Pub Date : 2023-03-22DOI: 10.15294/ijhe.v8i1.54217
Unik Widayati, Nina Witasari
The purpose of this study is to know the use of LMS Moodle in history study and to know of the obstacles encountered by teachers and trainees in making use of the LMS Moodle. The study uses a qualitative approach with case study strategies. Data collection techniques of observation, interview, and document review. The data collected will then be processed to inference. Research shows that during learning done from home 1) 1) history study with an LMS Moodle is done well. The planning, implementation and evaluations of the history teacher have been systematic. The casting of learning with the LMS Moodle was presensi, matter waiver, and evaluation by taking an formative question. During the online study the history teacher has made good use of, but in doing so has not been fully effective. 2) the challenges teachers experience are the making of attractive materials, the media selection to explain the material, the teachers cannot control the learning activities, and the activation of the learners. The performance of learning is inadequate because of age factors, and learners' accessibility is still lacking, and the class's organization is irregular. The challenge for a learner is the often defective LMS Moodle, an unstable Internet network, a lack of understanding of matter, and a usually full cell phone memory.
{"title":"Pemanfaatan Learning Management System (LMS) Berbasis Moodle dalam Pembelajaran Sejarah Pada Kelas X SMK Negeri 3 Magelang","authors":"Unik Widayati, Nina Witasari","doi":"10.15294/ijhe.v8i1.54217","DOIUrl":"https://doi.org/10.15294/ijhe.v8i1.54217","url":null,"abstract":"The purpose of this study is to know the use of LMS Moodle in history study and to know of the obstacles encountered by teachers and trainees in making use of the LMS Moodle. The study uses a qualitative approach with case study strategies. Data collection techniques of observation, interview, and document review. The data collected will then be processed to inference. Research shows that during learning done from home 1) 1) history study with an LMS Moodle is done well. The planning, implementation and evaluations of the history teacher have been systematic. The casting of learning with the LMS Moodle was presensi, matter waiver, and evaluation by taking an formative question. During the online study the history teacher has made good use of, but in doing so has not been fully effective. 2) the challenges teachers experience are the making of attractive materials, the media selection to explain the material, the teachers cannot control the learning activities, and the activation of the learners. The performance of learning is inadequate because of age factors, and learners' accessibility is still lacking, and the class's organization is irregular. The challenge for a learner is the often defective LMS Moodle, an unstable Internet network, a lack of understanding of matter, and a usually full cell phone memory.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42820152","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}
This study aims to develop a learning medium documentary film based on material on the Catholic Church's role in maintaining Indonesia's independence, which is suitable to be used by the XII grade senior high school students in history subjects specializing in basic competence 3.11 concering responeses to Indonesia independence. The conducted research is the type of R&D (Research and Development) using the Borg & Gall model modified by Nana Syodih Sukmadinata The product has gone through the validation stage by two material experts, two media experts, and two film expert. Field trials were conducted trough response interviews with one History teacher and two grade XII students. Data were collected using interviews, observation, and questionnaires with quantitative and qualitative data analysis techniques. The results of the material expert validation 1 obtained a score of 4.6 with the "Very Good" criterion. The results of the material expert validation 2 obtained a score of 4.5 with the "Very Good" criterion. The validation results of film experts 1 obtained a score of 4.5 with the "Very Good" criterion. The validation results of film experts 2 obtained a score of 3.8 with the "Good" criteria. The results of the validation of learning media experts 1 obtained a score of 4.7 with the "Very Good" criterion. The results of the validation of learning media experts 1 obtained a score of 4.9 with the "Very Good" criterion. The results of interviews with teachers' and students' responses concluded that the product was good and feasible to use.
{"title":"Film Dokumenter Sejarah Materi Peran Gereja Katolik Mempertahankan Kemerdekaan Indonesia bagi Peserta Didik SMA","authors":"Eling Kris Prakoso, Yoel Kurniawan Raharjo, Brigida Intan Printina","doi":"10.15294/ijhe.v8i1.66381","DOIUrl":"https://doi.org/10.15294/ijhe.v8i1.66381","url":null,"abstract":"This study aims to develop a learning medium documentary film based on material on the Catholic Church's role in maintaining Indonesia's independence, which is suitable to be used by the XII grade senior high school students in history subjects specializing in basic competence 3.11 concering responeses to Indonesia independence. The conducted research is the type of R&D (Research and Development) using the Borg & Gall model modified by Nana Syodih Sukmadinata The product has gone through the validation stage by two material experts, two media experts, and two film expert. Field trials were conducted trough response interviews with one History teacher and two grade XII students. Data were collected using interviews, observation, and questionnaires with quantitative and qualitative data analysis techniques. The results of the material expert validation 1 obtained a score of 4.6 with the \"Very Good\" criterion. The results of the material expert validation 2 obtained a score of 4.5 with the \"Very Good\" criterion. The validation results of film experts 1 obtained a score of 4.5 with the \"Very Good\" criterion. The validation results of film experts 2 obtained a score of 3.8 with the \"Good\" criteria. The results of the validation of learning media experts 1 obtained a score of 4.7 with the \"Very Good\" criterion. The results of the validation of learning media experts 1 obtained a score of 4.9 with the \"Very Good\" criterion. The results of interviews with teachers' and students' responses concluded that the product was good and feasible to use.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43124542","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 : 2023-03-22DOI: 10.15294/ijhe.v8i1.66184
Yoan Mareta, Lisa Rukmana, Destri Yaldi
According to the view of post-modernism in the world of education, humans are no longer subjects and actors to take advantage of science and technology but fall trapped into objects and targets controlled by science and technology as a product of modernism. In fact, technology and information are currently the solution to the development of creativity in the learning process which is also reflected in the implementation of the independent learning curriculum. This research uses a qualitative paradigm with a literature study method. In-depth analysis of the process of elaboration and subjective meaning are the thing that is most highlighted in qualitative research. The theory is then used as a guide to align the research focus with the facts of the field. The research results obtained are described as follows: Post-Modern Threats, Cultural penetration in the historical learning, and Digitalization and historical empathy. The conclusion is that digitization in historical learning is an important literacy process and really requires technological advances. But furthermore, the packaging must still include the essence of the nation's values and character.
{"title":"Cultural Penetration: Post-Modern Threat to Historical Learning","authors":"Yoan Mareta, Lisa Rukmana, Destri Yaldi","doi":"10.15294/ijhe.v8i1.66184","DOIUrl":"https://doi.org/10.15294/ijhe.v8i1.66184","url":null,"abstract":"According to the view of post-modernism in the world of education, humans are no longer subjects and actors to take advantage of science and technology but fall trapped into objects and targets controlled by science and technology as a product of modernism. In fact, technology and information are currently the solution to the development of creativity in the learning process which is also reflected in the implementation of the independent learning curriculum. This research uses a qualitative paradigm with a literature study method. In-depth analysis of the process of elaboration and subjective meaning are the thing that is most highlighted in qualitative research. The theory is then used as a guide to align the research focus with the facts of the field. The research results obtained are described as follows: Post-Modern Threats, Cultural penetration in the historical learning, and Digitalization and historical empathy. The conclusion is that digitization in historical learning is an important literacy process and really requires technological advances. But furthermore, the packaging must still include the essence of the nation's values and character.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42216092","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 : 2023-03-22DOI: 10.15294/ijhe.v8i1.57924
Ahmad Sohabudin, Wawan Darmawan
Indonesia is currently experiencing symptoms of strengthening identity politics. As a pluralistic nation, this phenomenon is certainly dangerous because it can lead to social conflict and national disintegration. This research was conducted with the aim that educational institutions can play a role and minimize this potential. What he can do is to instill the values of multiculturalism in learning practices, especially in history learning. For this reason, the problems that are tried to be put forward in this research are: 1) what is meant of multiculturalism education? 2) what is the conception of multiculturalism education in history learning? 3) how to develop multiculturalism narrative in history learning materials?. This research uses literature study method. In the literature study, data were obtained from several library sources such as journal articles, books, internet, newspapers and magazines. From the results of the study, it was revealed that multiculturalism education is a concept that was created to help someone understand and appreciate regardless of the high or low culture, ethnicity, religion, race, gender, language, economic ability to disability inherent in a person. Learning history with a multiculturalism approach is ideological. In history learning, multiculturalism education can be carried out by accommodating students' cultural differences, utilizing culture as a source of content, and using history as a tool to understand other people's cultures in order to grow mutual respect, tolerance, a sense of unity and the spirit of nationalism. A historical event that can be used as an alternative narrative in the development of multiculturalism education is when Suharto at the beginning of his reign tried to re-establish Pancasila and the 45’ constitution as the ideology and basis of the state amid the threat of ideological conflicts between political parties and the emergence of an inclusive Islamic movement led by Nurcholish Madjid as a response to the death of the movement Islamic politics during the New Order era.
{"title":"Narasi Alternatif dalam Pembelajaran Sejarah untuk Pendidikan Multikultural di Indonesia","authors":"Ahmad Sohabudin, Wawan Darmawan","doi":"10.15294/ijhe.v8i1.57924","DOIUrl":"https://doi.org/10.15294/ijhe.v8i1.57924","url":null,"abstract":"Indonesia is currently experiencing symptoms of strengthening identity politics. As a pluralistic nation, this phenomenon is certainly dangerous because it can lead to social conflict and national disintegration. This research was conducted with the aim that educational institutions can play a role and minimize this potential. What he can do is to instill the values of multiculturalism in learning practices, especially in history learning. For this reason, the problems that are tried to be put forward in this research are: 1) what is meant of multiculturalism education? 2) what is the conception of multiculturalism education in history learning? 3) how to develop multiculturalism narrative in history learning materials?. This research uses literature study method. In the literature study, data were obtained from several library sources such as journal articles, books, internet, newspapers and magazines. From the results of the study, it was revealed that multiculturalism education is a concept that was created to help someone understand and appreciate regardless of the high or low culture, ethnicity, religion, race, gender, language, economic ability to disability inherent in a person. Learning history with a multiculturalism approach is ideological. In history learning, multiculturalism education can be carried out by accommodating students' cultural differences, utilizing culture as a source of content, and using history as a tool to understand other people's cultures in order to grow mutual respect, tolerance, a sense of unity and the spirit of nationalism. A historical event that can be used as an alternative narrative in the development of multiculturalism education is when Suharto at the beginning of his reign tried to re-establish Pancasila and the 45’ constitution as the ideology and basis of the state amid the threat of ideological conflicts between political parties and the emergence of an inclusive Islamic movement led by Nurcholish Madjid as a response to the death of the movement Islamic politics during the New Order era.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49419704","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 : 2023-03-22DOI: 10.15294/ijhe.v8i1.65154
Piki Setri Pernantah, Rizki Ananda Hasibuan, Miranda Aprilia, Meliyani Putri, Renaldi Renaldi, Wingga Wulandari
Strengthening character education is something that is still very much needed in the midst of a crisis of morals and cultural values in the era of society 5.0. The essence of character education in the context of Indonesian education is education based on the noble values of the Indonesian nation, including historical events that are locality. In this regard, history learning has a considerable contribution in the formation of the nation's character, because historical material is full of meaning and / or character values that can be exemplified, preserved, and used as a guide for life. This paper aims to examine how the reconstruction of the values of the struggle for the Bloody Rengat tragedy can be used as learning material for local history in Indragiri Hulu Regency to internalize values to strengthen character education. The research method used in writing is qualitative with descriptive analysis. Data collection techniques through literature studies. The findings of the values of struggle contained in the tragedy of the Bloody Rengat show the high spirit of patriotism of the Rengat people by willingly sacrificing the body soul regardless of age and gender, the value of a sense of harmony and teaching students to maintain self-esteem for the benefit of the nation. These values can be internalized in learners through locally charged history learning.
{"title":"The Values of Struggle in the Tragedy of \"Rengat Berdarah\" as Strengthening History Learning in Indragiri Hulu","authors":"Piki Setri Pernantah, Rizki Ananda Hasibuan, Miranda Aprilia, Meliyani Putri, Renaldi Renaldi, Wingga Wulandari","doi":"10.15294/ijhe.v8i1.65154","DOIUrl":"https://doi.org/10.15294/ijhe.v8i1.65154","url":null,"abstract":"Strengthening character education is something that is still very much needed in the midst of a crisis of morals and cultural values in the era of society 5.0. The essence of character education in the context of Indonesian education is education based on the noble values of the Indonesian nation, including historical events that are locality. In this regard, history learning has a considerable contribution in the formation of the nation's character, because historical material is full of meaning and / or character values that can be exemplified, preserved, and used as a guide for life. This paper aims to examine how the reconstruction of the values of the struggle for the Bloody Rengat tragedy can be used as learning material for local history in Indragiri Hulu Regency to internalize values to strengthen character education. The research method used in writing is qualitative with descriptive analysis. Data collection techniques through literature studies. The findings of the values of struggle contained in the tragedy of the Bloody Rengat show the high spirit of patriotism of the Rengat people by willingly sacrificing the body soul regardless of age and gender, the value of a sense of harmony and teaching students to maintain self-esteem for the benefit of the nation. These values can be internalized in learners through locally charged history learning.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42349915","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 : 2023-03-22DOI: 10.15294/ijhe.v8i1.57873
Y. Kusuma, Najib Jauhari, Arif Subekti
This article aims to describe the development of the E-Module for the 1975-Reconciliation struggle for East Timor Integration. Indonesian history teaching materials that discuss the struggle for 1975-East Timor Integration-Reconciliation are still lacking, even the topic of reconciliation has not been discussed in the curriculum. The next problem is the absence of teaching materials that can be accessed as a reference in schools that discuss the topic of reconciliation. The problems of this research are, how is the development of the E-Module teaching materials, whether the E-Module is appropriate as a teaching material, whether the E-Module is effective as a teaching material. This study uses research and development methods. The research steps are looking for potentials and problems in the curriculum, collecting data on sources of teaching materials, designing, validating, revisions that are given criticism and expert advice, small group trials, revising if they find deficiencies, conducting final large group trials, revision before production, and producing teaching materials that have been tested. The results of the E-Modul research have met the objectives of the development, namely valid, practical and effective. Materials and media experts gave a very valid value. Practitioners (teachers), small group trials, and large groups all rated the E-Module as practical and feasible to use. From the effectiveness test, the E-Modul provides effective results in improving student learning outcomes through pretest and posttest evaluations.
{"title":"Pengembangan Bahan Ajar E-MORPITT (Modul Elektronik Perjuangan Integrasi Timor-Timur 1975-Rekonsiliasi) Kelas XII","authors":"Y. Kusuma, Najib Jauhari, Arif Subekti","doi":"10.15294/ijhe.v8i1.57873","DOIUrl":"https://doi.org/10.15294/ijhe.v8i1.57873","url":null,"abstract":"This article aims to describe the development of the E-Module for the 1975-Reconciliation struggle for East Timor Integration. Indonesian history teaching materials that discuss the struggle for 1975-East Timor Integration-Reconciliation are still lacking, even the topic of reconciliation has not been discussed in the curriculum. The next problem is the absence of teaching materials that can be accessed as a reference in schools that discuss the topic of reconciliation. The problems of this research are, how is the development of the E-Module teaching materials, whether the E-Module is appropriate as a teaching material, whether the E-Module is effective as a teaching material. This study uses research and development methods. The research steps are looking for potentials and problems in the curriculum, collecting data on sources of teaching materials, designing, validating, revisions that are given criticism and expert advice, small group trials, revising if they find deficiencies, conducting final large group trials, revision before production, and producing teaching materials that have been tested. The results of the E-Modul research have met the objectives of the development, namely valid, practical and effective. Materials and media experts gave a very valid value. Practitioners (teachers), small group trials, and large groups all rated the E-Module as practical and feasible to use. From the effectiveness test, the E-Modul provides effective results in improving student learning outcomes through pretest and posttest evaluations.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47489311","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 : 2023-03-22DOI: 10.15294/ijhe.v8i1.59182
Pernandus Simanullang
The experience of art history in Southeast Asia is an unforgettable part of society. Through art before and after thought or art has existed. The arrival of foreigners to Southeast Asia enriched new philosophies for every place that had been influenced by colonial thought. Through the new philosophy, from a perspective, thinking, and doing something, especially in art, has undergone a significant change. This change is a fundamental part but the tradition is still maintained. The impact of change through the influence of colonial thought produces new knowledge in maintaining and preserving the arts, culture, and customs that exist in every country in Southeast Asia. It can be seen that to this day it is the main place for tourists who come to Southeast Asia. Postcolonialism questions and rediscovers modes of cultural perception, and ways of seeing and being seen. In anthropology, postcolonialism studies human relations in colonial countries and subaltern societies exploited by colonial rule. Postcolonialism describes, explains, and illustrates the ideology of neocolonialism by taking the humanities, history, and political science, philosophy and sociology, anthropology, and. So post-colonialism adds or brings a new identity to each country in Southeast Asia but still maintains and preserves traditional arts and culture.
{"title":"The Impact of Colonial Thinking Legacy on the Production of Knowledge about the Fine Arts in Southeast Asia","authors":"Pernandus Simanullang","doi":"10.15294/ijhe.v8i1.59182","DOIUrl":"https://doi.org/10.15294/ijhe.v8i1.59182","url":null,"abstract":"The experience of art history in Southeast Asia is an unforgettable part of society. Through art before and after thought or art has existed. The arrival of foreigners to Southeast Asia enriched new philosophies for every place that had been influenced by colonial thought. Through the new philosophy, from a perspective, thinking, and doing something, especially in art, has undergone a significant change. This change is a fundamental part but the tradition is still maintained. The impact of change through the influence of colonial thought produces new knowledge in maintaining and preserving the arts, culture, and customs that exist in every country in Southeast Asia. It can be seen that to this day it is the main place for tourists who come to Southeast Asia. Postcolonialism questions and rediscovers modes of cultural perception, and ways of seeing and being seen. In anthropology, postcolonialism studies human relations in colonial countries and subaltern societies exploited by colonial rule. Postcolonialism describes, explains, and illustrates the ideology of neocolonialism by taking the humanities, history, and political science, philosophy and sociology, anthropology, and. So post-colonialism adds or brings a new identity to each country in Southeast Asia but still maintains and preserves traditional arts and culture.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46987533","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 : 2023-03-22DOI: 10.15294/ijhe.v8i1.40623
Siska Ayu Yuliani, Bain Bain
The objectives of this study were (1) to get an overview of the stages in carrying out enrichment learning to visit sites around the school in SMA Negeri 1 Talun Pekalongan; (2) find out whether the historical visiting model made student knowledge broader and deeper; (3) find out how teachers instilled values conservation using a historical tour learning model. This research uses qualitative methods with a case study strategy in SMA Negeri 1 Talun Pekalongan. The results in this study are (1) the learning tour at the Watu Sumur site, the teacher explains the material related to the heritage site, while the visiting learning at Jolotigo the teacher only accompanies students, does not explain the object. This is due to the access to relics in people's homes. (2) Cognitive knowledge and students' understanding of the sites at Watu Sumur and Jolotigo can be identified based on observations and questions and answers from researchers to students. (3) The teacher instills the value of cultural heritage conservation in students by publishing heritage sites on social media such as Faceook and WhatsApp.
本研究的目的是:(1)概述在SMA Negeri 1 Talun Pekalongan学校周围进行丰富学习的各个阶段;(2)考察历史访问模式是否使学生的知识面更广、更深;(3)探究教师如何运用历史游览学习模式灌输价值观保护。本研究采用定性方法，并结合SMA Negeri 1 Talun Pekalongan的案例研究策略。本研究的结果是:(1)在Watu Sumur遗址的学习之旅中，老师讲解了与遗址有关的材料，而在Jolotigo的参观学习中，老师只是陪同学生，没有讲解对象。这是由于人们可以在家中接触到文物。(2)通过观察和研究人员对学生的问答，可以确定Watu Sumur和Jolotigo遗址的认知知识和学生的理解。(3)教师通过在facebook、WhatsApp等社交媒体上发布遗产地，向学生灌输文化遗产保护的价值。
{"title":"Lawatan Sejarah untuk Menanamkan Nilai Konservasi Cagar Budaya Pokok Bahasan Sejarah Hindu-Buddha di SMA Negeri 1 Talun Pekalongan","authors":"Siska Ayu Yuliani, Bain Bain","doi":"10.15294/ijhe.v8i1.40623","DOIUrl":"https://doi.org/10.15294/ijhe.v8i1.40623","url":null,"abstract":"The objectives of this study were (1) to get an overview of the stages in carrying out enrichment learning to visit sites around the school in SMA Negeri 1 Talun Pekalongan; (2) find out whether the historical visiting model made student knowledge broader and deeper; (3) find out how teachers instilled values conservation using a historical tour learning model. This research uses qualitative methods with a case study strategy in SMA Negeri 1 Talun Pekalongan. The results in this study are (1) the learning tour at the Watu Sumur site, the teacher explains the material related to the heritage site, while the visiting learning at Jolotigo the teacher only accompanies students, does not explain the object. This is due to the access to relics in people's homes. (2) Cognitive knowledge and students' understanding of the sites at Watu Sumur and Jolotigo can be identified based on observations and questions and answers from researchers to students. (3) The teacher instills the value of cultural heritage conservation in students by publishing heritage sites on social media such as Faceook and WhatsApp.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46256036","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 : 2023-03-22DOI: 10.15294/ijhe.v8i1.66911
J. Triyanto
The aims of this study are as follows: (1) to analyze and find out the needs of historical learning media based on local wisdom values at SMAN 1 Grujugan; (2) Knowing the procedure for developing an articulate storyline media based on the traditional values of the Rokaat Phandeba; 3) Knowing the feasibility of the media articulate storyline that was developed based on the results of expert validation. This type of research is development or research and development by adopting the ADDIE model design (analysis, design, development, implementation, and evaluation) in the product development process. The results of this study indicate that the history learning media used at SMAN 1 Grujugan still uses conventional media such as power point and only uses material from textbooks and internet sources. Second, the development of articulate storyline media was developed based on the primary sources of material from Rokat Phandaba by adopting the ADDIE model, starting from analyzing the needs of learning media in the field, making media designs developed, developing media articulate storylines based on the results of material validation tests and media validation tests by experts, implementation limited and broad, then the final step is to evaluate the media that was developed based on the results of the questionnaires given by students and teachers. Based on the validation results of learning media experts and material experts, the following percentages were obtained: (1) good 60%; (2) 10% is sufficient; (3) perfect 0%; (4) less than 0%; (5) significantly less 0%.
{"title":"Media Articulate Storyline Berbasis Nilai-Nilai Tradisi Rokat Phandaba pada Peserta Didik di SMAN 1 Grujugan Bondowoso","authors":"J. Triyanto","doi":"10.15294/ijhe.v8i1.66911","DOIUrl":"https://doi.org/10.15294/ijhe.v8i1.66911","url":null,"abstract":"The aims of this study are as follows: (1) to analyze and find out the needs of historical learning media based on local wisdom values at SMAN 1 Grujugan; (2) Knowing the procedure for developing an articulate storyline media based on the traditional values of the Rokaat Phandeba; 3) Knowing the feasibility of the media articulate storyline that was developed based on the results of expert validation. This type of research is development or research and development by adopting the ADDIE model design (analysis, design, development, implementation, and evaluation) in the product development process. The results of this study indicate that the history learning media used at SMAN 1 Grujugan still uses conventional media such as power point and only uses material from textbooks and internet sources. Second, the development of articulate storyline media was developed based on the primary sources of material from Rokat Phandaba by adopting the ADDIE model, starting from analyzing the needs of learning media in the field, making media designs developed, developing media articulate storylines based on the results of material validation tests and media validation tests by experts, implementation limited and broad, then the final step is to evaluate the media that was developed based on the results of the questionnaires given by students and teachers. Based on the validation results of learning media experts and material experts, the following percentages were obtained: (1) good 60%; (2) 10% is sufficient; (3) perfect 0%; (4) less than 0%; (5) significantly less 0%.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43103158","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 : 2023-03-22DOI: 10.15294/ijhe.v8i1.67112
Robby Fajar Fitrianto, G. F. Kurniawan
This study aims to analyze the teacher's world view of sensitive and controversial issues in history learning. This research was carried out using qualitative methods with a descriptive approach. This study involved 90 participants. Data collection in this study used interview techniques relying on two techniques: first, one-on-one interviews with informants and second, group interviews or clustered discussions. Analysis of the research data using an interactive model. The results of this study indicate that the concept of sensitive and controversial issues in history learning has an important position for developing the thinking skills of prospective history teachers. To be able to manage sensitive and controversial issues requires an understanding of innovative learning strategies and evaluations. This study concludes that sensitive and controversial issues in history learning need to be mastered by history teacher candidates who are currently studying, so that this knowledge can have implications for history lessons that train critical thinking skills in schools.
{"title":"Prospective History Teachers Worldviews on Sensitive and Controversial Issues in History Classes","authors":"Robby Fajar Fitrianto, G. F. Kurniawan","doi":"10.15294/ijhe.v8i1.67112","DOIUrl":"https://doi.org/10.15294/ijhe.v8i1.67112","url":null,"abstract":"This study aims to analyze the teacher's world view of sensitive and controversial issues in history learning. This research was carried out using qualitative methods with a descriptive approach. This study involved 90 participants. Data collection in this study used interview techniques relying on two techniques: first, one-on-one interviews with informants and second, group interviews or clustered discussions. Analysis of the research data using an interactive model. The results of this study indicate that the concept of sensitive and controversial issues in history learning has an important position for developing the thinking skills of prospective history teachers. To be able to manage sensitive and controversial issues requires an understanding of innovative learning strategies and evaluations. This study concludes that sensitive and controversial issues in history learning need to be mastered by history teacher candidates who are currently studying, so that this knowledge can have implications for history lessons that train critical thinking skills in schools.","PeriodicalId":53353,"journal":{"name":"Indonesian Journal of History Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47186148","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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