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Nana Supriatna
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Meningkatkan Keterampilan Membaca Kritis Buku Teks dalam Belajar Sejarah Melalui Metode Search, Solve, Create and Share (SSCS) Rita Rosita; Nana Supriatna
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 2 (2020): Berbagai metode Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i2.27155

Abstract

Students’ critical reading skill is being decreasing, especially in learning history. In the other hand, students’ reading skill during learning history is important and has its significance to be developed. The indications can be seen from the ability on finding and comparing reading sources, analyzing readings, making notes from reading results, and sharing information from reading analysis results. Due to the significance of this research, author formulates some problems taken, those are: first, how to develop history learning using methods Search, solve, create, and share (SSCS). Second, how to implement the search, solve, create, and share methods (SSCS). Third, how to increase learning using the search, solve, create, and share methods (SSCS). Fourth, the efforts to overcome the obstacles arisen in the application of search, solve, create, and share (SSCS) method. This study aims to improve critical reading skills of student's history textbook during learning history. This study uses a classroom action research model with Kemmis and Taggart design consisting of planning, implementation, observation, and reflection. This study aspects of the textbook's Critical reading skills are selecting information from the historical textbook that corresponds to the discussion, finding information from the history textbooks, analyzing the content of the reading in the history textbooks, asking questions to the teacher or friends about the learning materials in the history textbooks, making notes based on the readings from the history textbook, sharing the work based on the reading results. Based on the results, this search, solve, create, and share (SSCS) may improve Students’ critical reading skill in history learning . This is indicated by the increase in the critical reading skill on textbook of the learning process in each cycle. 
REFORMASI GEREJA INGGRIS 1529-1534: “AMBISI DAN KEWAJIBAN RAJA HENRY VIII” Pipit Maysyaroh; Nana Supriatna
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 6, No 2 (2017): Peran tokoh dalam dinamika sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v6i2.9982

Abstract

This research entitled “Church Reform in England in 1529-1534: A Study of the Background of Establishment of Anglican Church in Britain”. The difference in characteristics of church reform in England is the background of this research. There are four main questions of research: (1) What was the situation of the Church of England before the Church Reform of 1534? (2) What were the factors of the Church’s Reformation in England in 1534? (3) How was the process of secession of the Church of England from the Roman Church in the Church Reformation of England in 1534? (4) How was the impact of the Church Reformation in England in 1534? The main purpose of this research is to describe about what happened during the Church Reformation process in Britain which took place in 1534. This study uses historical methods consisting of heuristics, criticism, interpretation and historiography. Based on research results, it was found that, one, the church situation in England is very bad. Corruption, demoralization, and veneration of relics become a culture. Two, Clement VII’s refusal to annul the marriage of King Henry VIII was the trigger of secession. Three, the process of separation is done through the Reform Parliament. The Act of Supremacy makes him the sole ruler of the Kingdom of England and Anglican Church. Four, the greatest impact was the religious crisis that occurred along the Tudor Dynasty, and the Kingdom of England became a country with complete sovereignty.
PENGGUNAAN TEKNIK TIME TOKEN ARENDS UNTUK MENUMBUHKAN SIKAP DEMOKRATIS PESERTA DIDIK DALAM PEMBELAJARAN SEJARAH (Penelitian Tindakan Kelas XI MIA 5 SMAN 1 Katapang) Sumpena Kurniawan; Nana Supriatna; Yeni Kurniawati
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 6, No 1 (2017): Sejarah dan Kompetensi Guru
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v6i1.10183

Abstract

This research is motivated by the problems occured in learning history. The problems associated with student activity especially in democratic attitude. Their democratic attitude in the learning activity is considering low Departing from these problems, the researcher tried to apply the technique of “time token” to foster students democratic attitudes in the teaching of history. The reeseach method that used in this paper is Classroom Action Research with the approachment research design by Kemmis Mc. Taggart which conducted into several stages including planning, implementation, observation and reflection. Based on the observation, the democratic attitudes in class XI MIA 5 has increased, which is based on the number of cycles that have been made. Research provides students 97% increase in learning. In the end of the history learning using the time token technique can be resulting in the increase of students democratic attitudes.
Co-Authors Pipit Maysyaroh Rita Rosita Sumpena Kurniawan Yeni Kurniawati