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All Journal Al Ishlah Jurnal Pendidikan Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora (KAGANGA) Tarikhuna: Journal of History and History Education Riwayat: Educational Journal of History and Humanities
Nisa Ulaini
Universitas Negeri Padang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementas Nilai-Nilai Pendidikan Berkarakter melalui Pembelajaran Sejarah Nisa Ulaini
Tarikhuna: Journal of History and History Education Vol 5, No 1 (2023)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/thje.v5i1.6180

Abstract

The research is motivated by the lack of interest of students in learning history so that they are unable to take the wisdom values from the past in improving the character of the students themselves. Evidenced by the fact that there are still students who have low character such as skipping classes, smoking, not being disciplined about time, not respecting teachers and so on. The research method used is qualitative research. Data sources are school principals, history teachers and class XI students. Data collection techniques are carried out by observation, interviews, and documentation. Data analysis with data reduction, data presentation, and draw conclusions. Based on the result of field research, it shows that the history teacher’s readiness in implementing character education is good by preparing the syllabus and lesson plan, the implementation of character education assessment instruments, but it is done well because it is in accordance with the syllabus and lesson plan inserted with a value assessment the value of the nation’s character. Student’s perceptions or responses to the implementation of character education are good, as evidenced by good character according to what students say that the instilling of character according to what students say that the instilling of character according to what students say that the instilling of character values by teachers is good, but some students do not instill character education in their lives so that there are still students who violate teacher rules. Constraints experienced by teachers, namely a very short time, a conducive social environment, and electronic media
Implementasi Kurikulum Merdeka pada Pembelajaran Sejarah Suryadi Fajri; Nisa Ulaini; Melia Susantri
Kaganga:Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora Vol 6 No 2 (2023): Kaganga:Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/kaganga.v6i2.7164

Abstract

Tujuan penelitian ini menjelaskan implementasi pada perencanaan, pelaksanaan dan evaluasi kurikulum merdeka pada mata pelajaran sejarah di kelas X SMA Negeri 9 Padang. Penelitian ini merupakan jenis penelitian kualitatif deskriptif. Hasil menunjukan bahwa pada perencanaan kurikulum merdeka yang mencakup capaian pembelajaran, alur pembelajaran, tujuan alur pembelajaran yang terpadu dalam modul ajar. Pelaksanaan kurikulum merdeka pada pembelajaran sejarah terealisasi sesuai modul ajar dengan menggunakan beberapa metode pembelajaran seperti cooperatif learning, diskusi, ceramah dan penugasan. Evaluasi pelaksanaan pembelajaran sejarah terdiri dari asessmen diagnostik, formatif dan sumatif. Terdapat problematika yang dialami guru dalam implementasinya seperti kesulitan dalam membuat modul ajar dan penilaian dan projek profil pelajar pancasila. Dapat disimpulkan implementasi kurikulum merdeka di SMA N 9 Kota Padang berjalan cukup baik meskipun terdapat permasalahan yang masih perlu diperbaiki dan dikembangkan dalam pembelajaran. Kata Kunci: Evaluasi, Pelaksanaan, Perencanaan.
Pendidikan Perempuan di Minangkabau pada Era Politik Etis (1901-1942) Nisa Ulaini; Sri Handayani
Tarikhuna: Journal of History and History Education Vol 5, No 2 (2023)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/thje.v5i2.7339

Abstract

Ethical politics carried out by the Dutch colonial government towards the Minangkabau community provided great opportunities for the advancement of Minangkabau education. One of the striking Dutch policies was its education, and this education policy became the core of this colonial policy. Therefore, at the beginning of the 20th century in Minangkabau, there was a movement carried out by several women, one of which was Rahmah El Yunus. This research is a literature study that uses a philosophical approach and a historical approach. The data analysis techniques used in this study are descriptive analysis techniques and content analysis. From the results of this research on Women's Education in Minangkabau in the Era of Ethical Politics, there is a girls' school in Minangkabau, namely Diniyyah Puteri Padang Panjang founded by Rahmah El Yunus. Rahmah El Yunus was very motivated to make Minangkabau women more advanced and intelligent by establishing a special school for girls, namely the Diniyyah Putri Padang Panjang school. The importance of education is not only for men, but also for women. A woman who gets an education will be an example for her child and also her family.
Enhancing Vocational Education in Egypt: The Role of Project-Based Learning in Developing 21st-Century Skills Nisa Ulaini; Azmi Fitrisia
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6051

Abstract

In the era of globalization and technological advancements, 21st-century skills—such as critical thinking, collaboration, creativity, and problem-solving—are essential for vocational high school students. This study examines the effectiveness of Project-Based Learning (PjBL) in fostering these competencies within Egypt’s vocational education system. A qualitative research approach was employed, utilizing in-depth interviews with educators and an analysis of student project outcomes. Data collection focused on assessing how PjBL influences students’ skill development and the challenges associated with its implementation. Findings indicate that PJBL significantly enhances not only students' technical expertise but also their adaptability and critical thinking skills, preparing them for the evolving labor market. Additionally, institutional support and continuous professional development for educators emerged as key factors in ensuring effective PJBL integration. These results highlight the potential of PJBL as an innovative pedagogical approach aligned with Egypt’s ongoing educational reforms. By fostering essential 21st-century skills, PJBL can better prepare vocational students for the workforce. However, successful implementation requires strategic institutional backing and teacher training. PjBL is a valuable instructional strategy for modernizing vocational education in Egypt. Its broader application could contribute to global educational advancements, equipping students with the competencies needed in a dynamic, interconnected world. This study adds to the discourse on enhancing vocational education through active, skill-oriented learning methodologies.
Social Studies Learning Approaches for Children with Autism Spectrum Disorder at State Tsanawiyah Middle School 3 in Pesisir Selatan Suryadi Fajri*; Anisyah Anisyah; Nisa Ulaini; Nursyamsi Nursyamsi
Riwayat: Educational Journal of History and Humanities Vol 7, No 3 (2024): July, Educational and Social Issue
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v7i3.41636

Abstract

The research is motivated by the presence of students with autism in grades VIII and IX at State Tsanawiyah Middle School 3 in Pesisir Selatan, where they are placed alongside regular students during the learning process. This study aims to understand the efforts of social studies teachers in educating autistic students through learning approaches. It employs a qualitative research design with a case study method. Data collection techniques include observation, interviews, and document analysis. The research findings indicate: 1) Social studies teachers use humanistic and behavioral approaches in the classroom. 2) The steps of the social studies learning approach start with preliminary, core, and closing activities, tailored to the conditions of autistic students. 3) Learning difficulties faced by autistic students include communication issues, social interaction difficulties, sensory disorders, cognitive challenges, and emotional regulation problems. 4) The study finds that only the behavioral approach in grade IX is effective. The ineffectiveness of the humanistic approach for autistic students in grade VIII is attributed to the need for guidance from special education teachers and the lack of training for social studies teachers in teaching students with special needs. 5) The humanistic approach fosters a sense of being loved, which leads to excessive freedom for autistic students, while the behavioral approach in grade IX generates high enthusiasm. However, the learning outcomes remain far from the educational goals
Co-Authors Anisyah Anisyah Fitrisia, Azmi Melia Susantri Nursyamsi Nursyamsi Sri Handayani Suryadi Fajri Suryadi Fajri*