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All Journal INFORMASI Historia: Jurnal Pendidik dan Peneliti Sejarah Paramita: Historical Studies Journal Jurnal Candrasangkala Pendidikan Sejarah Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Jurnal Tamaddun Jurnal Pendidikan Sejarah Visipena IJEBD (International Journal Of Entrepreneurship And Business Development) Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Supply Chain Management Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Jurnal Pendidikan Sejarah Indonesia EDUTEC : Journal of Education And Technology Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Satwika: Jurnal Pengabdian kepada Masyarakat Historiography Danadyaksa Historica PERIODE: Jurnal Sejarah dan Pendidikan Sejarah

Umasih Umasih

Unknown Affiliation

Author-ID : 407775

Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Transportation Other

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Articles

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Internalization of the Character of Nationalism through Learning in Schools: Implementation and Challenges Maulani, Maulani; Umasih, Umasih; Rochalina, Corry Iriani
Journal of Education Reseach and Evaluation Vol 6, No 1 (2022): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i1.38300

A moral crisis has occurred in this nation. If you look at the reality in today's life, there are many cases that show that the nation's morale has declined. This study aims to analyze the challenges faced by teachers and the efforts made in the implementation of character-based history learning. The type of research conducted is a case study. The samples of this research are history teachers, students of class X and class XI. Data collection method used by observation, interview guide, framework as research instrument. Data analysis method is qualitative data analysis. The technique of collecting data is triangulation and then data analysis through three paths, namely data reduction, data presentation, and drawing conclusions. The results of the study indicate that the difficulties faced by history teachers in character education-based learning are difficulties in including the value of the proposition-based character according to the KD, dominant learning is not interactive, and students' character or behavior is difficult to monitor. On the other hand, training in learning that supports character education has been given to teachers, but the competence/skills of teachers need to be improved, and the learning designs made by teachers are still weak in supporting character education. Efforts to answer this challenge can be overcome by increasing teacher understanding/mastery of the concept of character education. So it can be concluded that teachers have challenges in integrating character education in students. The implications of this research can have an impact on students in improving their character for the better.

Evaluasi Program Pembelajaran Sejarah Indonesia di SMKN 57 Jakarta Nur Fajar Absor; Kurniawati; Umasih
Jurnal Pendidikan Sejarah Vol 8 No 2 (2019): JPS - Jurnal Pendidikan Sejarah, Volume 8 Nomor 2 Tahun 2019
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Penelitian ini bertujuan untuk menganalisis dampak positif dan negatif dari program pembelajaran sejarah di SMKN 57 Jakarta. Desain penelitian yang digunakan adalah evaluasi yang terdiri dari proses pemilihan model evaluasi dan selanjutnya memilih metode penelitian yang digunakan. Model penelitiannya sendiri, peneliti menggunakan Model Evaluasi Bebas Tujuan (Goal Free Evaluation Model) yang dikembangkan oleh Michael Scriven, sedangkan untuk metode penelitiannya, peneliti menggunakan metode penelitian kualitatif. Sampel yang digunakan adalah wakil kepala sekolah bidang kurikulum, guru, dan peserta didik. Penelitian ini menggunakan teknik pengumpulan data triangulasi, yakni observasi, wawancara, informan kunci dan informan spesialis, serta dokumentasi. Hasilnya ditemukan bahwa terdapat: (1) Dampak positif yang sesuai dengan harapan pembuat program seputar tujuan program yang dipahami dari aspek kognitif, peserta didik berminat untuk mempelajari Sejarah Indonesia, dan pelaksanaan pembelajaran sudah berlangsung dengan baik; (2) Dampak positif yang tidak termasuk tujuan pembuat program seputar peserta didik menjadi aktif, kreatif, dan kritis dalam pembelajaran, penggunaan metode dan media pembelajaran yang kreatif dan inovatif, serta penanaman pendidikan karakter; (3) Dampak sampingan negatif akibat dari program yang dilaksanakan seputar munculnya ketidakpastian hukum di Indonesia, tujuan program dipahami hanya sebatas pada aspek kognitif, kesulitan dalam membuat perangkat pembelajaran, materi pembelajaran banyak dan padat, serta kegiatan pembelajaran tergantung kepada profesionalitas guru.

Nilai Kearifan Lokal Bugis sebagai Sumber Belajar Sejarah Lokal pada Masyarakat Bugis di Kabupaten Bone Khaeruddin Khaeruddin; U Umasih; Nurzengky Ibrahim
Jurnal Pendidikan Sejarah Vol 9 No 2 (2020): JPS - Jurnal Pendidikan Sejarah, Volume 9 Nomor 2 Tahun 2020
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPS.092.02

Abstrak:Identitas kelokalan yang berupa sastra dan sejarah Bugis Bone yang menjadi kekayaan intelektual bagi masyarakat Bone yang sangat relevan untuk dijadikan sebagai sumber belajar sejarah lokal. Penelitian ini bertujuan untuk mengetahui pemahaman konsepsi kearifan lokal Bugis dalam kehidupan masyarakat kabupaten Bone dan mengetahui penerapan nilai-nilai kearifan lokal pada masyarakat Bugis melalui Sekolah Bugis. Metode penelitian yang digunakan merupakan penelitian kualitatif dengan metode pengumpulan data dilakukan dengan cara observasi, wawancara, studi pustaka. Hasil penelitian menunjukkan bahwa nilai kearifan lokal Bugis yang berupa sastra dan sejarah yang didalamnya mengandung pappaseng (pesan-pesan leluhur) yang mencakup ada’ tongeng (berkata benar), lempu (jujur), getteng (teguh pendirian), sipakatau (saling menghormati), sipakalebbi (saling memuliakan), assitinajang (kepatutan) dan mappesonae ri Dewata Seuwwae (berserah diri kepada Tuhan) dijadikan sebagai sumber belajar sejarah lokal. Nilai-nilai kearifan lokal tersebut dipahami sebagai milik bersama masyarakat Bone dan dipelajari bersama melalui sekolah Bugis sebagai pedoman dalam sikap dan bertindak. Begitupun juga dengan peristiwa-peristiwa sejarah yang terjadi dimasyarakat Bone mengandung pappaseng baik secara tersirat dan tersurat yang kemudian ditelaah dan dijadikan sumber belajar sejarah lokal.

EVALUASI PROGRAM PEMBELAJARAN SEJARAH PADA MADRASAH ALIYAH NEGERI (MAN) DI KOTA PEKANBARU Zulfa Hendri; Kurniawati Kurniawati; Umasih Umasih
Jurnal Pendidikan Sejarah Indonesia Vol 3, No 2 (2020)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v3i2p170-184

Abstract: The purpose of this research was to determine how the implementation of the teaching of history in schools (Madrasah Aliyah Negeri) MAN 1 and 4 of Pekanbaru. The research method used in this study is amixed methodology. Mixed methods produce more comprehensive facts in researching research problems, because this researcher has the freedom to use all data collection tools according to the type of data needed. The analysis technique uses a qualitative data analysis approach carried out interactively and continues continuously until completion. Activities in this data analysis include data reduction, data display, and conclusion drawing / verification. The results of this study using the EKOP model on (1) Evaluation of the quality of learning among Teachers in the Classroom Performance is already good with maximum score results above 80.00%, Learning Facilities are quite above 60.00%, Class climate is enough above 60.00%, Learning Attitudes are quite good above 70.00%, and (5) Student learning motivation in student learning is quite good above 70.00%. Furthermore, the evaluation of learning outputs in terms of academic skills, which are taken from the results of formative and summative tests in both madrasas are also quite good. The average score raport of the Mapel History in MAN 1 was 84.34, while in MAN 4 Pekanbaru City it was 82.08. Thus it can be concluded that the evaluation of history learning programs in Madrasah Aliyah Negeri (MAN) in Pekanbaru City by using the EKOP learning model is very effective for evaluation of learning in schools.

The commodification of economic perspectives in Islamic Religious Education Studies on social media Heri Fathurahman; Umasih Umasih; Gumgum Gumelar; Andy Hadiyanto; Assyifa Amelia Azzahra
Informasi Vol 51, No 1 (2021): Informasi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/informasi.v51i1.38516

Economic empowerment in Indonesia is quite dynamically developing, this is also not free from the study of Islamic religious education on Islamic economics. Apart from this, researchers also used YouTube social media for review in this study. The formulation of the research problem is how to commodify an economic perspective in the study of Islamic religious education on social media. This study aims to analyze the commodification of economic perspectives in the study of Islamic religious education on social media. Researchers use a quantitative approach with a survey method where data will be taken from a predetermined population and sample and then a questionnaire to the respondent. The results of this study indicate that the commodification of YouTube content about the economy packaged in Islamic Religious Education affects the attitudes of YouTube users who watch the content. This is evidenced by conducting a regression test with the results that all ha received and accepted are declared good. In addition, economic empowerment in the perspective of Islamic religious education can also increase community economic empowerment and support the economic activities of the Indonesian people.

HISTORICAL THINKING ABILITY IN BUILD HISTORICAL EMPATHY (CASE STUDY: HISTORY EDUCATION STUDENTS OF JAKARTA STATE UNIVERSITY) Lobelia Asmaul Husna; Abdul Syukur; Umasih Umasih
Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 6, No 2 (2020)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/candrasangkala.v6i2.8866

This study aims to study the ability of historical thinking in building historical empathy for the history education students at Universitas Negeri Jakarta. The study was held in semester 112 in class C batch 2018 course of Indonesian history of The Colonial period and class A batch 2017 course of Indonesian history of New Order and Reformation period. This research uses qualitative methods with a case study approach. Data collection techniques used are interviews and documentation. The result of this study is that students of history education have diverse abilities in historical thinking skills. However, on the ability of historical empathy ̧ the entire student history has cognitive empathy. This means students are able to understand the emotions, situations, and conditions of historical figures in the past. In addition, on the ability of cognitive empathy students are able to be objective so that on the understanding of history, students are not on the sides of one figure only

Materi Sejarah Masa Hindu-Buddha dan Penggunaan Sumber Belajar Sejarah dalam Pembelajarannya di SMK Nofiyah Mardiani; Umasih Umasih; Murni Winarsih
Jurnal Tamaddun : Jurnal Sejarah dan Kebudayaan Islam Vol 7, No 2 (2019)
Publisher : IAIN Syekh Nurjati Cirebon

ABSTRACTLearning in Vocational Schools is learning aimed at improving intelligence, knowledge, personality, noble character, and the skills of students to live independently and to take further education in accordance with their vocational programs. learning resources used in vocational schools are expected to be very varied for this independence. learning resources can be physical and non physical. Types of learning resources include, messages (in the form of learning materials, folklore, fairy tales, advice, Islamic saga, story stories), people (learners), materials (transparency, films, slides, book tapes, pictures), equipment (ohp , tv, camera, blackboard), methods (lectures, discussions, simulations, independent learning), environment (rooms, studios, halls, prayer rooms, mosques). In history learning, these learning resources can be used. During the Hindu-Buddhist development, historical learning could use heritage buildings. Looking at the latest curriculum, that learning activities should force the student center to create creativity in learning. This study used qualitative methods for three schools using interview instruments to Indonesian history teachers and students as samples and documented studies about learning activities. The results found that the lack of creativity for teachers to utilize technology, especially the internet, one of which is to use films, documentaries or videos, and visit local cultural heritage sites and museums as media and sources of historical learning. So that it causes history learning to be delivered monotonously. The purpose of this study looks at the use of historical learning resources in Vocational Schools and the impact of the use of these learning resources. Until finally the purpose of this study is to provide solutions for ways of innovation and creation in history learning in vocational schools so that they are in accordance with their vocational training.Keywords: Keywords: Vocational High School (SMK), historical learning resources, history learning material on Hindu-Buddhist and Islamic development

EVALUASI PROGRAM IMPLEMENTASI KURIKULUM 2013 MATA PELAJARAN SEJARAH DI SMA NEGERI PANDEGLANG M. Rosi Siumaparri Djadjas; Kurniawati; Umasih
Jurnal Visipena Vol 9 No 2 (2018)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

The purpose of this research is to obtain information comprehensively about the implementation of curriculum 2013 subjects history in SMA Negeri Pandeglang. This research uses CIPPmodel. The components that become the focus of this research are 1). Context, consist of program background, program constraints, feasibility study, 2). Inputh, consists of student, teachers, curriculum, infrastructure, financing, academic calender, 3). Process, consists of teacher copetence ;earningactivities in class 4). Product, consisting of sumatif value and formative value of leraners.This research uses qualitative methode combined with quantitative approach. The steps of the research begins by making evaluation criteria, the next stage of making the instrument research, making the instrument grille, data collection, data analysis and conclusions. The instrument validition test uses expert validation, and reliability test. Data collection techniques, using observation technique, interviews, documentation studies, and questionnaires. The result of reseearch show that context competent is in very good criteria, with 100% evaluation, 100 % input component is very good, 75 % good process component, and 100 % excellent product component. Thus, it can be concluded that the 2013 Curriculum implementation of history subjects can run very well. Abstrak Tujuan penelitian ini adalah untuk memperoleh informasi secara komprehensif tentang pelaksanaan program implementasi kurikulum 2013 mata pelajaran sejarah di SMA Negeri Pandeglang. Penelitian ini menggunakan model CIPP. Komponen- Komponen yang menjadi fokus penelitian ini yaitu (1) context, terdiri dari latar belakang program, kendala program, studi kelaikan; (2) input, terdiri dari peserta didik, guru, kurikulum, sarana prasarana, pembiayaan, kalender akademik; (3) process, terdiri dari kompetensi guru, kegiatan pembelajaran di kelas; (4) product, terdiri dari nilai sumatif dan nilai formatif peserta didik. Penelitian ini menggunakan metode kualitatif yang dipadukan dengan pendekatan kuantitatif. Langkah-langkah penelitian diawali dengan membuat kriteria evaluasi, tahap selanjutnya membuat kisi-kisi instrument, membuat instrument penelitian, pengumpulan data, analisis data dan kesimpulan. Uji Validitas instrumen menggunakan triangulasi sumber data. Teknik pengumpulan data menggunakan teknik observasi, wawancara, studi dokumentasi, dan angket. Hasil penelitian menunjukan bahwa komponen Context berada pada kriteria sangat baik dengan angka evaluasi 100%, komponen input 100 % sangat baik, komponen process 75 % baik, dan komponen product 100 % sangat baik.Sehingga, dapat disimpulkan bahwa impelemntasi Kurikulum 2013 mata pelajaran sejarah dapat berjalan dengan sangat baik dan efektif. Kata Kunci: Evaluasi Program, CIPP, Kurikulum 2013 Mata Pelajaran Sejarah

Implementation of Authentic Assessment in Historical Learning in Madrasah Aliyah Negeri (MAN) Pekanbaru City Zulfa Hendri; Kurniawati Kurniawati; Umasih Umasih; Jufrianis Jufrianis
IJEBD (International Journal of Entrepreneurship and Business Development) Vol 3 No 4 (2020): November 2020
Publisher : LPPM of NAROTAMA UNIVERSITY

Purpose: The purpose of this study was to determine how the implementation of authentic assessment in history learning at Madrasah Aliyah Negeri (MAN) 1 and MAN 4 Pekanbaru City. Design/methodology/approach: The research method used is a qualitative case study. A research location is in MAN 1 and MAN 4 Pekanbaru City. Sources of data in this study were informants, namely the principal, vice principal in the field of curriculum, teachers and students, learning activities and documents. Data collection techniques using interview methods, documentation study, questionnaires and observations. Findings: The results of this study indicate that history teachers have a good understanding of authentic assessment in the 2013 curriculum in MAN 1 and MAN 4, Pekanbaru City, history teachers have carried out knowledge assessments and skills assessments well, while in terms of analysis and reporting of authentic teacher assessment results using processing software online scores; The obstacles experienced by history teachers are the plurality of students with different backgrounds and characters, while the factors that support teachers in implementing authentic assessments are quality students, the availability of facilities and learning resources and the existence of value processing software. Practical implications: Result of this study can be used as reference in implementation of Authentic Assessment of any subject. Originality/value: This research is original because there is no similar research that been conducted in MAN Pekanbaru City. Paper type: Research paper

Asrama Indonesia Merdeka Sebagai Pembentuk Kader Muda Indonesia Afifah Jasmine Krisdintami; Kurniawati Kurniawati; Umasih Umasih
Historiography: Journal of Indonesian History and Education Vol 2, No 4 (2022)
Publisher : Universitas Negeri Malang

This study examines the role of a dormitory called Dormitory of Free Indonesia. This hostel was founded by a Japanese Navy officer, namely Rear Admiral Tadashi Maeda, in October 1944 with the aim of forming young Indonesian political cadres. The method used in this study is the historical method which includes five stages, namely the selection of topics with intellectual approaches, heuristics, verifications, interpretations, and historiography. Based on the results of the research, the Dormitory of Free Indonesia has played a role in forming young political cadres who will later take on roles after Indonesian independence through regeneration which is carried out in the dormitory. The regeneration activities at this dormitory include learning in classes for six months and martial arts taught directly by the Japanese army. Some of the students who graduated from Dormitory of Free Indonesia were Abdul Kadir Jusuf, Hasan Gayo, Sukarni, and Chaerul Saleh. There is controversy about the spread of communism in the dormitories, as historian Kahin points out. However, this news was later dismissed by national figures who taught at the Dormitory of Free Indonesia, including Admiral Maeda. Penelitian ini ini mengkaji peran dari sebuah asrama bernama Asrama Indonesia Merdeka. Asrama ini didirikan oleh seorang perwira Angkatan Laut Jepang, yaitu Laksamana Muda Tadashi Maeda, pada bulan Oktober 1944 dengan tujuan untuk membentuk kader-kader politik muda Indonesia. Metode yang digunakan dalam penelitian ini adalah metode historis yang mencakup lima tahapan, yaitu pemilihan topik dengan pendekatan intelektual, heuristik, verifikasi, interpretasi, dan historiografi. Berdasarkan hasil penelitian, Asrama Indonesia Merdeka berperan dalam membentuk kader-kader politik muda yang nantinya akan mengambil peranannya setelah kemerdekaan Indonesia melalui kaderisasi yang dilakukan di asrama. Aktivitas kaderisasi di asrama ini mencakup pembelajaran di kelas-kelas selama enam bulan dan seni bela diri yang diajarkan langsung oleh tentara Jepang. Beberapa murid-murid lulusan dari Asrama Indonesia Merdeka ialah Abdul Kadir Jusuf, Hasan Gayo, Sukarni, dan Chaerul Saleh. Terdapat kontroversi mengenai penyebaran paham komunis di dalam asrama, seperti yang dikemukakan oleh sejarawan Kahin. Namun, kabar ini kemudian ditepis oleh tokoh-tokoh nasional yang mengajar di Asrama Indonesia Merdeka, termasuk Laksamana Maeda.

Co-Authors ., Humaidi Abdul Syukur Abrar Abrar Abrar Abrar Absor, Nur Fajar Adinda Fahria Aulia Afifah Jasmine Krisdintami Andy Hadiyanto Ardian Rafi Assyifa Amelia Azzahra Astri Aristiani Budiaman, Budiaman Christiono, Marchel Dina Amelia Elfrida Ratnawati Fadhilah Jauhari Fakhruddin, M. Gumgum Gumelar Fajar Rakhman Hadi Santosa, Firdaus Hasan, Rinie Octaviany HERI FATHURAHMAN Husna, Lobelia Asmaul Ibnu Habib Alwahid Ibrahim, Nurzengky Jufrianis Kadar, Raka El-Chuza Adnan Khaeruddin, Khaeruddin Kurniawati Kurniawati Kurniawati Kurniawati Lobelia Asmaul Husna M. Rosi Siumaparri Djadjas Marta, Nur’aeni Masyrullahushomad, Masyrullahushomad Maulani Maulani, Maulani Murni Winarsih Nofiyah Mardiani Nur'aeni Marta Nurzengky Ibrahim Ponco Setiyonugroho Priliarachma, Naviri Rochalina, Corry Iriani Rudi Casmana, Asep Santosa, Firdaus Hadi Saparuddin Mukhtar Sarkadi, Sarkadi Sarkadi, Sarkadi Shibgatullah, Shibgatullah Ar-Rasyid Sumyadi, Yadi Syukur, Abdul wahyuni, fadela septi Wijaya, Ardi Winto, Winto Wisnubroto, R. Yanuardi, M. Hasmi Yanuardi, Muhammad Hasmi Zulfa Hendri Zulfa Hendri

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