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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Mimbar Ilmu Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Nusantara Hasana Journal International Journal of Learning Reformation in Elementary Education Riwayat: Educational Journal of History and Humanities Jurnal Sangkala
Riztika Widyasari
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Nursing Social Sciences Other

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PENGGUNAAN MEDIA PEMBELAJARAN INTERAKTIF UNTUK MENINGKATKAN PRESTASI BELAJAR MAHASISWA Widyasari, Riztika; Santi, Triana Kartika
Nusantara Hasana Journal Vol. 1 No. 10 (2022): Nusantara Hasana Journal, March 2022
Publisher : Nusantara Hasana Berdikari

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

One of the factors that lead to low student achievement is that the lecturers are less precise in using learning media. The purpose of this classroom action research is to apply the use of interactive learning media to improve student achievement in the Learner Development course. The design used by Kemmis and Mc-Taggart's action research model is a spiral. The final results of the second cycle obtained in a good category for improving learning achievement have reached a value with a good category of 84%, this exceeds the expected target of 75%. This indicates that the use of interactive learning media that presents learning content such as text, graphics, images, photos, integrated audio, video and animation are very suitable to improve student achievement in the Learner Development course.
Character Education: Analysis of Self-Regulated Learning on Systems Online Learning during the Covid-19 Pandemic Triana Kartika Santi; Riztika Widyasari
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 4, No 2 (2021): Budapest International Research and Critics Institute May
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v4i2.2041

Abstract

The temporary closure of all educational institutions as an effort to prevent the spread of the Covid-19 outbreak worldwide has an impact on millions of students, including in Indonesia. The distance learning process (Online) is a learning solution during the pandemic which in its implementation has not been optimal as a whole. This adds to the obstacles in the application of learning methods because on one occasion there are too many learning loads that must be overcome by the teaching staff. This Writing Method Using descriptive. The main source of self-regulated formation is internal, meaning that it depends on the individual's actions, not on what other people do self-regulated formation is also inseparable from external factors, namely the environment. One study found that people with low self-regulation often experience negative emotions from people with high self-esteem. This can be interpreted that individuals will try to find symbols that can provide positive experiences and acceptance of a good environment. Online learning uses materials and timescales that are following the curriculum. The online learning method is here to change the conventional teaching style which can later improve work professionalism. Self-Regulation is a major influence on the formation of the character of students so that in achieving the formation of student character it is necessary to have Self-Regulated oriented learning. Character education during the pandemic is very different from its application in the conventional period because all learning is all digital (Online), therefore it is very difficult for students and lecturers to organize self-regulated learning processes. Character education is hampered by its value because student self-regulation is not organized, and affects student learning outcomes.
Traditional Games as A Learning Strategy to Develop Students' Self-Control Mahfud, Mahfud; Susanto, Nugroho; Widyasari, Riztika; Firdaus, Fadli; Witasari, Rinesti
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 15 No 2 (2023): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v15i2.3176

Abstract

Self destructive behavior and that of others can result from low self-esteem self-control ability or self-control in students. On the other hand, good self-control can influence student learning outcomes and achievements.Self control itself includes 3 aspects including behavioral control, cognitive control, and decision control.One way that can be done to develop students' self-control is with game strategies, one of which is traditional games, where traditional games are now rarely found.The purpose of this study was to conduct a literature review related to game strategies in developing students' self-control. This is a qualitative-library research. The researcher conducted research on the results of journal research related to traditional game strategies to develop students' self-control. Data and research data sources are in the form of ten studies with the theme of game strategies to develop students' self-control. Data sources were obtained from e-journals accessed from Google Scholar, ScienceDirect, and Elsevier. The sources sought were research results from 2020 to 2023. Data collection techniques used data collection techniques with the keywords game strategies and student self-control. Researchers collect data on research data obtained from the Google Scholar, Elsevier, and ScienceDirect with data analysis techniques using content analysis methods. Based on several research results it was found thatgame strategy can be used asmedium to developself control onstudentself-controlthis includesbehavioral control, cognitive control, and decision control.Based on the results of the research, it is hoped that teachers can continue to preserve traditional games which are now starting to be abandoned, as media used in learning.
Development of Digital Teaching Materials for Local History Courses to Improve Learning Effectiveness and Support the MBKM Program: Pengembangan Bahan Ajar Digital Mata Kuliah Sejarah Lokal untuk Meningkatkan Efektivitas Pembelajaran dan Mendukung Program MBKM ROMADLONI, SAHRU; Riztika Widyasari; Dian Arief Pradana
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 8 No 2 (2024): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v8i2.4392

Abstract

The development of digital local history teaching materials at Universitas Banyuwangi on 17 August 1945 is based on the need to digitise teaching material content, learning models, learning strategies and assessment instruments uploaded through e-learning and integrated into the Ministry of Education and Culture's SPADA. The local history learning process also often takes place conventionally so that it is not in accordance with the MBKM programme. The purpose of this research is to develop local history teaching materials in digital form to increase participation to improve learning effectiveness. The research method used uses the A.D.D.I.E. development model which includes five stages; Analyse, design, develop, implement, evaluate. Based on the results of statistical tests conducted using the SPSS programme, the average post-test score of the experimental class was 82 and the average post-test score of the control class was 74.2. While the t-test obtained a value of 6.621 with a significance level of 0.000 less than 0.025 (0.000 <0.025), so Ho is rejected or there is an average difference between the experimental class and the witness class. In conclusion, the developed local history digital teaching materials effectively improve learning effectiveness.
Integration of Local Culture and Ijen Geopark in Early Childhood Education Student Learning in Banyuwangi: Integrasi Budaya Lokal dan Geopark Ijen dalam Pembelajaran Siswa PAUD di Banyuwangi Riztika Widyasari; mahfud; Triana Kartika Santi; Andhika Wahyudiono
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 8 No 2 (2024): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v8i2.4625

Abstract

Early childhood education in Banyuwangi faces challenges in the integration of local culture and the potential of the Ijen Geopark. Around 40% of PAUD institutions implement a curriculum based on local culture. The limited understanding of educators and the lack of exploration activities hinder the use of Geoparks as a learning medium. The lack of community support and facilities in PAUD exacerbates this situation. The purpose of this research is to integrate local culture and the natural potential of the Ijen Geopark in early childhood education in Banyuwangi. This study assesses the challenges and opportunities for the implementation of cultural and environment-based learning. The research methodology uses a qualitative approach based on literature review. This study collected data from journals and relevant documents. The main focus of the research is the challenge in the application of culture-based learning in early childhood education. The results of the study show the importance of integrating contextual learning that links culture and environment in early childhood education in Banyuwangi. The Ijen Geopark offers great potential to enrich children's learning experience through direct interaction with nature and local culture. By utilizing a context-based learning approach, children can understand the environmental and cultural values that exist around them. An effective learning process requires a connection between new knowledge and the social context that the child recognizes, so that the learning experience gained becomes more profound and meaningful. The conclusion of the study shows that Early Childhood education in Banyuwangi faces challenges in the low implementation of the local culture-based curriculum, understanding of the Ijen Geopark, and limited facilities. Training, infrastructure upgrades, and collaboration are required for solutions.
Potret Pembelajaran Sejarah Berbasis Kurikulum Merdeka di SMA Negeri 1 Banyuwangi Alisa Febiyanti; I Kadek Yudiana; Riztika Widyasari
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 2 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i2.4953

Abstract

The independent curriculum is one of the curriculum concepts that demands learner independence. The independent curriculum is closely related to constructivism learning theory which involves student participation in the learning process. In the sense that students are invited to find answers to the questions posed, the application of projects shows the teacher's efforts to create conducive learning. The purpose of this research is to find out how the portrait of history learning based on the independent curriculum starts from planning, implementation, evaluation, and obstacles in learning history at SMA Negeri 1 Banyuwagi. The method used in this research is descriptive method with qualitative approach and case study research type. The research subjects are the principal, deputy head of curriculum, history teacher, and students. The data collection techniques to be used are observation, interview and documentation study. Data were analyzed by reducing data, presenting data, and drawing conclusions. The results show that history learning in the independent curriculum includes learning planning such as making teaching modules, implementing learning and evaluating learning which consists of formative and summative assessments.
ANALYSIS OF STUDENT LEARNING MOTIVATION IN HISTORY SUBJECTS IN THE INDEPENDENT CURRICULUM AT SMKN 1 BANYUWANGI: ANALISIS MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN SEJARAH DALAM KURIKULUM MERDEKA DI SMKN 1 BANYUWANGI Anisatur Rosida; Riztika Widyasari; Totok Hari Prasetiyo; I Kadek Yudiana
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 2 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i2.4975

Abstract

Learning motivation is a driving factor that comes from within and outside of a person. With learning motivation, it is expected to improve students` achievement and learning outcomes. This research aims to describe student learning motivation in history subjects in the independent curriculum, as well as how the teacher`s role in increasing student learning motivation in history subjects at SMKN 1 Banyuwangi. The method used in this research is descriptive method with qualitative approach. The research subjects are the head of the curriculum, history teachers, and students. The data collection techniques that will be carried out are through observation, interviews, and documentations studies. Then the data is analyzed through 3 stages, namely data reduction, data presentation, and conclusion drawing. In the independent curriculum, educators are given flexibility in managing learning to adjust teaching according to the needs and conditions of students. Therefore, the role of educators is needed to increase student learning motivation so that they are interested in learning history. Based on the results of the analysis of student learning motivation in history subjects in the independent curriculum, it can be concluded that student learning motivation is good. This can be seen from the results of the acquisition of the percentage of students` intrinsic learning motivation of 41% in the good category, 34% in the excellent category, and 25% in the moderate category. Meanwhile, the results of the percentage of students` extrinsic learning motivation were 41% in the moderate category, 28% in the good category, 12,5% in the very good category, 12,5% in the poor category, and 6% in the very poor category. After the calculation, the overall average between intrinsic and extrinsic motivation is 64,23% with a good category
Analysis Of The Application Of The Independent Curriculum In History Subjects At Muhammadiyah 2 Genteng High School Aulita Inestya Putri; I Kadek Yudiana; Riztika Widyasari
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 3 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i3.4992

Abstract

One of the high schools that implement the independent curriculum is SMA Muhammadiyah 2 Genteng with a fairly good cultivation of religious character. This study aims to determine the journey of implementing the Merdeka Curriculum in History subjects at Muhammadiyah 2 Genteng High School. This research uses a constructivistic approach, education, history learning. This research also uses a qualitative method with the stages of determining the location and time of research, determining the form and strategy of research, determining data sources, determining data collection techniques, data validation techniques, and data analysis techniques. The data collection technique used was purposive sampling technique by means of observation, interviews and documentation. The interview subjects were the principal, curriculum deputy, history teacher, grade X and XI students. The results of the study explain that the implementation of the independent curriculum has been implemented for 2 years. In its implementation, there are three processes carried out, namely planning, implementation and evaluation. However, in its implementation there are several challenges that must be faced, one of which is the teacher's understanding of the new curriculum. Even so, the school is able to implement the independent curriculum well. This can be seen from the cultivation of religious character and student talent which continues to progress and the efforts made by the school. One of the efforts made is training, ongoing collaboration between teachers and continuous evaluation that can improve the implementation of the independent curriculum so as to improve the quality of education for the better.
Analisis Penerapan Model Pembelajaran Berbasis Project Based Learning (Pjbl) pada Mata Pelajaran Sejarah di SMA Darussalam Safitri, Anggun; Widyasari, Riztika; Pradana, Dian Arief
Riwayat: Educational Journal of History and Humanities Vol 8, No 3 (2025): July
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v8i3.47602

Abstract

Tujuan dari penelitian ini adalah menganalisis penerapan model pembelajaran berbasis Project Based Learning (PjBL) dalam mata pelajaran sejarah serta mengidentifikasi berbagai tantangan yang dihadapi oleh pendidik dan peserta didik di SMA Darussalam. Penelitian ini menggunakan metode kualitatif deskriptif dengan Teknik pengambilan data melalui wawancara, observasi, dan analisis dokumen. Hasil penelitian menunjukkan bahwa penggunaan model Project-Based Learning (PjBL) dalam mengajaran sejarah berhasil meningkatkan keterlibatan peserta didik dan hasil belajar. Peserta didik berpartisipasi aktif dalam pendidikan mereka pada tingkat sosial, intelektual, dan fisik, serta menunjukkan peningkatan dalam partisipasi diskusi kelompok dan pembuatan proyek sejarah. Namun selama pelaksanaannya terdapat beberapa tantangan yang dihadapi oleh pendidik dan peserta didik. Pendidik mengalami kesulitan dalam merencanakan pembelajaran, seperti keterbatasan waktu, kurangnya sumber belajar, media pendukung yang tidak memadai, serta penggunaan kalender Yayasan yang sering kali tidak sejalan dengan kalender nasional.
History Learning and Digital Tourism: Utilizing AI for Cultural Conservation in the Ijen Geopark Area for High School Students in Banyuwangi Mahfud; Triana Kartika Santi; Riztika Widyasari; I Wayan Pardi
Mimbar Ilmu Vol. 30 No. 2 (2025): August [ARTICLE IN PRESS]
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i02.103107

Abstract

This research is motivated by the problem of low integration of the potential for local culture-based education in Ijen Geopark in history learning at the secondary school level, which is still predominantly text-based and has minimal use of interactive technology. The purpose of this research is to develop history learning modules based on digital tourism, AI, and AR to improve students' understanding of local history while fostering cultural conservation attitudes. The research subjects included 190 students and 8 history teachers who were selected through stratified random sampling. The research method used is Research and Development (R&D) with preliminary study stages, product design, expert validation, limited trials, and effectiveness tests. Data collection techniques are carried out through tests, questionnaires, observations, and interviews, while data analysis techniques include content validity tests, paired t-tests, chi-squares, ANOVAs, and Pearson correlation analysis. The results showed a significant increase in local history knowledge (the average pre-test score of 48.2 increased to 75.6 in the post-test, p < 0.001), a more positive attitude of cultural conservation, expert validation with a very feasible category (content 90.1% and media 88.4%), and teacher perception that strongly supports the implementation of modules in history learning based on local contexts.
Co-Authors Adita Taufik Widianto, Adita Taufik Afifah, Safira Nur Alisa Febiyanti Anisatur Rosida Aulita Inestya Putri Dian Arief Pradana Fadli Firdaus Firdina Istiqomah I Kadek Yudiana I Wayan Pardi Mahfud Mahfud Nugroho Susanto RR. Ella Evrita Hestiandari Santi, Triana Kartika Sihkabuden Sihkabuden Sulthoni Totok Hari Prasetiyo Triana Kartika Santi Wahyudiono, Andhika WISNU Witasari, Rinesti