Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Buletin Ilmiah Nagari Membangun Jurnal Pendidikan Sejarah Indonesia HISTORIA: Jurnal Program Studi Pendidikan Sejarah Future Academia : The Journal of Multidisciplinary Research on Scientific and Advanced
Shela Dwi Utari
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Public Health Social Sciences Veterinary Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Penerapan Metode Teamsgame Tournament dalam Pembelajaran Sejarah Kelas X SMAN 1 Purwosari Shela Dwi Utari; Tridea Rahmawati
Jurnal Pendidikan Sejarah Indonesia Vol 2, No 2 (2019)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v2i2p191-201

Abstract

Indonesia adalah negara yang sedang berkembang dalam dunia pendidikan, pendidikan merupakan aspek penting dalam pembangunan sumber daya untuk mengikuti setiap tantangan yang berbeda di tiap-tiap zaman. Pendidikan di Indonesia mengalami perkembangan dari masa ke masa menjadi suatu tatanan yang semakin mompleks seusia dengan kebutuhan masyarakat. Perubahan yang terkait dengan pendidikan adalah adanya kurikulum baru seperti kurikulum 2013 revisi 2017. Pada kurikulum ini membawa suatu perubahan pada sistem pembelajaran di sekolah. Hal ini terwujud dengan berubahnya model pembelajaran, dimana pada sebelum diterapkannya kurikulum ini berbasis pada teacher center kemudian setelah diterapkan menjadi student center. Perubahan ini menimbulkan suatu metode-metode baru dalam terselenggaranya pendidikan di kelas. Pada artikel ini kami melakukan suatu penelitian terhadap siswa SMA kelas X di SMAN 1 Purwosari pada matapelajaran sejarah utamanya materi kerajaan hindu-buddha. Berdasarkan permasalahan tersebut kami mendapatkan permasalahan yang salah satunya adalah guru masih belum melibatkan siswa secara aktif dalam pembelajaran. Kemudian dalam artikel ini kami akan memerikan suatu solusi dimana permasalahan tersebut dapat diatasi dengan metode teams game tournament dengan menggunakan permainan scavenger hunt. Metode penelitian yang kami lakukan dalam penelitian ini yaitu kualitatif dengan melakukan observasi dan wawancara kepada salah satu guru sejarah  di SMAN 1 Purwosari. Kemudian kami juga melakukan studi kepustakaan untuk melengkapi kekurangan sumber. Berdasarkan penelitian kami dapat disimpulkan bahwa permasalahan yang dialami oleh guru sejarah SMAN 1 Purwosari yaitu: kurang aktifnya siswa dalam pembelajaran, metode pembelajaran yang digunakan belum mencerminkan student center, guru belum melakukan pembelajaran sesuai dengan sifat khas yang dimiliki oleh setiap peserta didik. Berdasarkan permasalahan tersebut kami memberikan suatu solusi dimana diterapkannya metode teams game tournament disertai permainan scavenger hunt. Hal ini dapat menimbulkan tingkat partisipasi aktif siswa dalam pembelajaran, serta tujuan dari pembelajaran akan lebih mudah terlaksana. DOI: http://dx.doi.org/10.17977/um033v2i22019p191
OPTIMALISASI KOMPETENSI GURU SEJARAH: SOSIALISASI SEJARAH BANDAR-BANDAR MAJAPAHIT DI KOTA DAN KABUPATEN MOJOKERTO Deny Yudo Wahyudi; Slamet Sujud Purnawan Jati; Daya Negri Wijaya; Shela Dwi Utari; Vita Sabrina Azda Laili; Labuda Shofiya Ananda
BULETIN ILMIAH NAGARI MEMBANGUN Vol. 7 No. 3 (2024)
Publisher : LPPM (Institute for Research and Community Services) Universitas Andalas Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/bina.v7i3.652

Abstract

Teachers must possess and apply a new set of skills and competencies in the 21st century that are emphasised by the transformative demands of modern education. This aims to prepare students for the various challenges of life in the future. Teacher competence in Indonesia is recognised as a key driver for improving the quality of education however, there are challenges in ensuring that all teachers have the necessary competencies. This is also required by history teachers, where history is indispensable for students as a foundation for acting in the present and future. To achieve this, teachers need to have competencies such as critical thinking, creativity, collaboration, digital literacy, and the use of technology. This study aims to improve the competence of Mojokerto City and District History MGMP teachers in the field of local history material and making infographic learning media. This research had four stages: problem identification, solution formulation/planning, socialisation, and evaluation. The findings of this study indicate an increase in competence after the implementation of service activities. The data showed a striking increase in the pre-test and post-test results, specifically by 9.49. This finding shows that the teachers can effectively understand local history and develop digital-based learning resources. This improvement suggests that the skills and expertise of educators can be effectively enhanced through socialisation. This article concludes that a collaborative digital learning environment has a positive impact on teachers' professional development. In addition, the results show that ongoing collaboration and support among educators can result in continuous growth in terms of knowledge and skills. This highlights the importance of creating opportunities for teachers to engage in collaborative learning experiences.
Environment Cultural Learning Model: A New Perception in Socio-Cultural-Based Environment History Learning Deny Yudo Wahyudi; Daya Negri Wijaya; Heny Kusdiyanti; Shela Dwi Utari; Wiwik Astuti
Historia Vol 14 No 2 (2026): HISTORIA: Jurnal Program Studi Pendidikan Sejarah
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/hj.v14i2.14289

Abstract

The purpose of this study is to describe a new learning model for teaching environmental history based on a sociocultural approach. This research employs a qualitative design, in which questionnaires were distributed to history teachers to collect data. The analysis process was conducted in three stages: data reduction, data display, and conclusion drawing. The result of this study is the development of a new learning model referred to as Environment Cultural Learning. This model has a syntax consisting of five stages: exploration, contextualization, application, collaboration, and reflection. The findings indicate that no specific model has previously outlined environmental history along with sociocultural values. Therefore, this study aims to provide an innovative learning model to support teachers. The Environment Cultural Learning model can be applied in the teaching of environmental history by exploring the environment and identifying sociocultural values that can be taught to students. This model consists of five stages: exploration, contextualization, application, collaboration, and reflection.
MODEL READY: SEBUAH PARADIGMA BARU UNTUK MENUMBUHKAN KEMAMPUAN HISTORICAL LITERACY Shela Dwi Utari; Joko Sayono; Aditya Nugroho Widiadi; Indah Wahyu Puji Utami
Jurnal Pendidikan Sejarah Indonesia Vol 9, No 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v9i1p97-108

Abstract

Contemporary history education is no longer a subject based on memorising facts; rather, it focuses on equipping students with mastery of the discipline of history. One such aspect is historical literacy, a type of knowledge that lies above mere content or substance comprehension. Historical literacy is the ability to read, compare, and reconstruct historical narratives using historical sources. Problems arise when teachers are still unable to apply these skills in the classroom because there is no specific model to support them. Therefore, in this article, the author proposes a new paradigm in history education, namely the Ready model. The method used to develop the Ready model is the Kemp model, which consists of 9 stages: (1) instructional problems, (2) learner characteristics, (3) task analysis, (4) instructional objectives, (5) content sequencing, (6) instructional strategies, (7) designing the message, (8) development of instruction, and (9) evaluation instruments. The result of this article is the Ready model, which consists of questioning, significance and contextualisation, exploration, judgment and interpretation, and reflection. The Ready model requires students and teachers to interact with modules or textbooks, then trace their sources, and finally construct a simple historiography to determine what differs from previous narratives
Menyemai Cara Berpikir Historis Melalui Kursus Sejarah Persilangan Budaya Untuk MGMP Sejarah Jawa Timur Deny Yudo Wahyudi; Slamet Sujud Purnawan Jati; Daya Negri Wijaya; Najib Jauhari; Shela Dwi Utari; Gentur Israj’ Maulana; Muhammad ‘Afwan Mufti; Privera Ajeng Ersanda; Shovi Wiranata Febriani
Future Academia : The Journal of Multidisciplinary Research on Scientific and Advanced Vol. 3 No. 2 (2025): Future Academia : The Journal of Multidisciplinary Research on Scientific and A
Publisher : Yayasan Sagita Akademia Maju

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61579/future.v3i2.470

Abstract

Penelitian ini bertujuan untuk memberikan pendampingan kepada guru guna memberikan penyadaran sejarah. Meskipun banyak guru yang sudah memiliki dan menghayati nilai-nilai toleransi, keterbukaan, dan kerjasama dalam kehidupannya. Akan tetapi, kebanyakan masih belum tahu caranya mengaplikasikan atau merelevansikan kondisi di masa lalu dan masa kini. Bahkan beberapa guru masih rancu dalam memahami konsep, teori, dan contoh kasus sejarah persilangan budaya. Oleh karena itu, tim penelitian berupaya untuk memfasilitasi kesenjangan pengetahuan itu dengan mengorganisasikan sebuah kursus sejarah persilangan budaya. Penelitian ini dilaksanakan dengan mengikuti beberapa langkah: (1) Analisis Situasi; (2) Rekomendasi Kegiatan; (3) Perancangan kurikulum dan perangkat pembelajaran untuk kursus sejarah persilangan budaya Nusantara via Google Classroom; (4) Penyusunan Buku Saku “Identitas Hibrida Masyarakat Ambon”; (5) Promosi kegiatan; (6) Penjaringan peserta kegiatan; (7) Pelaksanaan Kursus; (8) Evaluasi kegiatan penelitian by google form; (9) pengumpulan infografi sejarah; dan (10) Rencana tindak lanjut kegiatan. Sebagai tindak lanjut, kegiatan ini akan tetap dilakukan tahun depan dengan tetap menggandeng MGMP Sejarah Jawa Timur, Secara bersambung, tim penelitian akan tetap berkoordinasi dengan MGMP Sejarah Jawa Timur untuk menentukan lokasi kegiatan tahun depan, Tim penelitian akan mengombinasikan kegiatan luring (diskusi panel dan ekskursi situs) dan daring (via webinar).
Co-Authors Aditya Nugroho Widiadi Daya Negri Wijaya Deny Yudo Wahyudi Gentur Israj’ Maulana Heny Kusdiyanti, Heny Indah Wahyu Puji Utami, Indah Wahyu Joko Sayono Labuda Shofiya Ananda Muhammad ‘Afwan Mufti Najib Jauhari Privera Ajeng Ersanda Shovi Wiranata Febriani Slamet Sujud Purnawan Jati, Slamet Sujud Purnawan Tridea Rahmawati Vita Sabrina Azda Laili Wiwik Astuti