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S., Sariyatun
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MODEL PEMBELAJARAN SEJARAH BERBASIS ISU-ISU KONTROVERSIAL UNTUK MENINGKATKAN BERPIKIR HISTORIS MAHASISWA (STUDI PADA MAHASISWA SEJARAH UNIV. MUHAMMADIYAH PURWOKERTO) Septianingsih, Sumiyatun; Joebagio, Hermanu; S., Sariyatun
HISTORIKA Vol 15, No 2 (2014): Pengembangan Model Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.563 KB) | DOI: 10.20961/historika.v15i2.29438

Abstract

The research and development aimed by students’ attitude and knowledge related to the skill of historical thinking is still low and lack of students’ awareness history, and specifically the aims of this research are to: (1) Describe and analyze the process of historical learning teaching in historical education department of UMP. (2) Develop the historical learning model based on controversial issues to improve students’ historical thinking, and (3) examine the effectiveness of the historical learning model based on the controversial issues to improve the historical thinking.This developing research was used the research method and development (R&D). Technique of collecting data was observation, documentary, interview, questionnaire, and assessment test of historical thinking. Techniques of analyzing data were attitude scale and achievement test using t-test such as experiment class and control class with SPSS.16 program. The location of the research is in historical education department of Muhammadiyah University of Purwokerto by using purposive sampling. The steps of the research included: introduction of the study, developing the historical learning model and testing the effectiveness of the learning model was developed. The result of research showed that the historical learning model based on the controversial issues was developed to be able to improve the historical thinking skill, was showed by the result of measuring test of pre-test, post-test, LKM and attitude scale. The result of model validation test obtained the following score: 4.0 (good) material validation 4.05 (good), item validation 4.03 (good), and lesson plan validation 4.15 (good). The result of t-test of achievement test was 9,729 with the significance level of 0.00<0.05, so Ho was rejected, means that the average of pre-learning and pre-learning in experiment class was not same. Meaning that there was significant effect on the model developed based on the controversial issues to improve student’s historical thinking.
IMPLEMENTASI MODEL PEMBELAJARAN JIGSAW DENGAN MEDIA GAMBAR UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPS KELAS VII-A SMP NEGERI 2 SAMBUNGMACAN SRAGEN Indarto, Slamet; Agung S., Leo; S., Sariyatun
HISTORIKA Vol 16, No 1 (2015): Peningkatan Kualitas Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (264.246 KB) | DOI: 10.20961/historika.v16i1.29444

Abstract

The purpose of this research is to know which with the implementation of cooperative Jigsaw learning model can increase motivation and student learning outcomes on Social Science in VII-A Class, SMP Negeri 2 SambungmacanSragen. This research used Classroom Action Research (PTK) procedure. This subject of this research was VII-A Class, SMP Negeri 2 Sambungmacan Sragen with 32 students. This research consist of three cycles and each cycle in this research held in one meeting. The stages in this research are planning, implementation, observation and reflection. The methods of collecting observation data used observation, documentation, note field, and test. The technique of data analysis that used is qualitative data analysis technique. The result can be conclude: the implementation of Jigsaw learning model through image medium on basic competence describing the activity of economic principle can increase excitement or enthusiasm of student learning and lots of fun. The implementation of Jigsaw learning model through image medium can increase motivation and student learning outcomes quite high. Based on the questionnaire answer of Social Science learning motivation that given to student in the first cycle, can be known that the average is 128.13 or 64.06%, the second cycle is 134.53 or 67.27%, and the third cycle is 152.50 or 76.25%. While the value of cognitive post-test learning outcomes average in first cycle is 67.66 with completeness achievement 59.38, the second cycle is 76.09 with completeness achievement 78.13, and the third cycle is 85.00 with completeness achievement 100%, accordingly can be conclude thatthe implementation of Jigsaw learning model through image medium at Social Science learning can increase the motivation and student learning outcomes in VII-A Class, SMP NegeriSambungmacanSragen.
PENERAPAN MODEL DISCOVERY LEARNING MELALUI LAWATAN SEJARAH UNTUK MENINGKATKAN KESADARAN SEJARAH DAN PRESTASI BELAJAR SISWA KELAS XI IPS 1 SMA NEGERI 1 WURYANTORO KABUPATEN WONOGIRI TAHUN 2015/2016 Y., Yudaningsih; S., Sariyatun; Agung S., Leo
HISTORIKA Vol 15, No 2 (2014): Pengembangan Model Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.298 KB) | DOI: 10.20961/historika.v15i2.29436

Abstract

This research aims to know whether the model application of Discovery Learning through visiting historical places can increase historical consciousness and learning acchievement of students  class XI IPS 1 SMANegeri 1 Wuryantoro, Wonogiri  in 2015/2016 academic year.This research method is a Classroom Action Research consists of three cycles with the stages of planning, implementation, observation, and reflection. This research subyect was class XI IPS 1 SMA Negeri Wuryantoro, Wonogiri as many as 26 students. The data collection technique used tests, observation, interviews, documentation, and questionnaires. The data analysis technique used the analysis techniques of descriptive qualitative.The results of the research showed based on test results, obtained historical conciousness of  students on the first cycle with an average value of 73.58 and classical passing grade 61,53%, the second cycle with an average value of 74.62 and classical passing grade 73,07%, and the third cycle  with an average of 77.45 and classical passing grade 92,31%. While the students’ learning achievements obtained  in the first cycle with an average value of 73.58 and classical passing grade 51,85%, the second cycle with an average value of 76.65 and classical passing grade 76,92%, the third cycle with the average value at 80.23 with the achievement of 88,40% passing grade . The application of  discovery learning model through visiting historical places can increase historical consciousness and learning achievement of students.
Co-Authors Hermanu Joebagio Indarto, Slamet Leo Agung S. Sumiyatun Septianingsih Y., Yudaningsih