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All Journal Khazanah Pendidikan Keraton: Journal of History Education and Culture
Sumiyatun Septianingsih
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Religion Education Languange, Linguistic, Communication & Media Social Sciences

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ANALISIS MEDIA PEMBELAJARAN PADA BUKU TEKS IPS MATERI SEJARAH KELAS VII KURIKULUM 2013 Arifin Suryo Nugroho; Sumiyatun Septianingsih
Khazanah Pendidikan Vol VI No 2 Maret 2014
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jkp.v6i2.658

Abstract

This study aims to uncover the history of the subject matter contained in the curriculum social studies textbooks in 2013, the dominant type of media that the material on the history of class VII social studies textbook curriculum 2013 and the suitability of the material history of instructional media are implemented in social studies textbook curriculum 2013. The method used is descriptive qualitative analysis of exactly which studies document. The results of this study indicate historical material Class VII social studies curriculum in 2013 that is dispersed in the Subject “Social Life in the Future Praaksara Indonesian Society, Hindu-Buddhist and Isla”, “The Factors that Influence Social and Cultural Diversity” , and “contacts with the state another”. In Class VII social studies book historical material, the dominance of media images are quite striking, reaching 90 % , the rest is history map media. Textbook curriculum developed in 2013, when viewed from a number of emerging media support has been quite a lot of text. This is certainly related to the philosophy of the curriculum in 2013 where learning begins from the concrete toward abstract, so that the role of the media in the learning process and the learning support facilities such as text books is very important to realize. Despite of media analysis in textbooks, media availability is quite good, but the creativity of the teacher in a more varied use of media is necessary. Keywords : learning media, social studies textbooks, historical materials, curriculum 2013
PENERAPAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN ANALISIS DAN SINTESIS MAHASISISWA PADA MATA KULIAH KAJIAN KURIKULUM DAN BUKU TEKS Sumiyatun Septianingsih; Ipong Jazimah
Khazanah Pendidikan Vol 13, No 2: Maret 2020
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jkp.v13i2.6979

Abstract

ABSTRACTThis study aimed to (1) reveal the increase in analysis and synthesis of studentsthrough the implementation of cooperative learning approaches with the Problem BasedLearning (PBL) method, (2) find out the learning problems experienced by students andtheir solutions. This research was conducted with the stages similar to classroom actionresearch consisting of: (1) action planning (plan), (2) implementing the action (do) and(3) observation and reflection (see). The subjects of the research in this study were thefourth semester students of History Education Study Program in the academic year2018/2019, as many as 26 students. This research was conducted in February-June2019. The subject taken in this study was A Study of Curriculum and Textbooks. Datacollection techniques were done by interview, observation and literature study.Triangulation was employed to validate the data, namely, (1) source or datatriangulation, (2) method triangulation, and (3) theory triangulation. The data obtainedwere then analyzed using qualitative descriptive through four stages, consisting of; datacollection, data reduction, data presentation and drawing conclusions or verification.The results of this study indicated that in the first cycle the average of synthesis analysisthinking ability in the group category was 61.1% in the fair category and 38.9% in thegood category, in the second cycleit increased to 50% in the good category and 50%good enough category. In the individual category 50% are in the fair category, 38.5%in the good category and 11.5% in the poor category, while in the second cycle, it raisedto 53.8% in the good category, 34.6% in the fair category, and 11.5% in the poorcategory. Furthermore, in the cycle III the mean of synthesis analysis thinking ability forthe group category was 94.4% in the good category and 5.6% in the fair category. Inthe individual category 65.4% was in the good category and 34.6% was in the faircategory. Based on these results, it could be concluded that the increase of students’synthesis analysis thinking ability in group was quite good, including for individualabilities. The lack of students’ interest in reading became a major factor in otherresearch findings.Keywords: Problem Based Learning (PBL), lesson study, analytical and synthesis
Asesmen Pembelajaran pada Buku Panduan Guru dan Buku Siswa Mata Pelajaran Sejarah Kurikulum Merdeka Ipong Jazimah; Sumiyatun Septianingsih
Keraton: Journal of History Education and Culture Vol 7 No 1 (2025): Juni
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/keraton.v7i1.6437

Abstract

Learning assessments are carried out to interpret various kinds of information about student learning processes and outcomes. It is important to carry out assessments to see the extent of the success of learning. This research aims to reveal 1) How learning is assessed in the Teacher's Guidebook and Student's Book for history subjects in the Merdeka Curriculum. 2) What are the advantages and disadvantages of learning assessment in the Teacher's Handbook and Student's Book for history subjects in the Merdeka Curriculum. This research uses descriptive qualitative research methods with document study. Data validity is carried out by data triangulation. Data analysis uses interactive analysis with three stages of analysis, namely data reduction, data presentation, and drawing conclusions. The research results showed that the assessment used consisted of 2 forms, namely diagnostic assessment and formative assessment. Formative assessment consists of self-assessment and summative assessment. When analyzed, the assessment carried out uses operational keywords in the cognitive, affective and psychomotor domains. The advantage of the assessment used is that it is varied and explores many students' abilities to support the development of students' creativity and independence. The disadvantage of assessment is that it requires quite a lot of time to complete all the assessments carried out, so the teacher's workload also increases. Key words: learning assessment, history books, independent curriculum
Co-Authors Arifin Suryo Nugroho Ipong Jazimah Ipong Jazimah