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All Journal ISTORIA Historia: Jurnal Pendidik dan Peneliti Sejarah Paramita: Historical Studies Journal Jurnal Candrasangkala Pendidikan Sejarah Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Al Ishlah Jurnal Pendidikan Diakronika Journal of Social Studies (JSS) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) HISTORIA: Jurnal Program Studi Pendidikan Sejarah Paramita: Historical Studies Journal
Zulkarnain
Universitas Negeri Yogyakara
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Cooperative Learning Model Broken Triangle, Square, and Heart: Enhancing Student Engagement and Academic Performance in History Education at the Senior High School Level I Ketut Arya Sentana Mahartha; Zulkarnain Zulkarnain
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.4441

Abstract

Learning models have a significant role in fostering an active, collaborative, and engaging learning environment for students, which is essential for improving academic success in high school history instruction. It is intended that by actively engaging students in the learning process through an efficient learning paradigm, they will become more engaged and make more progress in comprehending and mastering historical content. Through the use of the cooperative learning model Broken Triangle, Square, and Heart, this project seeks to increase the interest and academic performance of high school students in their study of history. A pretest-posttest control group design was used in conjunction with an experimental study methodology. There were 72 students that made up the participants, and they were split into the experimental group and the control group. The choice of study participants was made at random. The distribution of questionnaires served as the method of data gathering. With the aid of SPSS version 25.0, statistical techniques were used to examine the data. The findings of the descriptive statistical analysis showed that both groups' academic achievement and interest levels had increased from the pretest to the posttest. The results of the ANOVA test showed a significant difference between the experimental and control groups' academic performance. The Broken Triangle, Square, and Heart cooperative learning model exposed students in the experimental group to larger improvements in interest and academic accomplishment than did students in the control group, according to the findings of the N-Gain test. The use of the cooperative learning model Broken Triangle, Square, and Heart is successful in boosting the enthusiasm and academic accomplishment of high school students in their study of history, according to the study's findings. The findings of this study have significant educational ramifications and highlight the need to create instructional strategies that actively engage studentss.
Digital Book Hindu-Buddhist Kingdom in Palembang Based on Flipbook Maker for High School Students Dominikus Doni Petun; Saefur Rochmat; Zulkarnain Zulkarnain
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.3279

Abstract

Teaching materials are learning tools that are used with the help of tools that facilitate the delivery of material during the learning process at school. A platform called Flipbook Maker provides open-access e-learning in the form of digital books. The purpose of this research is to evaluate the feasibility and effectiveness of Flipbook Maker-based learning media for e-learning. For class X SMA students, teaching materials were made in the form of digital books about the Kingdom of Sriwijaya with case studies at a junior high school in Sorong Regency. Development research with the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation, is the research method used. Material experts, media experts, and linguists assigned “fit” scores to the research team's product during development. During the implementation phase, the researcher conducted tests with class X students of the school. Students in the Try Out One-to-One and Small Group Try Out groups evaluated the results of this implementation phase using the "very suitable" criteria. Finally, the evaluation results show the effectiveness of the product by showing an increase in student learning outcomes of 34.41%. This shows how effective digital books on the history of the Srivijaya Kingdom based on flipbook maker are for learning. The limitations of this research are the schools studied were only one school, and have different geography and demographics. Furthermore, the Flipook Maker learning media is only used on certain topics in history subjects whose results are not necessarily the same if used in the same or other subjects.
Designing a Democratic Education Curriculum through History Learning for High School Students Zulkarnain; Dimas Aldi Pangestu; Muhammad Amirrudin; Gunartati
Paramita: Historical Studies Journal Vol. 35 No. 2 (2025): Military History
Publisher : istory Department, Faculty of Social Sciences, Universitas Negeri Semarang in collaboration with Masyarakat Sejarawan Indonesia (Indonesian Historical Society)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v35i2.25460

Abstract

Abstract: The purpose of this research is to discover the capabilities of history teachers in designing the internalization plan for democratic values in history lectures; to understand the implementation process of democratic values in history subjects; and to discover the obstructions in implementing those values in high school. This research uses a qualitative research method with a descriptive approach. Data were collected through interviews with three history teachers and twenty students, classroom and school observations, and document analysis at SMAN 2 Ngaglik, a public high school in Yogyakarta, Indonesia. The data was then analyzed using the interactive data analysis technique: data reduction, presentation, and conclusion. This research shows democratic education can be applied and assessed concretely in an inclusive and diverse learning environment, using history as a vehicle for developing democratic capacity and forming inclusive citizenship. These thematic findings illustrate a comprehensive approach to democracy education at SMAN 2 Ngaglik, which integrates inclusivity, student-centered pedagogy, civic engagement, tolerance, responsibility, and the use of technology through historical curriculum design and practice. Approaches in schools provide valuable insights and examples for designing inclusive democratic curricula that align with global efforts to develop participatory, tolerant, and autonomous citizens through education. History education can be used as a model of inclusive democratic education closely linked to student diversity and technological innovation, providing valuable new insights and a practical framework for application in pluralistic educational environments. Abstrak: Tujuan penelitian ini adalah untuk mengetahui kemampuan guru sejarah dalam merancang rencana internalisasi nilai-nilai demokrasi dalam pembelajaran sejarah; memahami proses penerapan nilai-nilai demokrasi dalam mata pelajaran sejarah; serta mengidentifikasi hambatan dalam penerapan nilai-nilai tersebut di sekolah menengah atas. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Data dikumpulkan melalui wawancara dengan tiga guru sejarah dan 20 siswa, observasi di kelas dan lingkungan sekolah, serta dokumentasi di SMA Negeri 2 Ngaglik. Data kemudian dianalisis dengan teknik analisis interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pendidikan demokrasi dapat diterapkan dan dievaluasi secara konkret dalam lingkungan belajar yang inklusif dan beragam, dengan menjadikan pelajaran sejarah sebagai sarana pengembangan kapasitas demokratis dan pembentukan kewarganegaraan yang inklusif. Temuan-temuan tematik ini menggambarkan pendekatan komprehensif terhadap pendidikan demokrasi di SMA Negeri 2 Ngaglik yang mengintegrasikan nilai inklusivitas, pedagogi berpusat pada siswa, partisipasi warga, toleransi, tanggung jawab, serta pemanfaatan teknologi melalui desain dan praktik kurikulum sejarah. Pendekatan di sekolah ini memberikan wawasan dan contoh berharga dalam merancang kurikulum demokrasi yang inklusif dan selaras dengan upaya global untuk membentuk warga negara yang partisipatif, toleran, dan mandiri melalui pendidikan. Pendidikan sejarah dapat dijadikan model pendidikan demokrasi inklusif yang terkait erat dengan keberagaman siswa dan inovasi teknologi, serta memberikan wawasan baru yang berharga dan kerangka praktis untuk diterapkan di lingkungan pendidikan yang pluralistik.
Co-Authors Ajat Sudrajat Ardian Fahri Dimas Aldi Pangestu Dimas Aldi Pangestu Dominikus Doni Petun Dwi Gesti Jayanti Febriana Khoiriyah Gunartati I Ketut Arya Sentana Mahartha Irvan Tasnur Kristoforus Bagas Romualdi Lantip Diat Prasojo Lia Yuliana M Nur Rokhman, M Nur Miftahuddin - Miftahuddin Muhammad Amirrudin Ropita Dewi Sartika Saefur Rochmat Tama Maysuri