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All Journal Historia: Jurnal Pendidik dan Peneliti Sejarah Jurnal Pendidikan MIPA
Aeng Muhidin, Aeng
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Humanities Education Social Sciences

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THE 2013 CURRICULUM: STANDS ON TWO CONTRADICTIVE TRADITIONS Muhidin, Aeng
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (273.195 KB) | DOI: 10.17509/historia.v14i1.1918

Abstract

The 2013 Curriculum on history learning is a contradictive combination between the major tradition and alternative tradition. The major tradition focused in morality inculcation, political history material, clarification teaching method, logical thinking, and morality assessment. Challenges in major tradition implementation are (1) value determination, (2) topics election, and (3) learning climate. Alternative tradition appeared as a critic for major tradition. Alternative tradition itself focused in historical skill, history knowledge, and historical method based on learning principle. The main challenges in alternative tradition implementation are mastery in science and learning methods. The major tradition creates attitude competency, included spiritual and social’s value and morality; and alternative tradition creates knowledge and skill competency.
THE 2013 CURRICULUM: STANDS ON TWO CONTRADICTIVE TRADITIONS Muhidin, Aeng
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom in history education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/historia.v14i1.1917

Abstract

The 2013 Curriculum on history learning is a contradictive combination between the major tradition and alternative tradition. The major tradition focused in morality inculcation, political history material, clarification teaching method, logical thinking, and morality assessment. Challenges in major tradition implementation are (1) value determination, (2) topics election, and (3) learning climate. Alternative tradition appeared as a critic for major tradition. Alternative tradition itself focused in historical skill, history knowledge, and historical method based on learning principle. The main challenges in alternative tradition implementation are mastery in science and learning methods. The major tradition creates attitude competency, included spiritual and social’s value and morality; and alternative tradition creates knowledge and skill competency.
The Effect of Various of Example-Based Learning on Learning Achievement and Satisfaction in Educational Statistics Courses Muhidin, Aeng; Wibawa, Basuki; Khaerudin, Khaerudin; Doriza, Shinta
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The present study aims to compare university students’ performance and satisfaction in various example-based learning. It involves paper-based examples (PBE), video-based examples (VBE) and mixed-based examples (MBE). An experimental study was administered with the participation of 36 undergraduate students who are enrolled in their third-year studies at a private university in Banten, Indonesia. The study findings reveal that MBE is superior in promoting students’ performance and satisfaction in example-based learning. It can be concluded that MBE stimulates higher learning performance and satisfaction. These findings complement previous studies with additional insight into learning satisfaction. Due to the focus of this study and the tendency of previous studies which were mainly experimental, it is recommended for conducting narrative studies in the future to disclose detailed performance and satisfaction per individual case.         Keywords: educational statistic, example based learning, satisfaction, learning performance.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp878-892
Co-Authors Basuki Wibawa Khaerudin Khaerudin shinta doriza