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All Journal AL ISHLAH Jurnal Pendidikan Lani: Jurnal Kajian Ilmu Sejarah dan Budaya
Hetharion, Bety D.S.
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Persepsi Mahasiswa Sejarah Terhadap Pembelajaran Daring Pada Program Studi Pendidikan Sejarah Rehena, Matheos; Hetharion, Bety D.S.; Dokolamo, Hamid
Lani: Jurnal Kajian Ilmu Sejarah dan Budaya Vol 4 No 2 (2023): Lani: Jurnal Kajian Sejarah Dan Budaya
Publisher : Program Studi Pendidikan Sejarah, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/Lanivol4iss2page74-84

Abstract

This study aims to examine the perceptions of students in the History Education Study Program regarding online learning conducted within the program. The research is descriptive and qualitative, employing an approach that seeks to explore the implementation of online learning deeply. Data collection techniques include interviews, observations, and document studies. The results of this study indicate that 95% of students expressed positive views on the implementation of online learning, meaning they encountered no significant challenges. In terms of students' perceptions of online learning, three points were measured: 1. Effectiveness: 90% of students had a positive perception, feeling that their ability to use technology had improved through online learning. 2. Communication: 60% of students had a negative perception, feeling that communication in online learning did not function well. 3. Feedback: 66% of students had a positive perception, indicating that the feedback and interaction between students and lecturers were effective. The challenges faced by students in online learning include internet connectivity issues, high costs, a heavy workload, an unconducive learning environment, and less effective teaching methods.
Ritual Adat Rsaw Lasmyer/Tikam Tanah Di Desa Namtabung Kecamatan Selaru Kabupaten Kepulauan Tanimbar Nureroan, Melki A; Hetharion, Bety D.S.; Far-Far, Gazali
Lani: Jurnal Kajian Ilmu Sejarah dan Budaya Vol 3 No 2 (2022): Lani: Jurnal Kajian Ilmu Sejarah dan Budaya
Publisher : Program Studi Pendidikan Sejarah, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/Lanivol3iss2page120-127

Abstract

The Rsaw Lasmyer ritual in Namtabung is mandatory for newcomers entering the village of Namtabung. Rsaw Lasmyer holds a unique appeal and carries significant value for those new to the town. This research aims to understand the process of the Rsaw Lasmyer ritual and the values it holds for the people of Namtabung. The study employs qualitative research using an ethnographic approach, which involves a description of a culture through an anthropological lens. The findings indicate that the Rsaw Lasmyer ritual in Namtabung is a form of traditional tikam tanah where both newcomers and locals who have never entered the village must undergo the ritual. The Rsaw Lasmyer ritual consists of four stages. Before the ritual begins, newcomers must place sand on their foreheads and walk to the front of the village to start the Rsaw Lasmyer process, visiting each house of the village chief (Raja). The ritual involves the use of specific tools to offer food and drink to the ancestors, with family members accompanying the newcomer throughout the process. Changes in the Rsaw Lasmyer ritual have occurred, particularly in the attributes and trays (nyiru) used. The values embodied in the ritual signify that newcomers cannot be disturbed, as they are now considered part of the Namtabung community.
Examining the Impact of Classroom Management, Resource Utilization, and Teaching Strategies on Academic Success in History Education: The Role of Self-Efficacy as a Moderator Hetharion, Bety D.S.
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.6531

Abstract

Academic self-efficacy plays a critical role in students’ learning outcomes, yet its interaction with instructional variables in history education remains underexplored. This study investigates the influence of classroom management, instructional methods, and learning resource management on students' academic self-efficacy in Indonesian senior high school (SMA) history classes. Using a descriptive quantitative approach, data were collected from 100 randomly selected students representing diverse academic and socioeconomic backgrounds. A structured survey was used to gather data, which were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings indicate that classroom management significantly impacts both academic self-efficacy and student performance in history. While academic self-efficacy positively influences students’ engagement and persistence, its moderating effect on the relationship between other variables was found to be statistically non-significant in some cases. Resource availability and instructional quality were also identified as key contributors to improved academic outcomes. The results underscore the importance of a well-managed and resource-rich classroom in fostering student motivation and achievement. Students with higher self-efficacy are more likely to enjoy learning, persevere in academic tasks, and participate actively in class. The study recommends that history educators adopt student-centered approaches—such as project-based learning, digital tools, and collaborative discussions—to enhance learners’ agency and interest. This research contributes to the literature by integrating four theoretical frameworks—Constructivist, Social Cognitive, Learning Resource, and Self-Determination Motivation theories—and highlights the relatively overlooked moderating role of academic self-efficacy in history education.
Co-Authors Dokolamo, Hamid FAR-FAR, GAZALI Nureroan, Melki A Rehena, Matheos