Article Per Year (5 Year)
p-Index From 2020 - 2025
0.751
P-Index
This Author published in this journals
All Journal AL ISHLAH Jurnal Pendidikan Literasi : Jurnal Ilmu Pendidikan Sosio-Didaktika: Social Science Education Journal
Tri Zahra Ningsih
SMP Negeri 46 Kerinci
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Assessment Instrument Development for a Chronological Thinking Skills with the Rasch Model Ofianto Ofianto; Tri Zahra Ningsih
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (482.193 KB) | DOI: 10.35445/alishlah.v13i2.551

Abstract

Chronological thinking skills are one of the most critical goals in learning history, distinguishing it from other sciences. This skill is not a natural skill that already exists in students but is a skill that needs to be developed in students, especially in studying history. This study aims to develop an instrument for assessing chronological thinking skills with the Rasch model.  The development model adopted the Gall Borg development model by adjusting to the research objectives and needs. The adaptation of the Borg Gall model resulted in four stages in this study: (1) needs analysis and preliminary investigation, (2) planning and preparation of product development, (3) expert validation, and (4) instrument implementation. This research was conducted in Senior High School (SMA), involving 120 students from three schools. Sampling was carried out employing the proportional sampling technique. The data was collected using validation sheets, tests, and assessment sheets (scoring rubric). Data analysis was then performed with the Quest Program utilizing the Partial Credit Model (PCM). The results showed that the chronological thinking skills assessment instrument with the Rasch model was valid and reliable. The validity value of items that fit the model ranged from 0.77 to 1.30, and the instrument reliability value of 0.76 was in the high category. Therefore, it could be concluded that the assessment instrument developed can measure students' chronological thinking skills.
PENGARUH MODEL PROBLEM BASED LEARNING DALAM PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR HISTORIS Ofianto Ofianto; Tri Zahra Ningsih
Sosio-Didaktika: Social Science Education Journal Vol 8, No 1 (2021)
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (391.186 KB) | DOI: 10.15408/sd.v8i1.20662

Abstract

AbstractThis study aims to describe the effect of using the Problem Based Learning (PBL) learning model on students' historical thinking skills. The research method used was a quasi-experimental design with a one-group pretest-posttest design. The research subjects were class X students with a total population of 407 students, while the sample was class X IPA 2, totaling 40 students for the control class and X IPA 7, totaling 39 students for the experimental class. The sampling technique in this study was using the proportionate stratified random sampling technique. The data analysis technique used the t-test independent sample t-test to see the effect of the model. The results showed that there was a significant effect of the use of the PBL model on the historical thinking skills of students of SMA Negeri 1 Sungai Penuh which was confirmed with a significance value (Sig.) Less than 0.05. The average score of historical thinking skills in the experimental class is higher than the control class. So it can be concluded that the Problem Based Learning (PBL) learning model has a significant influence on the improvement of historical thinking skills of students of SMA Negeri 1 Sungai Penuh. Keywords: Problem Based Learning (PBL), Historical Learning, Historical Thinking SkillsAbstrakPenelitian ini bertujuan untuk mendeskripsikan pengaruh penggunaan model pembelajaran Problem Based Learning (PBL) terhadap keterampilan berpikir historis siswa. Metode penelitian yang digunakan adalah kuasi eksperimental dengan desain one group pretest-posttest design. Subjek Penelitian adalah siswa kelas X dengan jumlah populasi yang berjumlah 407 orang siswa sedangkan sampel adalah kelas X IPA 2 yang berjumlah 40 siswa untuk kelas control dan X IPA 7 yang berjumlah 39 siswa untuk kelas eksperimen. Teknik pengambilan sampel dalam penelitian ini menggunakan teknik proportionate stratified random sampling. Teknik analisis data menggunakan uji t t-test independent sample untuk melihat pengaruh model. Hasil penelitian menunjukkan ada pengaruh yang signifikan penggunaan model PBL terhadap keterampilan berpikir historis siswa SMA Negeri 1 Sungai Penuh yang dikonfirmasi dengan nilai signifikansi (Sig.) lebih kecil dari 0,05. Nilai rata-rata keterampilan berpikir historis kelas eksperimen lebih tinggi dari kelas control. Sehingga disimpulkan bahwa model pembelajaran Problem Based Learning (PBL) memberikan pengaruh yang signifikan terhadap peningkatan keterampilan berpikir historis siswa SMA Negeri 1 Sungai Penuh. Kata Kunci: Problem Based Learning (PBL), Pembelajaran Sejarah, Keterampilan Berpikir Historis
Pengaruh Model Value Clarification Technique (VCT) dalam Pembelajaran Sejarah untuk Meningkatkan Karakter Siswa SMA Negeri 1 Sungai Penuh Ofianto Ofianto; Tri Zahra Ningsih
LITERASI (Jurnal Ilmu Pendidikan) Vol 12, No 1 (2021)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.738 KB) | DOI: 10.21927/literasi.2021.12(1).58-64

Abstract

Abstrak Penelitian ini bertujuan untuk melihat pengaruh penggunaan model Value Clarification Technique (VCT) dalam pembelajaran sejarah untuk meningkatkan karakter siswa SMA Negeri 1 Sungai Penuh. Metode penelitian yang digunakan adalah metode eksperimen dengan desain posttest only control design. Subjek penelitian adalah siswa X SMA Negeri 1 Sungai Penuh tahun pelajaran 2019/2020. Teknik pengumpulan data dilakukan dengan menggunakan lembar observasi, wawancara dan lembar kuisioner. Analisis data dilakukan dengan menggunakan Statistical Package for the Social Sciences (SPSS) 25.0. Temuan utama penelitian menunjukkan bahwa ada pengaruh yang signifikan penggunaan model Value Clarification Technique (VCT) terhadap Karaketer siswa SMA Negeri 1 Sungai Penuh. Hal ini ditunjukkan oleh nilai t -3,888 dengan signifikansi (Sig) sebesar 0,000 lebih kecil dari 0,05. Sehingga disimpulkan bahwa penggunaan model pembelajaran Value Clarification Technique (VCT) dalam pembelajaran sejarah memberikan pengaruh yang signifikan terhadap karakter peserta didik. Kata Kunci: Value Clarification Technique (VCT), Pembelajaran Sejarah, Pendidikan Karakter AbstractThis study aims to see the effect of using the Value Clarification Technique (VCT) model in history learning to improve the character of students of SMA Negeri 1 Sungai Penuh. The research method used was an experimental method with a posttest only control design. The research subjects were student X SMA Negeri 1 Sungai Penuh school year 2019/2020. The data collection technique is done by using observation sheets, interviews, and questionnaire sheets. Data analysis was performed using the Statistical Package for the Social Sciences (SPSS) 25.0. The main findings of the study indicate that there is a significant effect of using the Value Clarification Technique (VCT) model on the characteristics of students of SMA Negeri 1 Sungai Penuh. This is indicated by the t value of -3,888 with a significance (Sig) of 0,000, less than 0.05. So that it is concluded that the use of the Value Clarification Technique (VCT) learning model in history learning has a significant effect on the character of students.Keywords: Value Clarification Technique, History Learning, Character Building
Analysis of The Development of Non-Cognitive Assessment Instrument to Support Online History Learning in Jambi City High School Willy Cahyadi; Dian Aswita; Tri Zahra Ningsih
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (456.572 KB) | DOI: 10.35445/alishlah.v14i3.2044

Abstract

This research is important to do because (1) there is a lack of an accurate non-cognitive skill assessment tool to assess non-cognitive skills in online learning; (2) it is difficult for teachers to measure students' cognitive skills during online learning due to the limited assessment tools available; and (3) only a few instruments have been developed to measure non-cognitive skills in social science learning, particularly history learning. Based on this gap, it's critical to examine the creation of non-cognitive skills evaluation instruments, particularly for use in online history classes. We collect data through surveys and questionnaires, answering questions. The study's subjects were Jambi City Senior High School teachers, a group of 15 from five different schools. Proportional Random Sampling Strategy is the sampling technique used in this study. An observation sheet and a questionnaire sheet were utilized as research instruments in this study. The questionnaire sheet consists of a questionnaire sheet to collect data on non-cognitive skills. The results of the study were examined using descriptive statistical methods. Non-cognitive skills are critical to acquire in online learning, according to the findings of the study. According to the research, 81.67% of teachers strongly believe that non-cognitive skills have an impact on student success. Non-cognitive qualities including discipline, independence, time management, teamwork, motivation, and technological skills are identified by 84.44 % of teachers as having a significant impact on the success of online learning. According to the teacher, 93.3% strongly agreed to create an assessment instrument to test this skill. The importance of non-cognitive instrument development is evident from the preceding discussion. 
Co-Authors Abd. Rasyid Syamsuri Dian Aswita Ofianto, Ofianto