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Pengembangan Media Pembelajaran Museum Digital Pada Pembelajaran Sejarah Di SMA Negeri 1 Pariaman Rika Agus Suryani; Ridho Bayu Yefterson
Jurnal Kronologi Vol 4 No 4 (2022): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v4i4.552

This study discusses the development of digital museum learning media using power points in history learning at SMA N 1 Pariaman. Therefore, this study aims to (1) analyze the process of developing the Digital Museum media in learning Indonesian history. (2) analyze the Feasibility Test Results and Practicality of Digital Museum Media Products in Indonesian History learning. This research method is Research and Development (R&D) using the ADDIE development model according to Branch consisting of 5 stages, namely analysis, design, development, implementation, evaluation. The results of the study show that (1) the stages of developing digital museum media are as follows: (a) the analysis stage, namely analyzing the problems that exist in history learning, at this stage a needs analysis and curriculum analysis are carried out. (b) the design stage, at this stage designing a digital museum, as a historical learning medium, the steps in this stage are making a summary of the material, creating a digital museum concept, making illustrations and pictures. (c) the development stage, at this stage the aim is to produce digital museum media that is suitable for use in history learning, from the assessments carried out by material experts and media experts. The results of the assessment show that digital museums are very suitable to be used in history learning. (d) the implementation stage, at this stage a digital museum trial was conducted as a historical learning media to determine its practicality, an assessment was carried out by students and teachers. The results showed that the digital museum media was practically used as a historical learning media. (e) evaluation stage, at this stage aims to find out the lack of media to be repaired so that it is suitable for use, researchers get advice from media experts to add a back button on the 3rd slide of digital museum media so that they can return to the media start page (2) in terms of The feasibility of Digital Museum media is broadly categorized as very feasible and can help students to better understand and identify the periodization of the development of preliterate society based on the results of their culture. (3) in terms of the practicality of the Digital Museum media as a whole it is categorized as very practical.

Pelaksanaan Pembelajaran Sejarah Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw di SMA Pembangunan Bukittinggi Raja Difarell Antang Calista; Ridho Bayu Yefterson
Jurnal Kronologi Vol 4 No 4 (2022): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v4i4.561

Abstract The selection of learning models is a strategy used by teachers in increasing student learning motivation. The jigsaw-type cooperative learning model is a student-oriented learning model to increase student activity, critical thinking ability, creativity and student responsibility. Therefore, history teachers at Development High School use a Jigsaw-type Cooperative model to make learning more effective and efficient to support the success of history learning. The purpose of this study is to describe the implementation of history learning using a jigsaw-type cooperative model in terms of planning, implementing and evaluating carried out by history teachers of SMA Pembangunan Bukittinggi. The results showed that in planning history teachers compiled learning tools in accordance with the 2013 curriculum reference. Learning tools that include the syllabus, rpp are compiled by the history teacher himself, because according to the teacher, the self-compiled device will be more able to develop competencies that are in accordance with the conditions, maturity, needs of students and the conditions and situations of the classroom and school. In the implementation of history learning using the jigsaw model, it already refers to good learning, this can be seen in the selection of materials, learning methods and media used, as well as the involvement of all students in learning. at the time the learning takes place. Evaluation of learning is carried out during the teacher's learning process, not only assessing from the cognitive realm but also the affective and psychomotor realms of students. Keyword: Planning, Implementation, Evaluation, Jigsaw, History Learning Abstrak Pemilihan model pembelajaran merupakan strategi yang digunakan oleh guru dalam meningkatkan motivasi belajar siswa. Model pembelajaran kooperatif tipe jigsaw merupakan model pembelajaran yang berorientasi kepada siswa untuk meningkatkan keaktifan siswa, kemampuan berpikir kritis, kreativitas serta tanggung jawab siswa. Oleh karena itu, guru sejarah di SMA Pembangunan menggunakan model Kooperatif tipe Jigsaw agar pembelajaran lebih efektif dan efisien untuk mendukung kesuksesan dalam pembelajaran sejarah. Penelitian ini bertujuan untuk mendeskripsikan bagaimana pendidikan sejarah dilaksanakan menggunakan model kooperatif tipe jigsaw dilihat dari perencanaan, pelaksanaan serta evaluasi yang dilakukan oleh guru sejarah SMA Pembangunan Bukittinggi. Hasil penelitian menunjukkan dalam melakukan perencanaan guru sejarah menyusun perangkat pembelajaran sesuai dengan acuan kurikulum 2013. Perangkat pembelajaran yang meliputi silabus, rpp disusun oleh guru sejarah sendiri, karena menurut guru perangkat yang dirancang secara mandiri akan mampu menciptakan kemampuan sesuai dengan situasi, perkembangan, kebutuhan siswa dan situasi serta realitas kelas dan sekolah. Pelaksanaan pembelajaran sejarah dengan model jigsaw sudah mengacu pada pembelajaran yang baik, hal ini terlihat pada pemilihan materi, metode dan media pembelajaran yang digunakan, serta keterlibatan seluruh siswa dalam pembelajaran. pada saat pembelajaran berlangsung. Evaluasi pembelajaran dilakukan selama proses pembelajaran guru tidak hanya menilai dari ranah kognitif saja namun ranah afektif dan psikomotor siswa juga dilakukan oleh guru. Kata Kunci: Perencanaan, Pelaksanaan, Evaluasi, Jigsaw, Pembelajaran Sejarah

NILAI-NILAI KESEJARAHAN DALAM PEMBELAJARAN SEJARAH INDONESIA (STUDI NATURALISTIK INKUIRI DI SMA KOTA PADANG) Ridho Bayu Yefterson; Abdul Salam
Diakronika Vol 17 No 2 (2017): DIAKRONIKA
Publisher : Universitas Negeri Padang

Kondisi pendidikan di Indonesia saat ini terkontaminasi oleh adanya pengaruh dari budaya asing, pola hidup konsumtif dan bangga dengan produk luar negeri, serta sikap apatis terhadap persoalan bangsa. Sering kita dengar terjadi tawuran pelajar, seks bebas, narkoba, pola hidup hedonis dan konsumtif para pelajar. Peran pembelajaran sejarah menjadi sangat penting dalam mentransfomasikan nilai-nilai kesejarahan dalam mempersiapkan generasi muda Indonesia yang memiliki karakter sebagai warga negara. Tujuan penelitian yakni mendeskripsikan proses penanaman nilai-nilai karakter kesejarahan melalui pembelajaran sejarah di SMA Kota Padang. Penelitian ini menggunakan metode kualitatif dengan pendekatan naturalistik inkuiri. Sumber data penelitian diperoleh dari siswa SMA, guru mata pelajaran sejarah, dokumen-dokumen rencana pelaksanaan pembelajaran, serta sumber lain seperti jurnal, hasil penelitian terdahulu, buku teks, dan sumber lain. Penelitian dilakukan di SMA di Kota Padang. Penafsiran dan analisis data dilakukan secara deskriptif dengan memberikan elaborasi pada setiap poin yang ada dalam data. Hasil yang diperoleh menunjukkan bahwa dalam proses pembelajaran sejarah selain nilai-nilai umum yang ada, seperti religius, sosial, tanggung jawab, dan disiplin, ada nilai-nilai yang lebih spesifik yang peneliti temukan yaitu nilai-nilai yang berkaitan dengan nilai-nilai kesejarahan meliputi nilai cinta tanah air, patriotisme, dan nasionalisme. Pendekatan yang digunakan dalam pembelajaran adalah pendekatan langsung dan pendekatan tidak langsung.

Meme Sejarah Sebagai Media Pembelajaran Sejarah Di SMAN 13 Padang Aldi Yuherman; Ridho Bayu Yefterson
Jurnal Kronologi Vol 5 No 1 (2023): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v5i1.554

This research by the lack of use in the history learning process so that learning becomes monotonous. Therefore, it is necessary to develop historical meme learning media that can increase student understanding of historical material. The aimn of this study are (1) to develop historical meme media as a medium for learning history at SMAN 13 Padang. (2) To develop the use of historical memes in history learning for student pf SMAN 13 Padang. The method in this research is to use research and develoment (R & D) methods. The model used is the ADDIE, Analysis, Design, Development, Implementation, Evaluation model, but this research only reached the implementation stage. The subjects of the limited trial were students of class XI IPS 1 of SMAN 13 Padang. Whit the object of the limited trial being historical meme media using cognitive learning theory. The result of the development research is the historical meme media. Based on the results of the validation test of material experts and media expert using a Likert scale with an average valua of 3,5 material validation test and 3,33 media, it can be concluded that the media is very feasible. The results of the praticality test of the teacher show the result whit and average value of 3,33 and the results of the practicality of students whit and average value of 3,18. The conclusion from these result shows that historical meme media is appropriate to be used learning medium.

Kebutuhan Media Pembelajaran Sejarah Interactive Multimedia Instructional di SMA Mutiara Eka Alhadisti; Ridho Bayu Yefterson
Jurnal Kronologi Vol 5 No 1 (2023): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v5i1.589

Media is a learning tool that plays an important role in the learning process. However, the media used by teachers at Baiturrahmah Padang High School is not yet interactive. This makes students bored and choose to play cellphones or chat during the learning process. Students are not enthusiastic in learning history because they do not get a real visualization of the historical material being studied. This study aims to analyze the needs of interactive multimedia instructional as a learning medium in high school for class XI students. This study uses qualitative methods with data collection techniques using observation and interviews. The data obtained was then analyzed in four stages, namely 1) data analysis, 2) data reduction, 3) data presentation, and 4) data verification. The results and discussion obtained from this study are 1) performance gap, where a problem occurs in the history learning process, 2) student analysis, students need media that can visualize real historical events, 3) teacher analysis, teachers need media interactive learning, 4) curriculum analysis; IC; KD; indicator; materials, and historical learning objectives that fit the interactive multimedia instructional. The conclusion obtained is that interactive multimedia instructional is needed as a medium for learning history in high school. Media merupakan sarana pembelajaran yang berperan penting dalam proses pembelajaran. Namun, media yang digunakan guru di SMA Baiturrahmah Padang belum bersifat interaktif. Hal ini membuat siswa bosan dan memilih bermain HP atau mengobrol selama proses pembelajaran berlangsung. Siswa tidak antusias di dalam belajar sejarah karena tidak mendapatkan visualisasi secara nyata dari materi sejarah yang dipelajari. Penelitian ini bertujuan untuk analisis kebutuhan interactive multimedia instructional sebagai media pembelajaran di SMA bagi siswa kelas XI. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data yang menggunakan observasi dan wawancara. Data yang didapatkan kemudian dianalisis dengan empat tahapan yaitu 1) analisis data, 2) reduksi data, 3) penyajian data, dan 4) verivikasi data. Hasil dan pembahasan yang didapatkan dari penelitian ini adalah 1) gap kinerja, dimana terjadi suatu masalah di dalam proses pembelajaran sejarah, 2) analisis peserta didik, peserta didik membutuhkan media yang dapat memvisualisasikan peristiwa sejarah secara nyata, 3) analisis guru, guru membutuhkan media pembelajaran yang interaktif, 4) analisis kurikulum; KI; KD; indikator; materi, dan tujuan pembelajaran sejarah yang pas dengan interactive multimedia instructional. Kesimpulan yang diperoleh adalah interactive multimedia instructional dibutuhkan sebagai media pembelajaran sejarah di SMA.

Teknologi Internet Sebagai Sumber Belajar Pada Mata Pelajaran Sejarah Di SMAN 14 Padang Mustiko Budi; Ridho Bayu Yefterson
Jurnal Kronologi Vol 5 No 1 (2023): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v5i1.611

Observations of students at SMAN 14 Padang found that students used the internet as a learning resource in history subjects. This makes researchers interested in seeing how high the use of the internet is that students use as a learning resource in history subjects. This research is a quantitative descriptive research that aims to find out the extent of the use of the internet as a learning resource used by students in history subjects. The subjects in the study were 35 students of class XI social studies who were taken as samples/respondents. Data was collected through a questionnaire with 7 indicators along with 17 statement items. Questionnaire data is processed using the help of SPSS in simple terms and Microsoft Excel. The results showed that the availability of the internet as a source of learning history (77.25%), the accuracy of the function of the internet as a source of learning history (80%), the intensity in accessing history learning resources (62.75)%, the facilities used (73.75)%, the internet can accelerate the pace of history learning (85.5)%, the use of the internet through teacher guides and independently 76.75%, types of history learning resources such as Wikipedia (55.71%), blogs (37.14%), scientific journals (32.85%), Online News (38.57%), YouTube (79.28%), Ruang Guru (55%), Zenius (47.14%), Brainly (82.85%), Ebooks (33.57%).

Pengembangan WEBGIS Eduwisata Jorong Tabek: Upaya Peningkatan Daya Tarik Wisata Unggulan Kabupaten Solok Ridho Bayu Yefterson; Yasdinul Huda; Mohamad Hafrison; Mariani Mariani; Hayati Rahmatika; Nalurry Emelsy
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 5 No 2 (2023): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v5i2.401

Tim Pengabdian kepada Masyarakat melaksanakaan Program Kemitraan Kepada Masyarakat di KBA, Jorong Tabek, Nagari Talang Babungo, yang saat ini berkembang menjadi salah satu daerah Wisata di Kabupaten Solok. Tim pengabdian mengidentifikasi permasalahan pengelolaan kepariwisataan, terutama dengan tidak adanya media promosi wisata yang dimiliki masyarakat pengelola wisata. Pengabdian kepada masyarakat di KBA Tabek dilakukan dengan mendampingi masyarakat dalam mempromosikan kepariwisataan yang dikelola secara swadaya oleh masyarakat melalui 2 tahapan kegiatan, pertama melakukan pengembangan WebGis Eduwisata yang mencakup kegiatan pengumpulan data Webgis dan perancangan WebGis. Tahapan kedua dilanjutkan dengan mengadakan pelatihan kepada calon Admin WebGis, agar WebGis dapat dikelola selanjutnya dapat secara mandiri dikelola oleh masyarakat. Tim pengabdian kepada Masyarakat berharap dengan pengembangan WebGis, dapat dimanfaatkan sebagai media informasi dan media Promosi kepariwisataan Jorong Tabek, Nagari Talang Babungo.

Kebutuhan E-LKPD Sejarah Lokal Kota Padang Periode Revolusi Fisik untuk Siswa di SMA Rahma Sagita; Ridho Bayu Yefterson
Jurnal Kronologi Vol 5 No 2 (2023): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v5i2.669

This study is part of a phase of development studies using the ADDIE model. This article describes the needs analysis phase of a development study being conducted. The purpose of this study was to identify the needs of the Student Worksheet (LKPD) as a learning resource in SMAN 7 Padang based on the stages of needs analysis conducted. The data collection method used in this study was by observation and interview. The obtained data were analyzed in four steps: 1) data analysis, 2) data reduction, 3) data display, and 4) data validation. The discussion and results of this study, on the premise that there is a problem with the history teaching and learning process, proceed as follows. 1) Student Analysis: Students need learning resources that can enhance their understanding of local history. 2) Teacher Analysis, A teacher needs learning resource in her E-Student Worksheets (LKPD) that focuses on local history. 3) Curriculum analysis of learning outcomes and history learning Indicators based on the E-Student Worksheets (LKPD) developed as high school history learning resources.

Kebutuhan E-LKPD Sejarah Lokal Kota Padang Periode Revolusi Fisik untuk Siswa di SMA Rahma Sagita; Ridho Bayu Yefterson
Jurnal Kronologi Vol 5 No 2 (2023): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v5i2.669

This study is part of a phase of development studies using the ADDIE model. This article describes the needs analysis phase of a development study being conducted. The purpose of this study was to identify the needs of the Student Worksheet (LKPD) as a learning resource in SMAN 7 Padang based on the stages of needs analysis conducted. The data collection method used in this study was by observation and interview. The obtained data were analyzed in four steps: 1) data analysis, 2) data reduction, 3) data display, and 4) data validation. The discussion and results of this study, on the premise that there is a problem with the history teaching and learning process, proceed as follows. 1) Student Analysis: Students need learning resources that can enhance their understanding of local history. 2) Teacher Analysis, A teacher needs learning resource in her E-Student Worksheets (LKPD) that focuses on local history. 3) Curriculum analysis of learning outcomes and history learning Indicators based on the E-Student Worksheets (LKPD) developed as high school history learning resources.

Analisis Kebutuhan Bahan Ajar E-Book sebagai Penunjang Pembelajaran Sejarah Amelia Putri Anggraini; Ridho Bayu Yefterson
Jurnal Kronologi Vol 5 No 2 (2023): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v5i2.690

ABSTRACT Teaching materials are materials that have been systematically designed and used by teachers during the learning process. Educational materials used by high school teachers are still conventional, teachers only use educational materials such as textbooks, teaching materials used are monotonous or unvaried and on the teaching material not all can be fully understood by students. The study aims to analyze the need for e-book teaching materials as a support for historical learning in high school for class X students. This research is a phase of the analysis of the ADDIE development model consisting of: student needs analysis, teacher analysis, and curriculum analysis. This research uses data collection techniques such as observations and interviews. The research is carried out in three stages of data analysis, namely data reduction, data presentation, and conclusion drawing. The results obtained in the research analysis of these needs are (1) the analysis of student needs, students need innovative teaching materials (2) teachers need interactive teaching material (3) curriculum analysis, in accordance with the historical learning access that has been achieved with e-book learning materials. The conclusion is that e-book teaching materials are needed as new innovations in the learning process. Keywords: Research and Development, Learning History, E-Book ABSTRAK Bahan ajar merupakan materi yang telah dirancang secara sistematis yang digunakan guru pada saat proses pembelajaran. Bahan ajar yang digunakan guru SMA Negeri 8 Padang masih bersifat konvesional, guru hanya menggunakan bahan ajar berupa buku teks, bahan ajar yang digunakan monoton atau tidak bervariasi dan pada bahan ajar tersebut tidak semua dapat dipahami dengan maksimal oleh peserta didik. Penelitian ini bertujuan untuk analisis kebutuhan bahan ajar e-book sebagai penunjang pembelajaran sejarah di SMA bagi siswa kelas X. Penelitian ini adalah tahap analisis dari model pengembangan ADDIE yang terdiri dari: analisis kebutuhan peserta didik, analisis guru, dan analisis kurikulum. Penelitian ini menggunakan teknik pengumpulan data yaitu observasi dan wawancara. Penelitian ini dilakukan dalam tiga tahap analisis data, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil yang didapatkan dalam penelitian analisis kebutuhan ini adalah (1) analisis kebutuhan peserta didik, peserta didik membutuhkan bahan ajar yang inovatif (2) Analisis guru, guru membutuhkan bahan ajar yang interaktif (3) analisis kurikulum, sesuai dengan capaian pembelajaran sejarah yang pas dengab bahan ajar e-book. Kesimpulan yang didapat yaitu bahan ajar e-book dibutuhkan sebagai inovasi baru dalam proses pembelajaran. Kata Kunci: Research and Development, Pembelajaran Sejarah, E-Book

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