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Veronika Horohiung
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Education Social Sciences

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Pendidikan Formal Era Hindia Belanda di Kepulauan Sangihe Pada tahun 1848 – 1945 Veronika Horohiung
Jurnal Pendidikan Sejarah Vol 5 No 2 (2016): JPS - Jurnal Pendidikan Sejarah, Volume 5 Nomor 2 Tahun 2016
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (262.673 KB) | DOI: 10.21009/JPS.052.05

Abstract

This research is a historical with the problem’s focus in how the development of formal education at Sangihe Island in the end of era XIX century and early XX century. The purpose of this research to use in historic method. Spesifically for Sangihe Island the purpose of build and education institute by Netherland especially not for the impotance of Indonesian people in common but special for Sangihe people actually for the Indonesia people that is it fill low position in government and to fill the manpower of company so that in the future the programs of education in Indonesia will more important orientation of society. Not just political importence
Pengaruh Strategi Pembelajaran dan Kemampuan Berpikir Kritis Terhadap Hasil Belajar Sejarah Siswa SMA Negeri 72 Jakarta Veronika Horohiung
Jurnal Pendidikan Sejarah Vol 6 No 1 (2017): JPS - Jurnal Pendidikan Sejarah, Volume 6 Nomor 1 Tahun 2017
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (453.237 KB) | DOI: 10.21009/JPS.061.01

Abstract

The aim of this research is to find The influence of Instructional Strategy and Critical Thinking to History Learning Outcomes in SMA Negeri 72 Jakarta. The type of this research is used experiment design treatment method. The Instrument that used to know the learning outcomes is Multiple Choice, and the instrument that used to know the result of Critical Thinking is Quisioner. The result of this research refer to: (1) to history learning outcomes that was giving PBL Instructional Strategy is higher than students who was giving Direct Instructional. (2) there is influenace interaction between Instructional Strategy and Critical thinking. (3) history learning outcomes that was giving PBL Instructional Strategy and has Critical Thinking is higher than student who was giving Direct Instructional Strategy and has high Critical Thinking. (4) history learning outcomes that was giving PBL Instructional Strategy and the Critical Thinking is lower than student who was giving Direct Instructional Strategy and has low Critical Thinking.
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