Article Per Year (5 Year)
p-Index From 2021 - 2026
4.337
P-Index
This Author published in this journals
All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Educatio Journal of Education and Instruction (JOEAI) JISIP: Jurnal Ilmu Sosial dan Pendidikan Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan ABSYARA: Jurnal Pengabdian Pada Masyarakat SOCIAL : Jurnal Inovasi Pendidikan IPS Al-Mu'awanah Interdiciplinary Journal of Education DISCOURSE : Indonesian Journal of Social Studies and Education Sasambo: Jurnal Abdimas (Journal of Community Service)
B. Fitri Rahmawati
Uinversitas Hamzanwadi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 35 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 35 Documents
Search

 1   2   3   4 
Eksistensi Kain Tenun Tembe Nggoli bagi Masyarakat Suku Mbojo dalam Bidang Sosial dan Ekonomi Fahrur Rozi; Muhammad Shulhan Hadi; Suhupawati Suhupawati; B. Fitri Rahmawati
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 10 No 4 (2024): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v10i4.36583

Abstract

This study analyzes the social and economic roles and continued existence of Tembe Nggoli woven cloth among the Mbojo community in Sangia Village, Sape District, Bima Regency. A qualitative descriptive approach was employed. Data were collected through field observations, structured and unstructured interviews, and documentation. Informants included community elders, senior and active women weavers, and village officials. Data were analyzed through data condensation, data display, conclusion drawing, and verification. The findings show that Tembe Nggoli has a dual position as cultural heritage and a source of livelihood. Socially, it functions as a marker of Mbojo identity, a symbol of honor, a medium for transmitting values, and an important element in customary ceremonies, weddings, religious activities, and the Rimpu dressing tradition. Social change has broadened its use from selected social groups to the wider community and contemporary fashion, although this democratization has reduced part of its former sacred character. Economically, weaving provides primary or supplementary income for women, supports household needs and children's education, and creates opportunities in the creative economy and cultural tourism. The continuity of Tembe Nggoli is constrained by weak intergenerational regeneration, lengthy production, limited marketing capacity, and competition from modern textiles. Strengthening weavers' organizations, innovating products without separating motifs from their cultural meanings, documenting local knowledge, utilizing natural dyes, and expanding digital marketing are therefore essential to connect cultural preservation with sustainable community welfare.
PENGARUH PENGGUNAAN METODE PERMAINAN BINGO TERHADAP KEMAMPUAN BERFIKIR TINGKAT TINGGI (HOTS) SISWA PADA MATA PELAJARAN SEJARAH DI SMA SULLAMUL MUBTADI ANJANI Dewi Indra Resti; Badarudin Badarudin; B. Fitri Rahmawati
SOCIAL : Jurnal Inovasi Pendidikan IPS Vol. 2 No. 4 (2022)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/social.v5i4.15548

Abstract

ABSTRACT History education still faces challenges in encouraging students not only to memorize facts but also to develop Higher Order Thinking Skills (HOTS). One alternative is the Bingo game method, which integrates game-based activities with questions that require complex thinking processes. This study aimed to analyze differences in students’ HOTS achievement following the implementation of the Bingo game method in History subject for Grade X students at SMA Sullamul Mubtadi Anjani. The study employed a quantitative approach with a quasi-experimental method involving an experimental group and a control group. Data were collected through a HOTS test and analyzed using descriptive statistics and an Independent Samples t-test after testing the analytical assumptions. The results showed that the HOTS achievement of the experimental group was higher than that of the control group, with mean scores of 80.8065 and 58.87, respectively. The t-test yielded t = 4.853 with a significance value of 0.000. Thus, the Bingo game method can serve as an alternative for History learning that supports HOTS development through analysis, information processing, problem-solving, and decision-making activities. ABSTRAK Pembelajaran sejarah masih menghadapi tantangan dalam mendorong peserta didik untuk tidak hanya mengingat fakta, tetapi juga mengembangkan kemampuan berpikir tingkat tinggi (Higher Order Thinking Skills/HOTS). Salah satu alternatif yang dapat digunakan adalah metode permainan Bingo yang mengintegrasikan aktivitas bermain dengan pertanyaan yang menuntut proses berpikir kompleks. Penelitian ini bertujuan menganalisis perbedaan capaian HOTS siswa setelah penerapan metode permainan Bingo pada mata pelajaran sejarah kelas X di SMA Sullamul Mubtadi Anjani. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-eksperimen dan melibatkan kelompok eksperimen serta kelompok kontrol. Data dikumpulkan melalui tes kemampuan HOTS dan dianalisis menggunakan statistik deskriptif serta Independent Samples t-test setelah pengujian persyaratan analisis. Hasil penelitian menunjukkan bahwa capaian HOTS kelompok eksperimen lebih tinggi dibandingkan kelompok kontrol, dengan rata-rata masing-masing 80,8065 dan 58,87. Hasil uji t menunjukkan t = 4,853 dengan nilai signifikansi 0,000. Dengan demikian, metode permainan Bingo dapat menjadi alternatif pembelajaran sejarah yang mendukung pengembangan HOTS melalui aktivitas analisis, pengolahan informasi, pemecahan masalah, dan pengambilan keputusan.
PROBLEMATIKA MANAJEMEN KELAS PADA PEMBELAJARAN SEJARAH DI SMA NEGERI 1 PRAYA TENGAH Lia Ayu Sapitri; B. Fitri Rahmawati; Zidni Zidni
DISCOURSE: Indonesian Journal of Social Studies and Education Vol. 2 No. 1 (2024): November
Publisher : Citra Media Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69875/djosse.v2i1.162

Abstract

This study analyzes classroom management problems in history learning at SMA Negeri 1 Praya Tengah, the factors causing them, and the solutions implemented by history teachers. A descriptive qualitative approach was employed. Data were collected through observation, open interviews, and documentation; credibility was examined through triangulation, while analysis involved data collection, reduction, display, and conclusion drawing. The findings show interconnected classroom management problems involving the preparation and adjustment of lesson plans and learning devices, limited and underused learning media, diverse student characteristics and learning interest, and the learning environment. The causes consist of internal and external factors. Internal factors include human resources—particularly low learning interest among some students and the mismatch between some teachers’ academic backgrounds and history education—as well as limited facilities and infrastructure. External factors include school and home environments that do not consistently support learning. Teachers respond by reviewing instructional management, discussing problems with fellow history teachers, approaching students personally, evaluating their own teaching practices, and revising subsequent lesson plans. School leadership support includes teacher training, budget provision for learning media, teaching materials, and improved facilities. The study indicates that effective history learning requires adaptive and collaborative classroom management supported by teacher competence and adequate learning resources.
Between Interest, Career Risk, and Learning Experience: Explaining Students' Reluctance to Choose a History Education Program - A Case Study of Students at MA Mu'allimat NWDI Pancor Siti Hurul Asmayani; B. Fitri Rahmawati; Zidni Zidni
DISCOURSE: Indonesian Journal of Social Studies and Education Vol. 3 No. 3 (2026): July
Publisher : Citra Media Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69875/djosse.v3i3.411

Abstract

Low interest in History Education cannot be adequately explained as students' dislike of the past. Degree choice emerges from the intersection of personal interest, perceived competence, career expectations, family influence, access to higher education information, and prior classroom experience. This study explores the internal and external factors shaping students' interest in choosing a History Education program, examines their perceptions of the program and its graduates' career prospects, and analyses how school history learning contributes to those preferences. An exploratory-descriptive qualitative case study was conducted at MA Mu'allimat NWDI Pancor. Data were generated through three days of participant observation, an open-ended questionnaire distributed to 59 eleventh-grade social science students, of whom 40 provided complete responses, semi-structured interviews with three students representing different levels of interest, an informal conversation with a history teacher, and documentary materials. Data were analysed interactively through collection, condensation, display, conclusion drawing, and verification. The findings reveal four interconnected mechanisms: alignment among personal interest, perceived ability, and future aspirations; assessment of utility and economic risk; family mediation and program image; and learning experiences dominated by teacher-centred explanation and memorisation. Students recognised the moral and civic value of history but did not necessarily enjoy learning it. Limited information also narrowed their understanding of graduate careers to teaching, lecturing, and research. A shift in interest following an information session suggests that preferences were not fully fixed; however, it should not be interpreted causally because the session was embedded in the research process. The study calls for coordinated interventions involving contextual and inquiry-oriented history teaching, systematic career guidance, and evidence-based program communication.
Visualizing the Past: The Effect of Canva-Based Infographics on Students' Chronological Thinking in History Learning Siti Kurniyah; Badarudin Badarudin; B. Fitri Rahmawati
DISCOURSE: Indonesian Journal of Social Studies and Education Vol. 3 No. 3 (2026): July
Publisher : Citra Media Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69875/djosse.v3i3.435

Abstract

Chronological thinking skills enable students to organize sequences, periodization, and temporal relationships in historical events. This study aimed to analyze the effectiveness of Canva-based infographics in developing students' chronological thinking skills in history learning. A quantitative approach was employed using a quasi-experimental method and a nonequivalent control group pretest-posttest design. The participants were 46 Grade 10 students at MA NW Kotaraja, comprising 22 students in the experimental group and 24 in the control group. The experimental group learned through Canva-based infographics, whereas the control group received regular instruction. Data were collected using a test that assessed students' ability to compare periodizations, construct temporal structures in narratives, and interpret timelines. The data were analyzed descriptively using normalized gain (N-gain) and inferentially using an independent-samples t-test. The experimental group's mean score increased from 37.86 to 67.23, with an N-gain of 0.47, whereas the control group's mean score increased from 45.54 to 48.42, with an N-gain of 0.03. The difference in N-gain between the groups was significant, t(44) = 7.062, p < .001, with a mean difference of 44.14 percentage points. These findings indicate that the use of Canva-based infographics was associated with a greater improvement in chronological thinking skills than regular instruction. Pedagogically, infographics can externalize temporal structures and help students organize historical information; however, their effectiveness depends on content accuracy, visual coherence, and the processing activities that accompany their use.
Co-Authors Abdul Aziz Abdul Hafiz Arif Rahman Hakim Badarudin Baiq Fatmawati Baiq Hikmah Widiawati Baiq Silviana Artika Bambang Eka Saputra Dewi Indra Resti Dewi, Gustianti Eka Mala Zurya Maulana Fahrur Rozi Gustianti Dewi Helwin Maulidia Hubaidiyah Hubaidiyah Husnul Mukti I Gede Margunayasa Lalu Muhammad Fauzi Lalu Wahyu Andi Purnama Lia Ayu Sapitri M. Marzuki Mijahamuddin Alwi Muhammad Gazali Muhammad Shulhan Hadi Musabihatul Kudsiah Ni Ketut Suarni Nila Hayati Nurfitri, Celine Nurhajjah, Nurhajjah Rody Satriawan Saprudin Jauhari Shahibul Ahyan Siti Hurul Asmayani Siti Kurniyah Suhupawati, Suhupawati Syarul Amar Yul Alfian Hadi Yunanda Putri Ariska Zidni, Zidni Zidni, Zidni