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<![CDATA[The Role of Hasanuddin Damrah in Education Development in South Bengkulu (1945 – 1968) ]]>
<![CDATA[Wahyuni, Fadela Septi]]>;
<![CDATA[Umasih, Umasih]]>;
<![CDATA[Ibrahim, Nurzengky]]>
<![CDATA[ Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February ]]>
Publisher : <![CDATA[Budapest International Research and Critics University ]]>
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DOI: 10.33258/birci.v5i1.4130
<![CDATA[Post-independence education changed following the ideals of Indonesian based on the 1945 Constitution. At this time, the emphasis of education was on nationalization and democracy. Thus, todays Indonesia need educators who suit by the ideals of Indonesian education that are democratic and nationalist. As a result, there is emergence of educator in various regions. This study aimed to determine the role of Hasanuddin Damrah in the education development of South Bengkulu Regency. This research uses a historical approach. The steps in this research initiate with topic selection, source collection, verification (external criticism and internal criticism), interpretation (analysis and synthesis). The result of this research show that the role played by Hasanuddin Damrah in advancing education in South Bengkulu has yielded good results. It is starting with his line of business, build the first secondary school in South Bengkulu, called Manna Middle School (SMP Negeri 1 Bengkulu Selatan), and build Manna High School (SMAN 1 Bengkulu Selatan), SMEP (first economic management school), SKP (first school of expertise). Moreover, his nationalist thinking by the ideals of education made him develop education in South Bengkulu which can be felt today.]]>
<![CDATA[Pelatihan Pembuatan Bahan Ajar Berbantuan Artificial Intelligence ]]>
<![CDATA[Sujarwo, Sujarwo]]>;
<![CDATA[Safitri, Desi]]>;
<![CDATA[Ibrahim, Nurzengky]]>;
<![CDATA[Marini, Arita]]>
<![CDATA[ SWARNA: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 8 (2024): SWARNA: Jurnal Pengabdian Kepada Masyarakat, Agustus 2024 ]]>
Publisher : <![CDATA[LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram ]]>
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DOI: 10.55681/swarna.v3i8.1455
<![CDATA[Bahan ajar harus ikut bertransformasi dengan memanfaatkan teknologi dan informasi sebagai basis utama dalam pengembangannya, hal ini dikarenakan bahan ajar manual sudah tidak lagi sesuai dengan perkembangan jaman dan kehidupan sehari-hari peserta didik. Oleh sebab itu media ajar yang digunakan guru juga harus dapat menyesuaikan perkembangan teknologi. Salah satu cara pembuatan bahan ajar digital yang dapat digunakan di era digital adalah pembuatan bahan ajar digital dengan berbantuan artificial intellgence (AI). Inovasi perkembangan media ajar berbasis AI sangat dibutuhkan untuk mendukung pembelajaran di era 4.0. sebagai media pembelajaran yang sesuai dengan tuntutan pembelajaran di era digital. Pendekatan yang digunakan adalah experimental learning dengan metode simulasi dengan subjeknya adalah guru di SMP Negeri 14 dengan jumlah peserta sebanyak 27 guru. Hasil kegiatan pelatihan menunjukkan adanya peningkatan kompetensi peserta dalam hal pengetahuan dan peningkatan keterampilan peserta dalam membuat bahan ajar berbantuan artificial intelligence. Kelebihan dari kegiatan ini adalah dilakukan dengan simulasi dan pembimbingan langsung sehingga peserta dapat secara langsung mampraktekkan materi yang diterima dalam pembuatan bahan ajar berbantuan artificial intelligence.]]>
<![CDATA[Challenges of E-Learning Effectiveness During the Covid-19 Pandemic in Historical Subjects ]]>
<![CDATA[Mahadin, Mahadin]]>;
<![CDATA[Rochalina, Corry Iriani]]>;
<![CDATA[Ibrahim, Nurzengky]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 2 (2022): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i2.43573
<![CDATA[Learning during the COVID-19 pandemic has become less effective because of a pandemic that requires students not to come to school. In addition, many parents complain about the fate of their children who never get a proper education. It also happens in historical subjects, where historical material taught in general must be delivered directly. This study aims to analyze the effectiveness of E-Learning learning during the pandemic in history learning. This type of research is a case study. The samples of this study were history teachers and students of class XI science. Data collection methods are interview, observation (observation), and study documentation. The sampling technique used is a purposive technique. The population of this study amounted to 143 students. Research instruments used as data collection tools such as interview guidelines and questionnaires. The data analysis technique used is qualitative analysis. The results of the study indicate that the planning and implementation of E-Learning learning as a solution to history subjects is in the excellent category because E-Learning learning can help the history learning process more broadly, for example, in the use of virtual museums and local museums. Cultural heritage tourism.]]>
<![CDATA[STEAM: Science, Technology, Engineering, Art, and Mathematics on History Learning in the 21st Century ]]>
<![CDATA[Lestari, Dea]]>;
<![CDATA[Ibrahim, Nurzengky]]>;
<![CDATA[Iriani, Corry]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i2.44172
<![CDATA[Implementation of STEAM, both teachers and students, are still a little confused with the concept of STEAM. This article discusses how to apply STEAM and what difficulties educators face when implementing STEAM. This study aims to analyze how the implementation of STEAM in history learning in the 21st century. This study uses qualitative research with a case study research design. Observation data collection techniques, and interviews. The validity of the data was tested through triangulation of sources and using descriptive analysis. The results of this study indicate that STEAM has been applied in history learning. In addition, the implementation of STEAM is an effort to integrate STEAM into one with history learning, by linking the elements of STEAM, so students are given a holistic understanding of the interrelationships of the fields of science through 21st century learning experiences. STEAM is one of the important concepts that must be mastered by history teachers to integrate history material with other sciences, then make students have high thinking and analytical power in the learning process.]]>
<![CDATA[The Use of Learning Methods in Learning History During the Covid-19 Pandemic ]]>
<![CDATA[Hiskiya, Frensen S]]>;
<![CDATA[Sarkadi]]>;
<![CDATA[Ibrahim, Nurzengky]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i2.44270
<![CDATA[During the Covid-19 pandemic, online learning was carried out so that learning had to be done from home to break the Covid-19 chain. This study aims to analyze the use of the history learning method used during the Covid-19 pandemic. The research method used was descriptive qualitative. By using a case study approaches so that data collection in the research process uses observation, interviews, and documentation techniques. Furthermore, the data and sources of this research data come from the schools studied. The results of the study found that several history learning methods were used during the Covid-19 pandemic, such as the audiovisual method, the indirect learning method, the project method, and the group work method. This learning method is most often used by teachers in conducting history lessons during the Covid-19 pandemic. By using various learning methods in learning history, students are very happy because the method used is not boring during learning hours by using learning methods and materials carried out by the teacher, students are also very quick to understand the material conveyed by the teacher in carrying out learning.]]>
<![CDATA[Application of Microsoft Teams Applications in History Learning ]]>
<![CDATA[Tanikwele, Mevi Bozed]]>;
<![CDATA[Sarkadi]]>;
<![CDATA[Ibrahim, Nurzengky]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v7i2.44309
<![CDATA[The Microsoft Teams application is one of the learning applications that can be applied to online distance learning during the covid-19 pandemic, with the application of the Microsoft Teams learning application, teachers can increase students' interest/motivation in learning while they are at home. This study aims to analyze the implementation of history learning, the application of the Microsoft Teams application, and the obstacles encountered by history teachers using the Microsoft Teams application in learning history. This type of research uses qualitative research with a case study approach. The subjects in this study were 1 history teacher and 5 students in class XII IPS 5 whose learning was done through the Microsoft Teams application. The trial of this research was in class XII IPS 5 with 35 students. Data collection methods used interviews, observations and take notes. Analysis of the data used is the Analysis Interactive model of Miles and Huberman. The results showed that learning history during distance learning using the Microsoft Teams application can still run smoothly, but this condition can also affect the interaction of teachers and students in learning. The teacher has been able to apply the Microsoft Teams application in learning because there are media that support the teacher during online learning, the learning media in question are the meter, quiz, padlet and group room. The obstacles encountered by the teacher in learning history by implementing the Microsoft Teams application were mainly on the internet network so that students were quite passive in carrying out history learning.]]>
<![CDATA[PELATIHAN PEMBUATAN BAHAN AJAR BERBANTUAN ARTIFICIAL INTELLIGENCE ]]>
<![CDATA[Sujarwo, Sujarwo]]>;
<![CDATA[Safitri, Desy]]>;
<![CDATA[Ibrahim, Nurzengky]]>;
<![CDATA[Marini, Arita]]>
<![CDATA[ SWARNA: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 10 (2024): SWARNA : Jurnal Pengabdian Kepada Masyarakat, Oktober 2024 ]]>
Publisher : <![CDATA[LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram ]]>
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DOI: 10.55681/swarna.v3i10.1391
<![CDATA[Bahan ajar harus ikut bertransformasi dengan memanfaatkan teknologi dan informasi sebagai basis utama dalam pengembangannya, hal ini dikarenakan bahan ajar manual sudah tidak lagi sesuai dengan perkembangan jaman dan kehidupan sehari-hari peserta didik. Oleh sebab itu media ajar yang digunakan guru juga harus dapat menyesuaikan perkembangan teknologi. Salah satu cara pembuatan bahan ajar digital yang dapat digunakan di era digital adalah pembuatan bahan ajar digital dengan berbantuan artificial intellgence (AI). Inovasi perkembangan media ajar berbasis AI sangat dibutuhkan untuk mendukung pembelajaran di era 4.0. sebagai media pembelajaran yang sesuai dengan tuntutan pembelajaran di era digital. Pendekatan yang digunakan ada;ah experimental learning dengan metode simulasi dengan subjeknya adalah guru di SMP Negeri 14 dengan jumlah peserta sebanyak 27 guru. Hasil kegiatan pelatihan menunjukkan adanya peningkatan kompetensi peserta dalam hal pengetahuan dan peningkatan keterampilan peserta dalam membuat bahan ajar berbantuan artificial intelligence. Kelebihan dari kegiatan ini adalah dilakukan dengan simulasi dan pembimbingan langsung sehingga peserta dapat secara langsung mampraktikkan materi yang diterima dalam pembuatan bahan ajar berbantuan artificial intelligence.]]>
<![CDATA[Hubungan Diplomatik Indonesia-Brunei Darussalam Pada Masa Presiden Suharto & Sultan Hassanal Bolkiah, 1984-1998 ]]>
<![CDATA[Firdaus, Ahmad Musyalen]]>;
<![CDATA[Ibrahim, Nurzengky]]>;
<![CDATA[Kurniawati, Kurniawati]]>
<![CDATA[ Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 10 No 1 (2023): Desember ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jhm.v10i1.23965
<![CDATA[This research aims to explain how Indonesia's Diplomatic Relations with Brunei Darussalam developed in the 1984-1998 period. The research method used is a historical method consisting of heuristics, source criticism or verification, interpretation and historiography. In collecting sources, the author uses sources from contemporary newspapers and source books related to the discussion. The results of this research are that Indonesia and Brunei Darussalam have had good relations since the time of the kingdoms in the archipelago. One proof of this good relationship is the kinship between the Brunei Royal family and the Majapahit Kingdom. During the Guided Democracy era, Indonesia and Brunei had cold relations due to differences in political views between President Sukarno and the Sultan of Brunei Sir Omar Ali Saifuddin III regarding the movement for the Unitary State of North Kalimantan led by A.M. Azahari. During President Suharto's time, Indonesia restarted diplomatic relations with Brunei Darussalam which began in 1981 until official diplomatic relations in January 1984. In its development until May 1998, Indonesia's diplomatic relations with Brunei Darussalam went well with a high spirit of friendship. This can be seen through various collaborations in various fields such as politics, economics, education and tourism. The political and economic fields are the most impressive areas in diplomatic relations between the two countries. One of them is that Brunei Darussalam provided an interest-free loan to Indonesia in 1987.]]>
<![CDATA[PELATIHAN KELOMPOK GURU DALAM MEMBUAT PEMBELAJARAN BERBASIS PROYEK ]]>
<![CDATA[Rihatno, Taufik]]>;
<![CDATA[Sujarwo]]>;
<![CDATA[Nuraini, Sri]]>;
<![CDATA[Kurnianti, Endang M.]]>;
<![CDATA[Marini, Arita]]>;
<![CDATA[Safitri, Desy]]>;
<![CDATA[Ibrahim, Nurzengky]]>;
<![CDATA[Zahari, Musril]]>
<![CDATA[ BESIRU : Jurnal Pengabdian Masyarakat Vol. 1 No. 8 (2024): BESIRU : Jurnal Pengabdian Masyarakat, Agustus 2024 ]]>
Publisher : <![CDATA[Lembaga Pendidikan dan Penelitian Manggala Institute ]]>
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DOI: 10.62335/gffnqk14
<![CDATA[Pelatihan kelompok guru dalam membuat pembelajaran berbasis proyek merupakan langkah penting dalam meningkatkan keaktifan siswa dalam kelas. Dalam melaksanakan pembelajaran guru menjadi fasilitator, yang memberikan permasalahan berupa studi kasus yang nantinya akan diselesaikan pada siswa dalam bentuk proyek. Melalui pembelajaran berbasis proyek berarti memberikan siswa kesempatan untuk belajar melalui pengalaman langsung dan menerapkan pengetahuannya dalam situasi yang kontekstual. Dalam rangka menerapkan pembelajaran berbasis proyek, maka dilakukan pelatihan pada kelompok guru yang berimplikasi dalam membantu mengembangkan ketrampilan kritis, analisis, dan meningkatkan motivasi siswa.]]>
<![CDATA[Contribution of Social Media in Presenting Academic History Content (Case Study on Instagram @historiadotid) ]]>
<![CDATA[Haq, Masyithoh Nurul]]>;
<![CDATA[Ibrahim, Nurzengky]]>;
<![CDATA[Kurniawati, Kurniawati]]>
<![CDATA[ Eduvest - Journal of Universal Studies Vol. 5 No. 1 (2025): Journal Eduvest - Journal of Universal Studies ]]>
Publisher : <![CDATA[Green Publisher Indonesia ]]>
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DOI: 10.59188/eduvest.v5i1.50244
<![CDATA[This research aims to investigate the contribution of social media, particularly Instagram @historiadotid, in presenting academic history content. Through a case study approach, we analyze how social media is used to introduce and communicate critical and credible historical information to audiences in an engaging and informative manner. Observation and content analysis methods are used to understand the various strategies used by the @historiadotid account in presenting reliable historical content and attracting public attention, especially millennials who are active on social media. The results of this study are expected to provide new insights into the potential of social media as an effective means of history education and help expand the use of social media, especially Instagram, to access historical knowledge for today's generation.]]>
