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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Factum: Jurnal Sejarah dan Pendidikan Sejarah Historia: Jurnal Pendidik dan Peneliti Sejarah Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Patanjala : Jurnal Penelitian Sejarah dan Budaya Cetta: Jurnal Ilmu Pendidikan JETL (Journal Of Education, Teaching and Learning) JTP - Jurnal Teknologi Pendidikan PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Studies in Learning and Teaching Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Ideguru: Jurnal Karya Ilmiah Guru IJORER : International Journal of Recent Educational Research Journal for Lesson and Learning Studies Jurnal Abmas Indonesian Journal of Educational Development (IJED) Lembaran Ilmu Kependidikan
Saripudin, Didin
Universitas Pendidikan Indonesia
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Role-Playing Cards Learning Models Based on Madura Ethnic Entrepreneurship Values to Increasing Students' Interest in Entrepreneurship Utomo, Fajar; Disman; Wahab, Abdul Azis; Saripudin, Didin
Journal for Lesson and Learning Studies Vol. 6 No. 2 (2023): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v6i2.59600

Abstract

The research concerns the monotony of social studies learning and the low interest in entrepreneurship among students. This study aims to develop an RPC learning model based on the entrepreneurial values of the Madurese and then measure the results of testing the model and its effectiveness in increasing students' interest in entrepreneurship. This type of research is developed using the ADDIE model. The five stages include analysis, design, development, implementation, and evaluation. The research subjects in three trials were conducted in 10 schools. Data collection techniques were collected through observation, interviews, questionnaires, validation sheets, and documentation studies. At the same time, the practicality test carried out the data analysis technique, the N-Gain test. The results showed that the RPC learning model based on the entrepreneurial values of the Madurese was operationalized through five learning steps assisted by media cards (question cards and solution cards) and scenario texts. The results of limited trials concluded that 65% of the learning models were practical enough to be used in social studies learning. Furthermore, the results of extensive trials showed no significant obstacles, only suggestions for adding time during student discussion activities. The effectiveness of the learning model by calculating the pretest and posttest scores resulted in the conclusion that the level of effectiveness was categorized as quite effective in increasing students' interest in entrepreneurship.
Pelatihan Praktis Model Pembelajaran Berdiferensiasi dalam Meningkatkan Keterampilan Pedagogik Guru IPS Didin Saripudin; Neiny Ratmaningsih; Dian Noor Anggraini
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 6 No 2 (2024): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v6i2.788

Abstract

Realita di lapangan menunjukkan bahwa pada umumnya guru masih memiliki kesulitan dalam mengembangkan kompetensi pedagogik, diantaranya dalam memahami kebutuhan kesiapan, minat belajar dan profil belajar peserta didik. Menurunnya nilai kompetensi pedagogik di Kabupaten Subang menjadikan prioritas utama bagi kami untuk terus meningkatkan profesionalisme guru melalui kegiatan pendidikan dan pelatihan. Kendala ini disebabkan diantaranya karena kurangnya pendidikan dan pelatihan yang efektif untuk pengembangan profesionalisme guru. Untuk itu, kami mengadakan pelatihan bagaimana mengintegrasikan pembelajaran IPS dengan pembelajaran berdiferensiasi untuk meningkatkan kompetensi pedagogik guru. Pengabdian ini secara umum bertujuan untuk meningkatkan keterampilan pedagogik guru IPS. Khalayak yang menjadi sasaran pelatihan keterampilan literasi digital melalui pembelajaran IPS bagi guru SMP adalah para guru IPS di Kabupaten Subang dengan target peserta berjumlah 92 orang. Hasil pengabdian menunjukkan bahwa: Tahapam penyelenggaraan pelatihan ada tiga hal yang dilakukan oleh Tim Pengabdian dan Panitia Penyelenggara, yaitu Tahap Persiapan, Tahap Pelaksanaan Pelatihan, dan Tahap Evaluasi Kegiatan. Program pelatihan ini mampu meningkatkan keterampilan pedagogik guru yang ditunjukkan dengan beberapa indikator yang di antaranya : mampu memahami karakteristik peserta didik, merencanakan pembelajaran, menyelenggarakan pembelajaran, menyelenggarakan penilaian, dan memfasilitasi pengembangan potensi peserta didik.
Konsep dan Pedagogi Empati Sejarah dalam Pembelajaran Sejarah Aderoben, Andromeda; Darmawan, Wawan; Saripudin, Didin
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 9, No 4: APRIL 2024
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v9i4.25066

Abstract

Peran pembelajaran sejarah dalam mengurangi krisis empati adalah dengan membumikan empati sejarah. Namun, pengajaran dan penelitian tentang empati sejarah belum terlalu masif karena di Indonesia konsep empati sejarah relatif baru dan belum banyak data empiris yang diadopsi oleh para akademisi. Penelitian ini bertujuan untuk memetakan konsep dan pengajaran empati sejarah dalam pembelajaran sejarah. Artikel ini menggunakan penelitian kualitatif dengan metode kajian literatur Arksey & O'Malley (2005), yaitu: pertama, mengidentifikasi pernyataan masalah; kedua, mengidentifikasi penelitian yang relevan; ketiga, menyeleksi penelitian; keempat, memetakan data; dan kelima, menyusun, meringkas, dan melaporkan hasil. Hasil penelitian ini meliputi definisi empati sejarah dari berbagai ahli yang disajikan dengan garis kontinum, dan pedagogi empati sejarah yang meliputi: model pembelajaran yang telah dikembangkan; materi atau tema pembelajaran yang cocok; kegiatan evaluasi pembelajaran; serta level ketercapaian empati sejarah bagi peserta didik. Implikasi studi ini sebagai opsi literatur bagi peneliti selanjutnya dan sebagai bahan referensi bagi guru sejarah dalam mendesain pembelajaran yang ingin mengembangkan keterampilan empati sejarah agar menguatkan karakter Profil Pelajar Pancasila bagi peserta didik yang toleran, peduli, demokratis, dan berpikir terbuka.
Tarombo Suku Batak Toba sebagai Sumber Belajar Sejarah untuk Meningkatkan Kesadaran Sejarah Simatupang, Tona Martua; Saripudin, Didin; Tarunasena, Tarunasena
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 1 (2025): January 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i1.1617

Abstract

The Tarombo of the Batak Toba people, as a genealogical record, holds significant historical value related to the origins, social structure, and culture of the Batak Toba community. However, its use as a historical learning resource in schools remains underutilized. The main issue addressed in this study is how the Tarombo can be utilized as a source of historical learning to enhance students' historical awareness. This research aims to identify the potential of the Tarombo as an effective educational tool and its relevance in enriching students' historical understanding and increasing historical awareness. The study employs a literature review methodology, analyzing various written sources related to Tarombo, Batak Toba culture, and historical learning theories. The findings indicate that the Tarombo can serve as a valuable learning resource, providing local historical insights that help students understand the social and cultural dynamics of the Batak Toba people. By incorporating Tarombo into history lessons, students not only learn about their family histories but also strengthen their historical awareness and cultural identity. Thus, the Tarombo can be an important tool in fostering a love for the nation and enriching cultural knowledge in history education.
Pemanfaatan Benteng dan Museum Sebagai Sumber Belajar Sejarah di SMA Negeri 1 Gorontalo Rahman, Iswan; Saripudin, Didin; Yulifar, Leli
JURNAL MANAJEMEN PENDIDIKAN DAN ILMU SOSIAL Vol. 6 No. 2 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Februari - Maret 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i2.3955

Abstract

Artikel ini mengkaji pemanfaatan Benteng Otanaha dan Museum Popa-Eyato sebagai sumber belajar sejarah di SMA Negeri 1 Gorontalo. Adapun tujuan artikel ini adalah untuk mendeskripsikan alasan pemilihan benteng dan museum sebagai sumber belajar sejarah, implementasi penggunaannya dalam pembelajaran sejarah, dampak terhadap siswa berdasarkan pengalaman belajar sejarah melalui kunjungan langsung. Artikel ini dilatarbelakangi oleh pembelajaran sejarah yang sebagian besar aktivitasnya masih menggunakan buku teks, yang cenderung kurang menarik dan kurang efektif dalam menanamkan pemahaman komprehensif serta nilai-nilai sejarah. Dengan metode deskriptif analisis, artikel ini berusaha merekam seluruh gejala atau peristiwa yang terjadi pada saat pelaksanaan metode kreatif di lapangan untuk kemudian dipaparkan sebagaimana adanya untuk menjawab semua pertanyaan mengenai proses pemanfaatan sumber belajar sejarah selain buku. Hasil penelitian ini menunjukkan bahwa Benteng Otanaha, sebagai saksi sejarah lokal, dan Museum Popa-Eyato, yang menyimpan koleksi artefak budaya dan sejarah Gorontalo, mampu memberikan pengalaman belajar kontekstual dan bermakna bagi siswa. Implementasi pembelajaran yang melibatkan kunjungan langsung ke benteng dan museum ini selain meningkatkan pemahaman siswa terhadap sejarah lokal tetapi juga menumbuhkan rasa cinta terhadap budaya daerah dan kesadaran akan pentingnya pelestarian warisan sejarah.
Penerapan Pembelajaran Berdiferensiasi untuk Meningkatkan Kesadaran Sejarah Siswa dalam Pembelajaran Sejarah Zachary, Hafidz; Supriatna, Nana; Saripudin, Didin
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1658

Abstract

Kajian ini berangkat dari permasalahan mendasar yang ditemukan dalam proses pembelajaran Sejarah di SMK Mahardhika, di mana kegiatan pembelajaran cenderung terpaku pada metode konvensional seperti penyampaian materi secara tekstual, narasi monoton, dan penghafalan tanpa pemahaman mendalam. Melalui identifikasi permasalahan tersebut, terungkap bahwa inti dari tantangan pembelajaran adalah bagaimana mengimplementasikan strategi pembelajaran berdiferensiasi guna meningkatkan kesadaran sejarah peserta didik di kelas XI RPL 1 SMK Mahardhika. Penelitian ini bertujuan untuk merumuskan pendekatan efektif dalam menanamkan kesadaran sejarah melalui metode yang lebih dinamis dan adaptif. Pendekatan yang digunakan adalah penelitian tindakan kelas, yang memungkinkan pengembangan dan evaluasi metode secara berkelanjutan dalam konteks pembelajaran. Hasil penelitian menunjukkan beberapa temuan signifikan. Pertama, perancangan pembelajaran telah dirumuskan dengan cukup matang, meskipun terdapat beberapa kendala dan ketidaksesuaian pada tahap awal implementasi. Kedua, pendidik mampu menjalankan proses pembelajaran secara konsisten dengan desain yang telah dirancang, khususnya dalam konteks penerapan pembelajaran berdiferensiasi. Hal ini mengindikasikan bahwa strategi ini memiliki potensi besar dalam menciptakan pengalaman belajar yang lebih bermakna dan kontekstual bagi siswa. Ketiga, peningkatan pemahaman kesadaran sejarah telah berhasil meningkat karena dibantu dengan pembelajaran berdiferensiasi berbasi konten. Keempat, kendala yang dihadapi oleh guru mitra yang paling utama bentuk penugasan yang kurang diminati akan tetapi diatasi dengan diferensiasi konten gaya belajar. Pembelajaran berdiferensiasi menjadi salah satu alternatif dalam strategi pembelajaran karena bisa memuat berbagai macam kebutahan atau karateristik siswa dalam pembelajaran di kelas.
Exploring Critical and Ethnopedagogical Dimensions in Living Museums: Ethnographic Perspectives in Cultural Education Practices Abidin, Rahman; Supriatna, Nana; Saripudin, Didin; Yulifar, Leli
JETL (Journal of Education, Teaching and Learning) Vol 9, No 2 (2024): Volume 9 Number 2 September 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i2.5829

Abstract

Living museum is a concept that integrates direct experience with cultural and historical learning. This article explores the critical and ethnopedagogical dimensions in living museum practices with a focus on ethnographic perspectives in cultural education. Through a qualitative approach that includes participant observation, in-depth interviews, and document analysis, this study aims to understand how living museums can function as educational spaces that not only present history, but also encourage critical thinking and cultural reflection among visitors. This study identifies that living museums provide a platform for interactive dialogue between visitors and the cultural practices presented. In this context, living museums are not only places to display artifacts, but also arenas for knowledge exchange that involve community members in the educational process. This study highlights how an ethnopedagogical approach, involving guides as cultural stakeholders, can deepen visitors' understanding of cultural heritage and history. The findings of this study suggest that living museums can function as tools for critical thinking and cultural education, by encouraging visitors to reflect on the social and historical contexts of the artifacts they see. In addition, this study shows that living museums that successfully integrate ethnopedagogical approaches can create immersive and sustainable experiences for visitors, which go beyond mere historical education to embrace broader discussions about cultural identity and social values.
Representasi Peristiwa Sejarah Dalam Puisi Amsterdam-Batavia Karya Zeffry J. Alkatiri Septiansi, Ira; Winarti, Murdiyah; Saripudin, Didin
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1836

Abstract

This study aims to explore the representation of historical events in the poem Amsterdam-Batavia by Zeffry J. Alkatiri and examine how the poem functions as a medium for reflecting on Dutch colonialism in Indonesia. Within the context of history education, the poem is also considered to have potential as an alternative learning source that can offer students a deeper and more emotional understanding of the past. The research adopts a qualitative approach using Critical Discourse Analysis (CDA) through the Discourse-Historical Approach (DHA) developed by Ruth Wodak. The poem is analyzed through four main stages: identifying discourse topics, conducting linguistic analysis, examining the historical and socio-political context, and integrating findings to reveal power relations, ideologies, and identities embedded in the text. The findings show that Amsterdam-Batavia represents various significant historical events, particularly the spice trade, Dutch maritime expeditions, colonial violence in the Maluku and Banda Islands, and the development of colonial infrastructure in Batavia. The poem also highlights the contrast between the luxury enjoyed by Dutch colonizers and the suffering experienced by both the indigenous population and some Dutch sailors. Through rich symbolism and poetic language, the poet effectively conveys historical meaning in a critical and evocative manner. The study concludes that Amsterdam-Batavia holds not only literary value but also strong historical significance. This poem can serve as an effective teaching material in history education, especially in fostering empathy, contextual understanding, and critical awareness among students regarding colonial legacy and its lasting impact.
Nationalism in History Learning: Reflections on Kampus Merdeka Learning Kurikulum Merdeka Through Modul Nusantara Program Naredi, Hari; Saripudin, Didin; Yulifar, Leli; Sjamsuddin, Helius
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.596

Abstract

The purpose of the study is to explore the advantages and disadvantages of the Modul Nusantara Implementation Process, Independent Student Exchange, and Knowing Nationalism in History Learning in the Context of Kurikulum Merdeka. History teaching in high schools has undergone a significant transformation. This concept encourages students to be more actively involved in managing their learning, exploring personal interests, and increasing independence. Students have the freedom to choose historical topics that interest them, explore various perspectives, and develop research and analysis skills. History teachers act as facilitators, providing guidance and support. Even though history teaching has had many breakthroughs and developments to make learning interesting, this research analyzes and explores one universal breakthrough, namely the advantages and disadvantages of the Nusantara Module implementation process, independent student exchange, and to get to know nationalism in history learning in the context of the independent curriculum. This research uses a mixed-method approach using a sequential Explanatory design. The researcher collected and analyzed quantitative data first, followed by qualitative data collection and analysis to help explain or deepen the quantitative findings. The respondents of the study were the first batch of independent exchange students from the Ministry of Education and Culture. Semi-structured questionnaires, interviews, and document analysis were used as data collection strategies. The findings show that after taking Modul Nusantara, and third, related to pride in Indonesian culture, out of 52 respondents (100%), all stated that they were proud. Through Modul Nusantara, their love for their homeland could be increased.
Implementasi Strategi Pembelajaran Berdiferensiasi pada Pembelajaran Sejarah di SMA Negeri 16 Kota Bandung Maulidan, Aldi Cahya; Saripudin, Didin; Supriatna, Nana
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 9 No 1 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v9i1.28057

Abstract

So far, history learning has given little space to students because it emphasizes memorization, but in differentiated learning, students are given space to develop their interests and talents. This happens because creativity is formed when students are given space to think and create according to their interests and talents. This study aims to explain the implementation of differentiated learning strategies in history subjects in high schools. This study uses a qualitative approach with a case study research type, using participant observation data collection techniques, structured interviews, and documentation studies. The data analysis used is data reduction, data presentation, and conclusion. The researcher found that the implementation of differentiated learning is effective in improving the quality of the teaching and learning process. Differentiated learning, carried out by adjusting content, processes, and evaluations according to the needs, interests, and abilities of students, can create a learning environment that is more inclusive and responsive to individual differences. The success of differentiated learning can be seen from the responses of students, who stated that students feel enthusiastic and motivated because they can create a product that is the result of their abilities and creativity. Support from the school in providing facilities and training for teachers also contributes to the success of the implementation of differentiated learning. Thus, differentiated learning has been proven to be able to increase the effectiveness of history learning and encourage optimal academic development of students. Then, differentiated learning can be used as inspiration in implementing learning based on the principles of the independent curriculum.
Co-Authors Abdul Azis Wahab Abidin, Rahman Ade Gaffar Abdullah Aderoben, Andromeda Agus Mulyana Akbar, Muhammad Bintang Andi Haris Anggraini, Diana Noor Asnimawati, Asnimawati Aulia Novemy Dhita Dede Suratman Dedi Kurniawan Dian Noor Anggraini Dimas Rachmat Susilo Disman Erlina Wiyanarti Erlina Wiyanarti Fajar Utomo, Fajar Harinaredi Harinaredi Helius Sjamsuddin Indri Astuti Kamsori, M Eryk Kamsori, Moch Eryk Leli Yulifar Leli Yulifar Mamat Ruhimat, Mamat Maulidan, Aldi Cahya Moeis, Syarif Mokhamad Syaom Barliana Muhammad Luthfi Abdul Aziz Nana Supriatna Nana Supriatna Nana Supriatna Naredi, Hari Neiny Ratmaningsih Novemy Dhita, Aulia Nunung Julaeha Nurodin, Acep Pradita, Silvy Mei Rahman, Iswan Septiansi, Ira Silvy Mei Pradita Simatupang, Tona Martua Sjamsuddin, Helius Syarief Moeis Wawan Darmawan wildan Insan Fauzi Winarti, Murdiyah Yulifar, Leli Zachary, Hafidz