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<![CDATA[EVALUASI PROGRAM SUKSES UJIAN NASIONAL DI SEKOLAH MENENGAH KEJURUAN 5 JAKARTA (SUATU KAJIAN POLITIK PENDIDIKAN) ]]>
<![CDATA[Sarkadi Sarkadi]]>
<![CDATA[ Jurnal Ilmiah Mimbar Demokrasi Vol 14 No 2 (2015): Jurnal Ilmiah Mimbar Demokrasi Volume 14 No. 2 April 2015 ]]>
Publisher : <![CDATA[Program Studi PPKn FIS UNJ & Asosiasi Profesi PPKn Indonesia ]]>
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DOI: 10.21009/jimd.v14i2.9106
<![CDATA[This study aims to explain the effectiveness of the National Exam Success program at SMK 5 Jakarta. The results showed that the evaluation is based on the input of the 4 aspects and 22 sub-aspects, which have met the objective standard is 2 aspects and 17 sub-aspects, which do not meet the standards are 2 aspects and 5 sub-aspects. Aspects that meet the standards are aspects of teacher competence and aspects of school atmosphere, while some aspects of sub aspects are still not meet objective standards are aspects of infrastructure and commitment aspect Principal, Teachers, Students and Parents. Based on the sub-evaluation process, from 7 aspects and 14 sub-aspects are four aspects that meet objective standards and 3 aspects which do not meet objective standards. Aspects that meet the standards covering aspects of learners determination, determination homeroom, the responsibility of parents, and istigosyah. Medium aspects which do not meet objective standards covering aspects of the deepening of the material outside of school hours, periodically try out both internally and externally, and providing motivation by motivator. Based on the results of the evaluation sub 4 aspects and 7 sub-aspects, there are two aspects that already meet the standards of objective and two aspects that do not meet an objective standard. Aspects that meet objective standards covering aspects of achievement in the National Examination (UN) and the aspect proceed to private universities (PTS) 20%. While aspects not meet the standards covering aspects of the industry's absorbed 40% and accepted in public universities (PTN) of 40%.]]>
<![CDATA[MODEL HOLISTIK: PELATIHAN PENDIDIKAN KARAKTER BAGI MAHASISWA BARU UNIVERSITAS NEGERI JAKARTA ]]>
<![CDATA[Sarkadi]]>
<![CDATA[ Jurnal Ilmiah Mimbar Demokrasi Vol 19 No 01 (2019): Jurnal Ilmiah Mimbar Demokrasi Volume 19 No. 1 Oktober 2019 ]]>
Publisher : <![CDATA[Program Studi PPKn FIS UNJ & Asosiasi Profesi PPKn Indonesia ]]>
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DOI: 10.21009/jimd.v19i01.12951
<![CDATA[ABSTRAK Tujuan penelitian ini adalah untuk memberikan bekal pada mahasiswa Universitas Negeri Jakarta (UNJ) tentang pendidikan karakter, sehingga lulusan Universitas Negeri Jakarta (UNJ) berkualitas, memiliki sikap disiplin yang tinggi, bekerja keras dan bertanggungjawab. Sedangkan tujuan khusus penelitian ini adalah tersedianya buku panduan model pelatihan pendidikan karakter bagi mahasiswa baru Universitas Negeri Jakarta (UNJ). Tulisan ini merupakan hasil kajian penelitian pengembangan atau sering disebut Research and Development (R&D). Hasil penelitian menunjukkan bahwa model pelatihan yang disepakati dalam perancangan desain adalah model pelatihan pendidikan karakter holistik (menyeluruh) disingkat “PENDIKAR HO”. Model pelatihan pendidikan karakter holistik ini dalam pelaksanaannya tidak membedakan peserta dilihat dari latar belakang keluarga, status sosial ekonomi, suku bangsa, agama, bahasa, dan adat istiadat. Peserta diperlakukan sama dalam pelatihan pendidikan karakter. Luaran dari hasil penelitian pada tahun 2016 ini adalah berupa produk panduan model pelatihan pendidikan karakter bagi mahasiswa baru Universitas Negeri Jakarta. Diharapkan panduan model pelatihan pendidikan karakter bagi mahasiswa baru Universitas Negeri Jakarta (UNJ) ini dapat diterapkan di seluruh fakultas di lingkungan Universitas Negeri Jakarta (UNJ). Sedangkan luaran lain pada tahun ini adalah dimasukkannya hasil penelitian pada jurnal bertaraf internasional. ABSTRACT The purpose of this study is to provide provisions to students of the Jakarta State University (UNJ) about character education, so that graduates of Jakarta State University (UNJ) are qualified, have a high discipline attitude, work hard and are responsible. While the specific purpose of this research is the availability of a guidebook for character education training models for new students of Jakarta State University (UNJ). This paper is the result of a research development study or often called Research and Development (R&D). The results showed that the training model agreed upon in the design of the design was a holistic (overall) character education training model abbreviated as "PENDIKAR HO". This holistic character education training model in its implementation does not differentiate participants in terms of family background, socioeconomic status, ethnicity, religion, language, and customs. Participants are treated the same in character education training. The output of the 2016 research is a product guide to character education training models for new 19 students at Jakarta State University. It is hoped that the character education model training guide for new students at the Jakarta State University (UNJ) can be applied in all faculties within the Jakarta State University (UNJ). While another outcome this year is the inclusion of research results in international journals.]]>
<![CDATA[PENGARUH MODEL PROBLEM BASED LEARNING DAN KEMAMPUAN BERPIKIR KREATIF TERHADAP HASIL BELAJAR SEJARAH DI SMA KORPRI BEKASI ]]>
<![CDATA[Muhammad Irham Romadhon]]>;
<![CDATA[Sarkadi Sarkadi]]>;
<![CDATA[Abdul Syukur]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v4i1p22-34
<![CDATA[This research aims to find out the effects of Problem Based Learning (PBL) and creative thinking skills on the instructional outcomes of the history of students at SMA KORPRI Bekasi. This research is a quantitative study using an experimental design of 2x2. The population consists of all students of class X IIS at SMA KORPRI Bekasi. The sample in this research consists of two classes, namely class X IIS 1 and X IIS 2 with a total of 60 students. A multiple-choice test was administered to measure students’ learning outcomes on history. A questionnaire was also used to uncover and categorize students' creative thinking. The results of this study indicate that: (1) students who were given problem-based learning models had higher learning outcomes in history compared to those who were given the direct learning models during historical instruction, (2) there was an interaction effect of learning models and creative thinking, (3) students who were given PBL and have high creative thinking skills had higher learning outcomes compared to those who were given a direct learning model and had high creative thinking skills, and (4) interestingly, a student with lower critical thinking skills got lower learning outcomes with PBL comparing those who had lower critical thinking skills and were given direct learning model. Hence, the result of this study indicates that there was an influence of the PBL model and creative thinking on the students learning outcomes in historical instruction at SMA KORPRI Bekasi.]]>
<![CDATA[NILAI-NILAI KESADARAN SEJARAH DAN PENDIDIKAN KARAKTER BANGSA SEBAGAI DASAR PEMBENTUK PERILAKU SOSIAL UNTUK MEMPERTAHANKAN IDEOLOGI BANGSA ]]>
<![CDATA[Neli Filhi Lijulli Afni]]>;
<![CDATA[Sarkadi Sarkadi]]>;
<![CDATA[Nurzengky Ibrahim]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 4, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v4i2p143-152
<![CDATA[This article aims to explain the values of historical consciousness and national character education as a basis for shaping social behavior to defend the nation's ideology. This research is a literature study. Pancasila ideology is an inspiration of the character and personality for the Indonesians. Nevertheless, Indonesian people are starting that ideology. If this is allowed to drag on, it will threaten the loss of the ideology of the nation. Enhancing historical consciousness values and national character education for all could help to overcome this problem.Historical consciousness consist of sense of awareness, self-knowledge about what has happened to one selves and the nation that makes humans want to self-reflect and imitate, and implement the values contained in the Pancasila ideology, namely being able and willing to have good social behavior. Meanwhile, national character education is a reflection of the Pancasila ideology. So, it is very important to provide national character education from an early age so that it is accustomed and easy to behave according to Pancasila values, namely being willing and able to have good social behavior. The values of historical consciousness and national character education have been deeply embedded in a nation indirectly reflect the strength of the Pancasila ideology. Thus, maintaining the nation's ideology can be done by forming good social behavior which is instilled through historical consciousness values and national character education]]>
<![CDATA[Pengaruh model pembelajaran integratif dan kemampuan berpikir kritis terhadap hasil belajar sejarah siswa sma ]]>
<![CDATA[Reni Wulandari]]>;
<![CDATA[Sarkadi Sarkadi]]>;
<![CDATA[Kurniawati Kurniawati]]>
<![CDATA[ Jurnal Penelitian Ilmu Pendidikan Vol 12, No 2 (2019): September ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jpipfip.v12i2.23473
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran dan kemampuan berpikir kritis terhadap hasil belajar sejarah siswa di SMA Negeri 13 Bekasi. Jenis penelitian yang digunakan adalah penelitian kuantitatif dengan menggunakan metode eksperimen desain treatment by level 2x2. Populasi terdiri dari seluruh siswa kelas XI IIS. Sampel terdiri dari dua kelas yaitu kelas XI IIS 2 dan XI IIS 3 dengan jumlah 72 siswa. Instrumen yang digunakan untuk hasil belajar adalah tes pilihan ganda dan yang digunakan untuk kemampuan berpikir kritis adalah kuesioner. Hasil penelitian ini menunjukkan bahwa: 1) hasil belajar siswa yang diberikan model pembelajaran integratif lebih tinggi dari siswa yang diberikan model pembelajaran kooperatif; 2) terdapat pengaruh interaksi antara model pembelajaran dan kemampuan berpikir kritis; 3) hasil belajar sejarah siswa yang diberikan model pembelajaran integratif dan memiliki kemampuan berpikir kritis tinggi, lebih tinggi dari siswa yang diberikan model pembelajaran kooperatif dan memiliki kemampuan berpikir kritis tinggi; 4) hasil belajar sejarah siswa yang diberikan model pembelajaran integratif dan memiliki kemampuan berpikir kritis rendah, lebih rendah dari siswa yang diberikan model pembelajaran kooperatif dan memiliki kemampuan berpikir kritis rendah.The effect of integrative learning model and critical thinking ability toward students’ historical learning outcome in SMA Negeri 13 BekasiThis study aims at determining the effect of learning model and critical thinking ability toward students’ historical learning outcome in State Senior High School 13 Bekasi. This study is quantitative research by using experiment method with treatment by level 2x2 design. The population of this study is all students of XI IIS class. While, the sample is chosen two classes, namely XI IIS 2 class and XI IIS 3 class with total of 72 students. The instruments used are multiple choice test to measure learning outcome and questionnaire to measure critical thinking ability. The results of this study indicated that: 1) students’ learning outcome by using integrative learning model is higher than using cooperative learning model, 2) there is an interaction effect between learning model and critical thinking ability, 3) students’ historical learning result using integrative learning model and having higher critical thinking ability is higher than using cooperative learning model and having higher critical thinking ability, (4) students’ historical learning outcome using integrative learning model and having low critical thinking ability is lower than using cooperative learning model and having low critical thinking ability.]]>
<![CDATA[The Effectiveness of Value Clarification Technique Learning Model on Students' Learning Outcomes ]]>
<![CDATA[Restu Yanuar Ula]]>;
<![CDATA[Sarkadi Sarkadi]]>;
<![CDATA[Aip Badrujaman]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Vol 54 No 1 (2021): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpp.v54i1.29589
<![CDATA[Improving the quality of education is based on the formation of the quality of learning through teacher competence in managing the classroom. However, the problem is that the learning outcomes of history are still relatively low because the competence of teachers in applying the method is still monotonous. On the other hand, the VCT learning model can provide creative-critical power, foster positive attitudes, interests, and values in students in learning history. Therefore, this study aims to determine the effect of the Value Clarification Technique learning model on student learning outcomes of history. The research method used quantitative methods with a quasi-experimental design. The research design used was the Non-Equivalent Pretest-Posttest Design. The population in this study was all students of grade XI. At the same time, the sampling technique is purposive sampling which is divided into two classes into the experimental group and the control group. The results of this study indicate that the VCT learning model affects student learning outcomes in history learning.]]>
<![CDATA[The Effect of Everyone is a Teacher Here Model and Self-Regulated Learning Towards Learning Outcomes of Indonesian History ]]>
<![CDATA[Rinaldo Adi Pratama]]>;
<![CDATA[Nurzengky Ibrahim]]>;
<![CDATA[Sarkadi Sarkadi]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 8 No 2 (2019) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v8i2.17577
<![CDATA[This research aimed at finding the influence of the learning model Everyone Is a Teacher Here and Self-Regulated Learning towards of Learning Outcomes of Indonesia History. The research was conducted at SMAN 8 Tangerang on the academic year 2017/2018. The research method was experiment, with treatment by level 2X2. Results showed that the students who were treated with the Everyone Is a Teacher Here model had high learning outcomes, compared to those who were given direct model learning; groups of students who had high self-regulated learning and they received learning Everyone Is a Teacher Here had a higher learning outcomes in Indonesian history compared to those given direct learning; groups of students who had low Self-Regulated Learning and they received direct learning, haved higher learning outcomes in Indonesian history compared to those studied Everyone Is a Teacher Here; and, ultimately, there was an interaction effect between the learning model and the Self-Regulated Learning of the learning outcomes of Indonesian history.]]>
<![CDATA[BUILDING DEMOCRACY OF CULTURE IN SCHOOL THROUGH JURISPRUDENTIAL INQUIRY ]]>
<![CDATA[Muhammad Japar]]>;
<![CDATA[Dini Nur Fadhillah]]>;
<![CDATA[Yuyus Kardiman]]>;
<![CDATA[Yasnita Yasnita]]>;
<![CDATA[Sarkadi Sarkadi]]>
<![CDATA[ Jurnal Kependidikan Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jk.v2i2.18924
<![CDATA[This study was aimed at developing democratic culture in high schools through Jurisprudential Inquiry. The study used a descriptive qualitative approach by observing the planting of democratic values applied in the subjects of Citizenship Education by applying the jurisprudential inquiry learning model. The jurisprudential inquiry learning model empirically had built a dynamic learning atmosphere. This model provided opportunities for students to disagree but based on the accurate data and no need to be ashamed or inferior to acknowledge that the opinions of other students were better and they were willing to support that opinion. Thus, this model allows constructive debate. This practice was able to build values of respect for differences of opinion in the learning process. The results show that the jurisprudential inquiry learning model can be an alternative model in developing a democratic culture. Democratic values applied were actively participating in school activities, respecting diversity, familiarizing deliberations and maintaining a balance between rights and obligations in school.MEMBANGUN BUDAYA DEMOKRASI DI SEKOLAH MELALUI JURISPRUDENTIAL INQUIRYAbstrakPenelitian ini bertujuan mengembangkan budaya demokrasi di Sekolah Menengah Atas melalui Jurisprudential Inquiry. Pendekatan penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan mengamati penanaman nilai-nilai demokrasi yang diterapkan dalam mata pelajaran Pendidikan Kewarganegaraan dengan menerapkan model pembelajaran jurisprudential inquiry. Model pembelajaran jurisprudential inquiry secara empirik telah membangun atmosfer pembelajaran yang dinamis. Model ini memberikan peluang bagi siswa untuk berbeda pendapat tetapi berdasarkan data yang akurat dan tidak perlu malu atau rendah diri untuk mengakui bahwa pendapat siswa yang lain itu lebih baik dan rela mendukung pendapat itu. Dengan demikian, model ini memungkinkan terjadinya perdebatan yang kontruktif. Praktik ini mampu membangun nilai menghargai perbedaan pendapat dalam proses pembelajaran. Hasil penelitian ini menunjukkan bahwa model pembelajaran jurisprudential inquiry dapat menjadi model alternatif dalam mengembangkan budaya demokrasi yaitu berpartisipasi aktif dalam kegiatan sekolah, menghargai keragaman, membiasakan musyawarah dan menjaga keseimbangan antara hak dan kewajiban di sekolah. ]]>
<![CDATA[The effect of CTL learning model and learning style on the historical learning outcomes ]]>
<![CDATA[Inda Syahra]]>;
<![CDATA[Sarkadi Sarkadi]]>;
<![CDATA[Nurzengky Ibrahim]]>
<![CDATA[ Harmoni Sosial: Jurnal Pendidikan IPS Vol 7, No 1 (2020): March ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/hsjpi.v7i1.29734
<![CDATA[This study aims to obtain the influence of learning models and learning styles on historical learning outcomes. Students are given a CTL and conventional learning model by measuring visual learning styles and auditory learning styles. This type of research is a quantitative study using an experimental method with a 2 x 2 factorial design. The population is all students of class X 2019/2020 school year. The sampling technique used is multistage random sampling. Class X-A as an experimental class and grade X-B as a control class with a total of 70 students construct validity is analyzed by the correlation between items using Product Moment Correlation, and Cronbach's alpha formula tested reliability. The results showed that learning outcomes with the CTL learning model were higher than conventional learning models. While student learning outcomes using visual learning styles are more effective than auditory learning styles. There is a relationship between learning models with learning styles.]]>
<![CDATA[Membangun Pendidikan Karakter dan Kesadaran Sejarah Melalui Penokohan Pandawa Lima menggunakan YouTube ]]>
<![CDATA[Neli Filhi Lijulli Afni]]>;
<![CDATA[Sarkadi Sarkadi]]>;
<![CDATA[Nurzengky Ibrahim]]>
<![CDATA[ MOZAIK HUMANIORA Vol. 21 No. 1 (2021): MOZAIK HUMANIORA VOL. 21 NO. 1 ]]>
Publisher : <![CDATA[Universitas Airlangga ]]>
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DOI: 10.20473/mozaik.v21i1.24501
<![CDATA[Artikel ini bertujuan untuk memberikan penjelasan tentang membangun pendidikan karakter dan kesadaran sejarah yang dilakukan melalui seni pewayangan dengan mengambil kisah penokohan Pandawa Lima yang dimuat di YouTube. Artikel ini menggunakan metode kualitatif deskriptif yang bersifat studi literatur. Memasuki zaman yang semakin canggih ternyata membuat pendidikan karakter dan kesadaran sejarah semakin mengalami kemunduran. Fenomena tersebut dapat dirasakan dengan melihat realitas di sekitar yang semakin banyak perilaku-perilaku menyimpang dan mengabaikan kebudayaan lokal yang bersejarah. Terutama bagi kaum muda hal tersebut sangat penting bagi masa depan kebudayaan bangsa, misal seni pewayangan yang saat ini sudah tidak atau jarang lagi dilihat, baik secara langsung maupun di media, kondisi tersebut tentu saja meresahkan. Maka, harus dibangun kembali nilai-nilai pendidikan karakter dan kesadaran sejarah, salah satu caranya yaitu dengan cara mengemas kesenian tersebut semenarik mungkin. Cara tersebut diwujudkan dengan membuat konten atau pagelaran wayang dalam tayangan media digital YouTube. Digunakan YouTube karena saat ini sebagai media yang efektif untuk menyampaikan informasi maupun pengetahuan, penggunaannya yang begitu mudah, praktis, fleksibel dan dapat menjangkau semua kalangan dan usia. Hasilnya pemuda seperti pelajar saat ini meminati YouTube sebagai media belajar dan mencari informasi. Intensnya hubungan antara pelajar dengan YouTube ini menjadikan pelajar dengan mudah menemukan dan membuka konten pewayangan yang sudah ada. Diharapkan melalui cara ini cerita pewayangan dapat semakin eksis, masyarakat mengetahui sejarah dan tradisi lokal serta dapat diambil pesan-pesan nilai pendidikan karakter setelah menontonnya.]]>
