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All Journal Historika Journal of Community Service and Empowerment
Hariyono, H.
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ANALISIS PEMBELAJARAN SEJARAHISU-ISU KONTROVERSIAL DI SMA Saefudin, Arif; Hariyono, H.; Sariyatun, S.
HISTORIKA Vol 18, No 1 (2016): Pembelajaran Sejarah dan Nation Building
Publisher : Sebelas Maret University (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (227.123 KB) | DOI: 10.20961/historika.v18i1.29540

Abstract

      This study aims to (1) describe the planning; (2) describes the learning process; (3) identify the obstacles encountered by teachers in teaching history; (4) analyzing the efforts made by teachers of history to overcome obstacles in learning, and (5) determine the appreciation of learners in learning the history of a controversial issue. This research was conducted at SMA Negeri 1 Banyumas, using the form of qualitative descriptive study with a single case study research strategy spikes. The data source consists of speakers, events / activities, documents and archives. Data collection techniques using in-depth interview techniques, direct observation, and content analysis. The sampling technique used purposive sampling and time sampling. The validity of the data use triangulation of data, methods, and theory. Analysis of data using interactive analysis with three stages that occur bergayutan, namely data reduction, data presentation, and drawing conclusions / verification. The results showed that (1) in planning lessons, teachers make learning devices independently, but can not be separated from the sample that has been made in a top-down from the government; (2) execution history teaching of controversial issues still running half-hearted because of the mindset held by teachers is still in the stage of action and weak in re-actualization stage, so that learning becomes out of context; (3) obstacles in learning the history of a controversial issue consists of all aspects of planning, implementation, and other supporting factors in the learning process; (4) efforts to overcome the obstacles still limited in technical level, teachers have not been able to explore the concept because it is constrained by the environment and position; (5) appreciation of learners towards learning is very varied history of controversial issues, many of which have a material interest in the history of the controversial and potentially to train students to think critically to an event.
The effect of teacher empowerment-based course program on teachers' knowledge of Pancasila character on the Indonesia-Malaysia literacy Wijaya, Daya Negri; Yafie, Evania; Hariyono, H.; Pratama, Andhika Yudha; Azizah, Alfi Rohmatul; Azizah , Suti Mega Nur
Journal of Community Service and Empowerment Vol. 5 No. 1 (2024): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v5i1.29683

Abstract

The lack of teachers' ability to apply the Pancasila character can contribute to the fading of Pancasila culture abroad, especially for the families of Indonesian Immigrant Workers in Malaysia. This research aims to explore the understanding of the character of Pancasila among parents in the Indonesian-Malaysian literacy context. A quantitative research approach was used with a sample of 80 educators from the Kuala Lumpur Indonesian School and learning centers in Malaysia. The research instrument consists of a questionnaire with 15 items for the Teacher Empowerment Program variable and 14 items for Teacher Knowledge. Data analysis uses simple linear regression with validity, reliability, normality, heteroscedasticity, t test, and coefficient tests, which are processed using SPSS software. The research results found that the training program had a positive effect on teachers' knowledge about the character of Pancasila. The Teacher Empowerment Based Course Program has had a significant impact on teachers' understanding of the Indonesian-Malaysian Literacy Based Pancasila Character. After attending a course based on teacher empowerment, there was a significant increase in teachers' knowledge about the character of Pancasila based on Indonesian-Malaysian language literacy. This teacher empowerment-based course program provides educators with the opportunity to gain knowledge about Indonesian-Malaysian literacy. They can apply this knowledge through innovative and effective teaching methods. Future research could investigate further potential benefits beyond increasing teachers' knowledge after participating in this program.
Co-Authors Andhika Yudha Pratama Arif Saefudin Azizah , Suti Mega Nur Azizah, Alfi Rohmatul Daya Negri Wijaya Evania Yafie Sariyatun, S.