Articles
<![CDATA[PEMBELAJARAN SEJARAH LOKAL DI SEKOLAH PEDESAAN DAN VOKASI ]]>
<![CDATA[Nur Fatah Abidin]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17977/um0330v3i1p88-99
<![CDATA[One of the problems of history learning in the rural and vocational schools lies in the gap between the learning objectives, which covers philosophical, normative-educative, and political purposes, and the students’ learning purposes that tend to be pragmatic. This paper seeks to construct a concept and practice of local history learning that accommodate those learning objectives for the rural and vocational schools. Through library research methods, the author formulates the concept of the practicality of history into a conceptual foundation for learning local history in rural and vocational schools. The practicality of history emphasizes the benefits of the learning history for the daily lives of students. Learning local history in rural schools is focused on analyzing and exploring local potential, according to what extent it can be useful to fulfill the basic needs of students. In vocational schools, local history learning is directed to strengthening students' skills to align with the concept of link and match. Practically, the local history learning in rural and vocational schools can be carried out in the form of project-based learning, for instance, Historical Project-based Learning.]]>
<![CDATA[MODEL OF HISTORY TEACHING BASED ON THE USE OF PRIMARY HISTORICAL SOURCES ]]>
<![CDATA[Nur Fatah Abidin]]>
<![CDATA[ Jurnal Pendidikan Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Riau ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (912.939 KB)
|
DOI: 10.31258/jp.11.1.1-11
<![CDATA[Analyzing primary historical sources become the biggest challenge for students in history class. This research aims to develop EAR learning instruction based on the elaboration of historical thinking and three cognitive processes of knowledge construction. The Elaboration Theory was adopted to calibrate those concepts into systematic learning instruction for analyzing the primary source in history class. The elaboration generates EAR learning instruction consisted of three stages namely Engagement, Anatomization, and Reconstruction. These stages represent systematic steps to sourcing, analyzing, and reconstructing historical narrative based on the analysis of the primary source. EAR learning instruction can provide implementable steps to examine primary historical sources in history class and support the improvement of students’ historical thinking by giving a simple path to analyze the primary historical sources. EAR is expected diminishing students’ barriers in facing complexity in analyzing the primary source in history class.]]>
<![CDATA[PENGUATAN SISTEM SOSIAL DALAM MENGATASI KERENTANAN MASYARAKAT INDUSTRI ]]>
<![CDATA[Ghufronudin Ghufronudin]]>;
<![CDATA[Bagas Narendra Parahita]]>;
<![CDATA[Nur Fatah Abidin]]>
<![CDATA[ Jurnal Sosiologi Pendidikan Humanis Vol 5, No 1 (2020): Jurnal Sosiologi Pendidikan Humanis ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17977/um021v5i1p%p
<![CDATA[Penelitian ini bertujuan untuk mengetahui mekanisme penguatan sistem sosial masyarakat dalam mengatasi kerentanan masyarakat industri akibat pencemaran limbah. Penelitian kualitatif dengan pendekatan studi kasus ini dilaksanakan di Sentra Industri Batik Kampung Batik Laweyan Surakarta dengan informan yang dipilih dengan purposive sampling. Teknik pengumpulan data dengan observasi, wawancara mendalam dan dokumentasi. Validitas data dengan triangulasi sumber, kemudian dianalisis dengan model interaktif. Hasil penelitian menunjukkan bahwa meningkatnya intensitas produksi batik di kawasan Kampung Batik Laweyan mengakibatkan dampak pada meningkatnya tingkat pencemaran logam berat pada ekosistem sungai. Dibutuhkan upaya penguatan sistem sosial melalui skema AGIL (Adaptation, Goal Attainment, Integration, Latency). Adaptasi (Adaptation), pemerintah, stakeholders dan pengusaha harus beradaptasi dengan lingkungan dan menyesuaikan lingkungan dengan kebutuhan terkait upaya mewujudkan industri batik ramah lingkungan. Pencapaian tujuan (Goal attainment), perlu upaya kolaboritif segenap stakeholders dalam menumbuhkan kesadaran bersama dalam mendefinisikan dan mencapai tujuan pengembangan kawasan industri batik ramah lingkungan. Integrasi (Integracy), pemerintah harus mengatur hubungan antara stakeholders dan pengusaha dalam pengembangan kawasan industri ramah lingkungan. Pemeliharaan pola (Latency), pemerintah dan stakeholders harus saling melengkapi, memelihara dan memperbaharui motivasi pengusaha dan pola–pola budaya yang menciptakan dan mempertahankan motivasi pengusaha dalam pengembangan industri batik berbasis ramah lingkungan.]]>
<![CDATA[HUBUNGAN MINAT MEMBACA BUKU TEKS, KEMANDIRIAN BELAJAR, DAN HASIL BELAJAR KOGNITIF PEMBELAJARAN SEJARAH ]]>
<![CDATA[Mega Tri Lestari]]>;
<![CDATA[Musa Pelu]]>;
<![CDATA[Nur Fatah Abidin]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17977/um0330v5i1p49-57
<![CDATA[This article aims to analyze the relationship between reading interest of textbooks, independence of learning, and cognitive learning outcomes of students in history learning. The ex-post facto based on the quantitative approach was used as the research method. The population in this research was eleventh-grade students in State Senior High School Kebakkramat with a total sample of 78 students taken by simple random sampling. Data collection techniques were questionnaires and documents. The results of the research showed that (1) there was a positive and significant relationship between reading interest and students' historical cognitive learning outcomes; (2) there was a positive and significant relationship between learning independence and students' historical cognitive learning outcomes; and (3) there was a relationship between reading interest and learning independence simultaneously with students' historical cognitive learning outcomes. Based on the results, it can be pointed out that the reading interest and independence should be improved through appropriate learning sources and models to enhance students' cognitive learning outcomes. Artikel ini bertujuan untuk menganalisis hubungan antara minat baca buku teks, kemandirian belajar, dan hasil belajar kognitif siswa pada pembelajaran sejarah. Metode penelitian yang digunakan adalah ex-post facto dengan pendekatan kuantitatif. Populasi dalam penelitian ini adalah siswa kelas XI SMA Negeri Kebakkramat dengan jumlah sampel 78 siswa yang diambil secara simple random sampling. Teknik pengumpulan data adalah angket dan dokumen. Hasil penelitian menunjukkan bahwa (1) terdapat hubungan yang positif dan signifikan antara minat baca dengan hasil belajar kognitif sejarah siswa; (2) terdapat hubungan yang positif dan signifikan antara kemandirian belajar dengan hasil belajar kognitif sejarah siswa; dan (3) ada hubungan antara minat baca dan kemandirian belajar secara simultan dengan hasil belajar kognitif sejarah siswa. Berdasarkan hasil penelitian, dapat dikemukakan bahwa minat dan kemandirian membaca perlu ditingkatkan melalui sumber dan model pembelajaran yang sesuai untuk meningkatkan hasil belajar kognitif siswa.]]>
<![CDATA[Student Community Service based on Creative Digital Collaboration Project (SCSCDC) to Empower Rural Communities against Covid-19 ]]>
<![CDATA[Aulia Fatimatuz Zahra]]>;
<![CDATA[Andrea Salsalova]]>;
<![CDATA[Arini Arum Madzani]]>;
<![CDATA[Djono -]]>;
<![CDATA[Nur Fatah Abidin]]>
<![CDATA[ Pancaran Pendidikan Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (708.161 KB)
|
DOI: 10.25037/pancaran.v10i1.281
<![CDATA[The outbreak of Covid-19 has created a great change in the implementation of Kuliah Kerja Nyata (KKN) or Student Community Service Program (SCS) in Indonesia. This article promotes the idea of Student Community Service based on Creative Digital Collaboration Project as a collective movement to empower the community against Covid-19. The method of research was a Mixed Method. The research participants were 25 university students who took a part in SCS Covid-19 in 2020. The data were collected through online questionnaires and interviews, then analyzed in quantitative and qualitative approaches. The result shows that the university has provided a platform to implement SCS during a pandemic. The obstacle lies in the lack of collaboration and social challenges in society. Students as the agent of change to create villages resistant Covid-19. The authors believe that this idea can become a future model of SCS during pandemic Covid-19.]]>
<![CDATA[Principal transformational leadership and teacher readiness to teach: Mediating role of self-efficacy ]]>
<![CDATA[Akhmad Arif Musadad]]>;
<![CDATA[Raden Bambang Sumarsono]]>;
<![CDATA[Maulana Amirul Adha]]>;
<![CDATA[Nova Syafira Ariyanti]]>;
<![CDATA[Nur Fatah Abidin]]>;
<![CDATA[Dadan Adi Kurniawan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v11i4.23259
<![CDATA[Student should participate in high-quality learning regardless of all existing conditions; therefore, efforts are needed to identify various factors related to teacher readiness in teaching (TR). This research identified the effect of the four components of transformational leadership (TL) on teacher TR in the era of the coronavirus disease 2019 (COVID-19) pandemic through the role of teacher self-efficacy mediation. The study used a quantitative approach, with a model of structural equation modelling (SEM) causality with the help of the analysis of moment structure 24.0 (AMOS 24.0) program. This study involved 332 secondary school teachers as respondent. SEM is used to build relationship models and to analyze direct or indirect effects, while the Sobel test is conducted for testing mediation hypotheses. Based on the results of research, four components of TL, can affect teacher TR through teacher self-efficacy. The contribution of this research provides insight into the importance of the principal's TL practices in preparing teachers for teaching through teacher self-efficacy, which is a necessity today.]]>
<![CDATA[TINGKAT KEMANDIRIAN BELAJAR MAHASISWA DALAM PEMBELAJARAN DARING ]]>
<![CDATA[Nur Fatah Abidin]]>;
<![CDATA[Ghufronudin Ghufronudin]]>;
<![CDATA[Bagas Narendra Parahita]]>;
<![CDATA[Anis Suryaningsih]]>;
<![CDATA[Lies Nurhaini]]>
<![CDATA[ Jurnal Pendidikan Vol 13, No 2 (2022) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Riau ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31258/jp.13.2.93-103
<![CDATA[The success of online learning implementation in higher education is determined by internal factor such as student self-directedness. The article aimed to measure students’ self-directedness in higher education context. The research respondents were 472 students from the Faculty of Teacher Training and Education, Sebelas Maret University. The respondent were selected based on cluster and random sampling. The data were collected through the Self-rating Scale of Self-Directed Learning (SRSSDL). The results showed the level of student learning self-directed learning is at a medium and high level. The results also illustrate the transformative ability of students in the setting of online learning. Overall, this study shows the importance of student self-direction in supporting online learning readiness. Therefore, teacher must be able to provide constructivism-based learning strategies and student-centred approaches that can accommodate student independence in the learning process.]]>
<![CDATA[Kali Kemit sebagai Garis Demarkasi Indonesia-Belanda Pasca Agresi Militer Belanda I di Kebumen Tahun 1947 ]]>
<![CDATA[Apriliyan Tri Hastuti]]>;
<![CDATA[Akhmad Arif Musadad]]>;
<![CDATA[Nur Fatah Abidin]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 5, No 2 (2022): Pengembangan Materi dalam Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/historia.v5i2.46813
<![CDATA[This study aims to analyze: (1) The Armistice background of the Post-Military Aggression I in 1947, (2) Kali Kemit as the Indonesian-Dutch Demarcation Line in Post-Dutch Military Aggression I, (3) The Impact of Kali Kemit as the Indonesian-Dutch Demarcation Line in Post-Dutch Military Aggression I in 1947. The method used in this research is the historical method. Sources of data used in this study are primary sources and secondary sources. The research data were obtained through interviews with historical actors and witnesses, literature studies in the form of Dutch newspapers, direct observations at Kali Kemit, and documentation of historical actors' records. The results of this study indicate that: (1) The prolonged battle between the allies and the Dutch against Indonesia ended after the two parties agreed to a ceasefire. (2) The ratification of the Renville Negotiations led to a border agreement between Republic of Indonesia and Dutch. The border agreement was implemented in the southern part of Central Java by establishing Kali Kemit as the border between Republic of Indonesia and Dutch, so that the Dutch withdrew their defense line to the west of the Kali Kemit. (3) The impact caused by the results of the Renville Negotiations was the division of the territory in Kebumen into two parts with Kali Kemit being the boundary line, the transfer of troops from the enclave to the territory of the Republic of Indonesia, Kali Kemit being the initial target of the Dutch attack when they were about to continue their journey to Yogyakarta in December 1948.]]>
<![CDATA[Penilaian Pembelajaran Sejarah Konstruktivistik: Pendekatan Critical Discourse Analysis ]]>
<![CDATA[Nur Fatah Abidin]]>;
<![CDATA[Hermanu Joebagio]]>;
<![CDATA[Sariyatun Sariyatun]]>
<![CDATA[ Yupa: Historical Studies Journal Vol 1 No 1 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah FKIP Universitas Mulawarman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (262.284 KB)
|
DOI: 10.30872/yupa.v1i1.87
<![CDATA[This article discusses about assessment of the constructivism approach in history learning with Critical Discourse Analysis (CDA). CDA provides a set of in-depth analysis method which includes the realm of linguistic, social, and cultural. The CDA is composed of three stages of a dynamic analysis and related to each other: (1) analysis of the text, (2) analysis of the practice of discourse, and (3) analysis of social practices. In the context of history learning with constructivism approach, the third stages can be used to assess the development of the system and the structure of the thinking of learners. CDA approach can be used to analyse the work of learners with description test. Therefore, the necessary rubric based on assessment rubrics and discourse analysis of the level of development of thinking learners. Based on the research results, the CDA can be used in learning history, specifically with constructivism approach. Assessment of history learning with constructivism approach is expected to be an alternative assessment of learning that not only assess student knowledge of quantity, but also to measure the development of the system and the structure of the thinking of learners.]]>
<![CDATA[Peningkatan Keaktifan dan Kerja Sama Melalui Pendekatan 4C dan Problem Posing dalam Pembelajaran Sejarah di Kelas X IPS 2 SMAN 8 Surakarta ]]>
<![CDATA[Esti Setiyani]]>;
<![CDATA[Akhmad Arif Musadad]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Nur Fatah Abidin]]>
<![CDATA[ Yupa: Historical Studies Journal Vol 2 No 2 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah FKIP Universitas Mulawarman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (739.235 KB)
|
DOI: 10.30872/yupa.v2i2.133
<![CDATA[Tujuan dari penelitian ini adalah meningkatkan keaktifan dan kerja sama siswa kelas X IPS 2 SMA N 8 Surakarta dengan pendekatan 4C dan model pembelajaran Problem Posing. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK). Sumber data pada penelitian ini adalah 30 siswa, guru, dan kelas X IPS 2 SMA N 8 Surakarta. Hasil penelitian menunjukkan bahwa pendekatan 4C dan model pembelajaran Problem Posing dapat meningkatkan keaktifan dan kerja sama siswa kelas X IPS 2 SMA N 8 Surakarta. Peningkatan keaktifan siswa dibuktikan dengan meningkatnya persentase keaktifan dan kerja sama siswa dari tahap pra-siklus sampai dengan siklus II. Peningkatan tersebut telah melampaui target yang ditentukan yaitu sebesar 75%. Simpulan dari penelitian ini yaitu pendekatan 4C dan model pembelajaran Problem Posing dapat meningkatkan keaktifan dan kerja sama pada siswa kelas X IPS 2 SMA N 8 Surakarta]]>
