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All Journal Jurnal Pendidikan Sejarah Indonesia Metafora: Education, Social Sciences and Humanities Journal Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan DedikasiMU: Journal of Community Service Prabayaksa: Journal of History Education Abisatya
Corry Liana
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Social Sciences

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EFIKASI DIRI MAHASISWA JURUSAN PENDIDIKAN SEJARAH DALAM MATA KULIAH PROGRAM PERENCANAAN PENGAJARAN (P3) Corry Liana
Metafora: Education, Social Sciences and Humanities Journal Vol. 1 No. 4 (2015): Implementasi Model Model Pembelajaran
Publisher : Fakultas Ilmu Sosial dan Hukum, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/metafora.v1n4.p112-125

Abstract

Self-efficacy is the confidence that owned by someone, it able to organize and take action to solve problems and addressing the changes properly. Individuals who have high self efficacy would be able to judge their self, and this will affect the degree of resistance to a task that must be carried out. In the world of education, teachers who have self-efficacy will have strong beliefs, feel comfortable with their self, and be able to control their emotions. That things will make the teachers were able to set up conditions in the classroom properly, able to choose and use appropriate learning strategies, and able to motivate students. Self-efficacy can be developed through Performance experience, vicarious experience, verbal persuasion, and psychological state. Self-efficacy can be forged in early learning, so for the teachers the first years is the most decisive. The Teaching Planning Program or Program Perencanaan Pengajaran (P3) courses, is the beginning of students to teaching and learning at the front of the class, so applying the self efficacy on history education students is the right thing.
PENERAPAN KOMBINASI MODEL PEMBELAJARAN CIRC DAN PJBL UNTUK MENINGKATKAN KEMAMPUAN LITERASI PESERTA DIDIK X-E 11 SMA NEGERI 1 TAMAN, SIDOARJO DALAM MATA PELAJARAN SEJARAH Gary Alvin Sadewa; Corry Liana; Derry Anggraeni Purwatiningsih
Jurnal Pendidikan Sejarah Indonesia Vol 6, No 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v6i1p132-151

Abstract

Literacy skills is important in the 21st century, which includes reading and writing literacy, scientific literacy, numeracy literacy, financial literacy, cultural and civic literacy, and digital literacy. Low literacy skill is also of great concern, the Indonesian Government even launched the “Gerakan Literasi Nasional(GLN)” program in 2017. The low literacy skill is experienced by X-E 11 students at State Senior High Scool 1 of Taman, Sidoarjo in History subject, especially reading and writing literacy. With the importance of literacy skill and the low literacy skill of students in History subject, then of course a solution must be sought immediately, one of which is through the application of combination of Cooperative Integrated Reading and Composition (CIRC) and Project Based Learning (PjBL) learning models. The purpose of this research is to examine whether the application of combination of CIRC and PjBL learning models could improve the literacy skill of the students in History subject. The method used in this research is classroom action research, with the Kemmis and Taggart model. The data collection and analysis technique used are observation and qualitative. The results showed that in cycle I, there were still 18 out of 36 students (50 percent) who scored below the criteria (78), both for historical literacy worksheet with range of 75-76 and poster scores of 76-77. For that, learning must be repeated. In cycle II, all students were able to achieve criteria (100 percent), where students whose scores were below the criteria in cycle, I had received an increase in historical literacy worksheet scores with range of 79-81 and poster scores of 8o-82. Thus, the application of combination of CIRC and PjBL can improve the literacy skill of students.Kemampuan literasi menjadi hal penting di abad ke-21 ini, yang mencakup literasi baca dan tulis, literasi sains, literasi numerasi, literasi finansial, literasi budaya dan kewargaan, serta literasi digital. Rendahnya kemampuan literasi juga menjadi perhatian besar, bahkan Pemerintah Indonesia sampai meluncurkan program Gerakan Literasi Nasional (GLN) pada tahun 2017. Permasalahan kemampuan literasi yang rendah dialami oleh peserta didik kelas X-E 11 SMA Negeri 1 Taman, Sidoarjo pada mata pelajaran Sejarah, khususnya literasi baca dan tulis. Dengan pentingnya kemampuan literasi dan rendahnya kemampuan literasi peserta didik X-E 11 SMAN 1 Taman dalam mata pelajaran Sejarah, maka tentu harus segera dicari solusinya, salah satunya melalui penerapan kombinasi model pembelajaran Cooperative Integrated Reading and Composition (CIRC) dan Project Based Learning (PjBL). Sehingga tujuan penelitian ini adalah meneliti atau menguji apakah penerapan kombinasi model pembelajaran CIRC dan PjBL dapat meningkatkan kemampuan literasi peserta didik dalam mata pelajaran Sejarah. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK), dengan model PTK Kemmis dan Taggart yang terdiri dari perencanaan, pelaksanaan, pengamatan, dan refleksi.  Teknik pengumpulan data yang digunakan adalah observasi, sedangkan teknik analisis data dilakukan secara kualitatif untuk aktivitas guru dan peserta didik. Hasil penelitian menunjukkan bahwa pada siklus I, masih ada 18 dari 36 peserta didik (50 persen) yang mendapat nilai di bawah KKM (78), baik untuk LKPD literasi sejarah dengan rentang nilai 75-76 maupun nilai poster 76-77. Untuk itu, pembelajaran harus diulang. Dalam siklus II, seluruh peserta didik sudah mampu mencapai KKM (100 persen), dimana peserta didik yang nilainya di bawah KKM pada siklus I sudah mendapatkan kenaikan nilai LKPD literasi sejarah dengan rentang 79-81 dan nilai poster 8o-82. Dengan demikian, penerapan kombinasi CIRC dan PjBL dapat meningkatkan kemampuan literasi peserta didik.
UPAYA MENINGKATKAN BERPIKIR KRITIS MELALUI MODEL PEMBELAJARAN DISCOVERY LEARNING PADA MATA PELAJARAN SEJARAH KELAS 10-E9 SMA NEGERI 1 TAMAN Agung Agung; Corry Liana; Derry Anggraeni Purwatiningsih
DedikasiMU : Journal of Community Service Vol 5 No 3 (2023): DedikasiMU September
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/dedikasimu.v5i3.5722

Abstract

Penelitian tindakan kelas ini dilakukan karena adanya keterampilan berpikir kritis yang rendah pada mata pelajaram sejarah peserta didik kelas 10-E9 SMA Negeri 1 Taman. Tujuan penelitian ini yaitu untuk meningkatkan keterampilan berpikir kritis melalui model pembelajaran Discovery Learning. Hasil penelitian pada siklus I menunjukan nilai rata-rata 68 dan siklus II meningkat menjadi nilai rata-rata 82. Hasil uji regresi sebesar Y = 60,987 + 0,238 dan peningkatan sebesar 17,1% yang dapat dilihat pada tabel Summary menggunakan SPSS 25. Data tersebut menujukkan pencapaian keterampilan berpikir kritis peserta didik melalui model Discovery Learning pada mata pelajaran sejarah kelas 10-E9 SMA Negeri 1 Taman mengalami peningkatan. Berdasarkan uraian tersebut dapat disimpulkan bahwa ada peningkatan kemampuan berpikir kritis peserta didik pada mata pelajaran sejarah kelas 10-E9 SMA Negeri 1 Taman.
MENINGKATKAN MINAT BELAJAR SISWA PADA PELAJARAN SEJARAH MELALUI PEMBELAJARAN TWO STAY TWO STRAY DI KELAS XI SMA NEGERI 1 SURABAYA Aria Raharja Hidayat; Corry Liana; Nining Sedyasih
Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan Vol. 5 No. 2 (2023): Jurnal Tinta
Publisher : Institute Agama Islam Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study was to determine the increase in student learning interest through the Two Stay Two Stray learning model in Class XI SMA Negeri 1 Sidoarjo. This research uses a type of classroom action research with a quantitative approach with descriptive statistical analysis techniques. The data taken consists of data primary and secondary data. The results of the research show that the Two Stay Two Stray model can increase interest in learning history in History Class XI - 5 SMA Negeri 1 Sidoarjo can be said to be running successfully. This is evidenced from the results of the descriptive statistical analysis showing that the average value (mean) is 63.4285 and then the tendency of learning interest is only 5 students to enter into a low response. Not only on that. Student responses get significant changes when the second cycle is implemented. Starting at 65% in the first cycle then becoming 84% in the second cycle.
PENGEMBANGAN MADING DIGITAL BERMUATAN QR-CODE UNTUK MENUMBUHKAN LITERASI SEJARAH KELAS XI DI SMA AL-ISLAM KRIAN Syalwa Shabrina Khunaifi; Corry Liana
Prabayaksa: Journal of History Education Vol 6, No 1 (2026): Prabayaksa: Journal of History Education (March)
Publisher : Lambung Mangkurat University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/pby.v6i1.19200

Abstract

Low student interest in history learning and limited use of interactive learning media hinder the development of historical literacy in schools. This study aimed to develop a QR-code-based digital wall magazine, evaluate its feasibility, and examine students’ historical literacy achievement after its implementation. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Qualitative data were collected through observation, interviews, and documentation, while quantitative data were obtained from expert validation sheets, student response questionnaires, and historical literacy assessment instruments. Data were analyzed descriptively using percentage calculations for media feasibility and historical literacy achievement, while questionnaire validity and reliability were tested using IBM SPSS. The results showed that the developed digital wall magazine achieved a feasibility score of 84% from media experts and 100% from material experts, both categorized as very feasible. Student responses reached an average score of 90.25%, indicating a very positive perception of the media. Furthermore, students’ historical literacy achievement reached an average of 76.31%, categorized as good based on twelve historical literacy indicators. These findings indicate that the QR-code-based digital wall magazine is a feasible and effective supplementary learning medium that provides interactive and accessible digital learning resources for history education and supports the development of students’ historical literacy.
PENINGKATAN KOMPETENSI GURU DALAM PENGEMBANGAN LKS LITERASI SEJARAH TINGKAT SMA/MA DI SURABAYA Sri Mastuti; Agus Suprijono; Corry Liana; Riyadi Riyadi; Dinar Rizky L
ABISATYA : Journal of Community Engagement Vol. 1 No. 1 (2023): ABISATYA: Journal of Community Engagement
Publisher : Center for Community Service and Science and Technology Marketing - The Institute for Research and Community Service Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/abisatya.v1i1.20081

Abstract

Abstrak Pengabdian masyarakat ini dilaksanakan secara hybrid (daring dan luring) di Prodi Pendidikan Sejarah FISH Unesa. Peserta luring sebanyak 30 orang merupakan alumni Prodi Pendidikan Sejarah yang mengajar mata pelajaran Sejarah di SMA/MA di Surabaya dan Sidoarjo, sementara 40 peserta yang mengikuti secara daring merupakan alumni yang berdomisili di kota-kota Jawa Timur, Jawa Tengah, Jawa Barat dan Madura. Materi yang diberikan adalah pengembangan instrumen penilaian non tes berupa LKS yang berliterasi sejarah. Pelatihan ini berguna bagi guru mata pelajaran sejarah dalam melatihkan dan menumbuhkan kesadaran sejarah siswa serta untuk mengembangkan penilaian non kognitif siswa. Melalui LKS berliterasi sejarah akan menumbuhkan minat dan ketertarikan belajar sejarah. Dengan demikian guru dapat memantau kendala yang dihadapi siswa dan melakukan upaya untuk mengatasinya. Dampak yang diperoleh guru dari kegiatan tersebut adalah meningkatnya kompetensi guru dalam mengembangkan penilaian non tes (LKS) yang berliterasi sejarah.
PELATIHAN PENGEMBANGAN PEMBELAJARAN SEJARAH BERBASIS LUMIO BAGI GURU SEJARAH JAWA TIMUR Sri Mastuti; Agus Suprijono; Corry Liana; Riyadi Riyadi; Septina Alrianingrum; Dinar Rizky Listyaputri; Izzatul Fajriyah
ABISATYA : Journal of Community Engagement Vol. 3 No. 1 (2025): ABISATYA: Journal of Community Engagement
Publisher : Center for Community Service and Science and Technology Marketing - The Institute for Research and Community Service Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/abisatya.v3i1.35786

Abstract

Keberadaan perkembangan ilmu pengetahuan dan teknologi dapat dijadikan sebagai salah satu cara untuk meningkatkan kualitas pembelajaran yang dilakukan oleh seorang guru.Untuk dapat mewujudkan hal tersebut, seorang guru harus memahami dan memiliki kemampuan Pengetahuan Pedagogi Konten Teknologi (TPCK) di dalam dirinya. Berkaitan dengan Pengetahuan Konten Pedagogis (PCK), yang terdiri dari pengetahuan konten dan pengetahuan pedagogis yang seharusnya dimiliki oleh seorang guru, pemerintah Republik Indonesia sebenarnya telah mengatur hal tersebut melalui Peraturan Pemerintah Nomor.74 tahun 2008. Pada rumusan Peraturan Pemerintah tersebut, salah satunya adalah bahwa seorang guru harus menguasai dan menggunakan teknologi dalam pembelajarannya. Kompetensi tersebut ditingkatkan melalui Kurikulum Merdeka yang telah mewajibkan penggunaan sumber-sumber belajar digital dalam pembelajaran yang disusun oleh para guru. Berdasarkan hal tersebut, sudahkah para guru menggunakan aplikasi digital dalam pembelajarannya? Oleh karena sangat pentingnyaa, penguatan literasi digital dalam hal pemanfaatan aplikasi digital untuk pembelajaran sejarah, maka pelatihan penggunaan ekosistem Lumio untuk mengembangkan inovasi pembelajaran sejarah bermanfaat secara signifikan meningkatkan ketrampilan guru dalam penggunaan tehnologi digital.Habituasi guru dalam penggunaan tehnologi cukup tinggi yaitu 85,4, tetapi dalam hal  penggunaan aplikasi pembelajaran terintegrasi hampir tidak ada. Karena itu untuk lebih menguatkan literasi digital guru sejarah maka dilakukan pelatihan pemanfaatan aplikasi Lumio untuk pembelajaran sejarah. Pelatihan dirancang dengan menggunakan model hybrid (in-house/off-site training dan online/virtual training), yang terdiri dari dua sesi pertemuan dan satu sesi penugasan. Sesi pertama dilakukan tes diagnostic ekosistem digital untuk mengetahui seberapa jauh literasi digital guru. Kemudian dilanjutkan pemaparan materi pemahaman konsep dan materi ekosistem digital. Pertemuan kedua diisi dengan perancangan penyusunan inovasi perangkat pembelajaran digital. Dan sesi ketiga berupa kegiatan penugasan yang dilaksanakandibawah bimbingan, dengan hasil akhir berupa inovasi perangkat pembelajaran digital yang terintegrasi dengan platform Lumio. Hasil pelatihan menunjukkan, para guru sejarah berhasil menyusun perangkat pembelajaran digital yang inovatif secara mandiri. Para guru mencapai keberhasilan dalam membuat desain kelas dan pembelajaran sejarah di aplikasi Lumio dengan cara mengisi perpustakaan Lumio dengan bahan ajar, materi ajar, dan asesmen. Dengan demikian para guru sejarah berhasil memanfaatkan aplikasi Lumio untuk pembelajaran sejarah.
PENGEMBANGAN MEDIA DIORAMA AUDIOVISUAL BERBASIS QR CODE DALAM PEMBELAJARAN SEJARAH PADA MATERI PROKLAMASI KEMERDEKAAN INDONESIA BAGI SISWA KELAS XI SMAS KHADIJAH SURABAYA Febriana Salsabilla; Corry Liana
Prabayaksa: Journal of History Education Vol 6, No 2 (2026): Prabayaksa: Journal of History Education (September)
Publisher : Lambung Mangkurat University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/pby.v6i2.20076

Abstract

History learning in schools often relies on conventional lecture methods and standard textbooks, causing students to remain passive and struggle with abstract historical concepts. Meanwhile, the utilization of digital devices remains sub-optimal, as they are mostly limited to accesing e-books and completing practice questions. This study aims to develop a QR Code-based Audiovisual Diorama on the proclamation of Indonesian independence material and  determine its feasibility as an innovative learning source. Using the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), this study involved students of student XI-5 at SMAS Khadijah Surabaya as research subjects. Qualitative data were gathered through observation and documentation, while quantitative data were collected via validation instrument and student response questionnaires. The results revealed that the developed media achieved a 75% feasibility score from media experts (feasible category) and 93,33% from materials expert (highly feasible category). Furthermore, student responses during the implementation phase reached an average score of 86,26%, placing it in the highly feasible category. In conclusion, the Qr Code-based Audiovisual Diorama is highly feasible for history learning and serves as an effective, interactive innovation for interactive learning sources in schools.
PENGARUH MODEL PEMBELAJARAN ADVANCE ORGANIZER DENGAN MEDIA YOUTUBE TERHADAP PEMAHAMAN MATERI SEJARAH PESERTA DIDIK KELAS XI SMA Rismatul Hakimah; Corry Liana
Prabayaksa: Journal of History Education Vol 6, No 2 (2026): Prabayaksa: Journal of History Education (September)
Publisher : Lambung Mangkurat University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/pby.v6i2.19780

Abstract

Students' understanding of history remains suboptimal because learning is still dominated by conventional question-and-answer methods that fail to present historical events chronologically and interconnectedly. This situation tends to lead students to develop fragmented understandings, thus making it difficult to connect concepts and historical events. Furthermore, the limited integration of technology into the learning process further emphasizes the need for learning models that create more meaningful learning experiences.. This study aims to examine  the effect of the Advance Organizer learning model combined with YouTube on the understanding of history material at grade 11 students at Ta'miriyah Senior High School in Surabaya. This study employed a quantitative approach using a pre-experimental design, specfically a one-shot case study, Inovolving 32 eleventh-grade students at Ta’miriyah Surabaya. Data collection techniques included tests, questionnaire,  observation, and documentation. Data analysis was conducted using prerequisite tests and simple linear regression. The results showed that the application of the Advance Organizer learning model combined with YouTube had a positive and significant effect on students' understanding of history material. The hypothesis testing results showed a significance value less than 0.05, thus accepting the alternative hypothesis, with an R-square value of 0.610. The application of the Advance Organizer model helps students connect new knowledge with their pre-existing knowledge structures, while YouTube facilitates the presentation of history material in a more concrete, engaging, and meaningful way. Therefore, integrating the Advance Organizer learning model with YouTube can be an effective alternative learning strategy for improving students' understanding of history material
Co-Authors Agung Agung Agus Suprijono Aria Raharja Hidayat Derry Anggraeni Purwatiningsih Derry Anggraeni Purwatiningsih Dinar Rizky L Dinar Rizky Listyaputri Febriana Salsabilla Gary Alvin Sadewa IZZATUL FAJRIYAH Nining Sedyasih Rismatul Hakimah Riyadi Riyadi Septina Alrianingrum Sri Mastuti Syalwa Shabrina Khunaifi