bad. (4%) questions. Judging from the effectiveness of the distractor, the category is very good 21 (42%) questions, functioning well 10 (20%) questions, functioning quite well 10 (20%) questions, functioning poorly 5 (10%) questions, and functioning not well/poorly 4 (8%) questions. Overall, the quality of the questions in terms of quantitative analysis is not good.
{"title":"Analysis of Final Semester Assessment Question Items for Class XI Indonesian History Subjects","authors":"Faridatun Hanifah","doi":"10.15294/ijhe.v8i2.68079","DOIUrl":"https://doi.org/10.15294/ijhe.v8i2.68079","url":null,"abstract":"This research aims to determine the quality of the final semester assessment (PAS) questions in the Indonesian History subject Class Quantitative analysis is reviewed from the aspects of validity, reliability, level of difficulty, distinguishing power, and effectiveness of distractors. The results of the qualitative analysis of the research showed that the material aspect was met at 96%, the construction aspect at 95.14%, and the language aspect at 73.5%. Judging from the distribution of cognitive domain levels, category (C1) has 7 questions (14%), category (C2) has 35 (70%) questions, category (C3) has 3 questions (6%) and category (C4) has 5 questions (10%). The results of the quantitative analysis of the validity aspect showed that 39 questions (78%) were valid while 11 questions (22%) were invalid. The reliability of the questions is very high at 0.862. From the level of difficulty, 10 (20%) questions were declared difficult, 25 questions (50%) were medium and 15 questions (30%) were easy. Looking at the aspect of differentiating power, there are 6 (12%) questions in the poor category, 7 (14%) questions in the fair category, 26 (52%) questions in the good category, and 9 (18%) questions in the very good category, while the total category is 2 bad. (4%) questions. Judging from the effectiveness of the distractor, the category is very good 21 (42%) questions, functioning well 10 (20%) questions, functioning quite well 10 (20%) questions, functioning poorly 5 (10%) questions, and functioning not well/poorly 4 (8%) questions. Overall, the quality of the questions in terms of quantitative analysis is not good.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427631","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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