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Efforts to Improve Student Learning Outcomes in Learning Indonesian History Using The Project Based Learning (PjBL) Model With the TPACK Approach in Class XI – 10 of SMA Negeri 14 Medan Academic Year 2024/2025 Sitanggang, Nicky Johanes; Diansyah, Arfan; Gultom, Imelda Megawati
ALACRITY : Journal of Education Volume 4 Issue 3 Oktober 2024
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v4i3.419

Abstract

Offering history subjects to pupils can cultivate their critical, logical, and imaginative thinking skills. However, in actuality, students at SMA Negeri 14 Medan encounter challenges in their history learning endeavours. Researchers conducted a study to enhance student learning outcomes in Indonesian History by focussing on the topic of Early Challenges of Independence during classroom instruction. The research sample included of 36 students from classroom XI-10 at SMA Negeri 14 Medan. The data collection method employed was the administration of a written test in the form of multiple-choice questions, which participants responded using the Wordwall web platform. The data analysis methodology employed in this study involved the utilisation of percentage analysis, namely by comparing the original conditions with the outcomes obtained in each iteration. The research findings indicate that implementing the Project Based Learning (PjBL) instructional model with the Technological Pedagogical Content Knowledge (TPACK) approach in the Indonesian History curriculum, specifically focussing on the topic of Early Challenges of Independence, leads to enhanced student learning outcomes. The conclusion of this study confirms that the action hypothesis has been addressed. Specifically, the implementation of the Project Based Learning (PjBL) instructional model with the Technological Pedagogical Content Knowledge (TPACK) approach has resulted in improved student learning outcomes in the field of Indonesian History. The subject of XI- 10 is being taught in Class XI at SMA Negeri 14 Medan during the academic year 2024/2025.
Application of Learning Models Gamification With the help of Wordwall Media on theoretical material about the entry of Hindu-Buddhist in Indonesia Rizki, Fatiha; Sumantri, Pulung; Gultom, Imelda Megawati
Jurnal Akuntansi Hukum dan Edukasi Vol 1, No 2 (2024): November 2024
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jahe.v1i2.3583

Abstract

Study done For look for answer will a problem with he gave an action in the form of a considered solution can solve problem the.  Study with title Application of Learning Models Based Gamification Assisted by Wordwall Media The aims of students' history learning outcomes in theoretical material on the arrival of Hindu-Buddhism in Indonesia in class X at SMAN 14 Medan For know influence use of wordwall media with a learning model based game to improvement results student History learning.  Research conducted by researchers started with arrangement formulation problems that have made based on apparition real in the field schooling place carry out introduction field schooling.  As for who became background behind so that did it study is there is a number of problem studying in class which hinders the process learning so that No Again deemed optimal. Consequence from problem the make results Study participant educate experience significant decrease. Demonstrative activities problem in class is like student No capable answer question cognitive with OK,  then student not enough control Study material,  students No has the above Solution problems faced,  values students on the material theory the arrival of Hindu-Buddhist in Indonesia is still classified low,  the task is done still on the verge mark not enough until Enough.  This matter happen because at the time delivery material by the teacher to participant educate not in the optimal phase,  Where is the remainder No Can absorb with Good the knowledge provided and teachers are lacking appropriate select the media or model in carry out learning,  planning prepared by the teacher is not can fulfil need Study participant educate so that results given ending No satisfying too. Therefore That researcher endeavor provide solutions with hit the media wordwall and play interesting game for students interested with learning and creating impression more different easy understood and remembered by participants educate.  Collection,  processing and analysis of data in study This done with use method quantitative,  Where is the answer end in study served with systematic figures so that the result nature objective and descriptive circumstances real in the field study.  Type of research used is Classroom Action Research or PTK in it through two cycles research,  cycle second done For perfect values or average that does not pass the cycle first,  each cycle arranged over two series each meeting 2 hour lesson duration.  Compiled classroom action research on a number of stage ie planning,  giving action, observing and reflecting.  Subject in study This is class X 2 SMAN 14 Medan consisting of of 38 students in one class unit.  Deep data analysis study This state that application of Wordwall media based learning gamification can increase results Study students on the material theory the entry of Hindu Buddhism in Indonesia in class X 2 at SMAN 14 Medan, with calculation results ie Based on the results of the data obtained above, it appears that there has been a significant change after the implementation of the gamification-based learning model assisted by wordwall media in students' understanding as seen from the learning outcomes by answering multiple choice questions with a score of 10-100. At the first and second meetings of the first cycle, the average scores were obtained. The average value was 72 with this value still below the KKM, so adjustments were given to the application of the model and media in the second cycle, where the average value obtained increased to 89, where the value had passed the KKM threshold of 75 and stated that the model and media had an influence. the positive.
Efforts to Improve Student Learning Outcomes in Learning Indonesian History Using The Project Based Learning (PjBL) Model With the TPACK Approach in Class XI – 10 of SMA Negeri 14 Medan Academic Year 2024/2025 Sitanggang, Nicky Johanes; Diansyah, Arfan; Gultom, Imelda Megawati
ALACRITY : Journal of Education Volume 4 Issue 3 Oktober 2024
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v4i3.419

Abstract

Offering history subjects to pupils can cultivate their critical, logical, and imaginative thinking skills. However, in actuality, students at SMA Negeri 14 Medan encounter challenges in their history learning endeavours. Researchers conducted a study to enhance student learning outcomes in Indonesian History by focussing on the topic of Early Challenges of Independence during classroom instruction. The research sample included of 36 students from classroom XI-10 at SMA Negeri 14 Medan. The data collection method employed was the administration of a written test in the form of multiple-choice questions, which participants responded using the Wordwall web platform. The data analysis methodology employed in this study involved the utilisation of percentage analysis, namely by comparing the original conditions with the outcomes obtained in each iteration. The research findings indicate that implementing the Project Based Learning (PjBL) instructional model with the Technological Pedagogical Content Knowledge (TPACK) approach in the Indonesian History curriculum, specifically focussing on the topic of Early Challenges of Independence, leads to enhanced student learning outcomes. The conclusion of this study confirms that the action hypothesis has been addressed. Specifically, the implementation of the Project Based Learning (PjBL) instructional model with the Technological Pedagogical Content Knowledge (TPACK) approach has resulted in improved student learning outcomes in the field of Indonesian History. The subject of XI- 10 is being taught in Class XI at SMA Negeri 14 Medan during the academic year 2024/2025.
IMPLEMENTATION OF ACTIVE LEARNING METHODS IN INCREASING STUDENT INTEREST AND UNDERSTANDING IN HISTORY LESSONS AT SMAN 14 MEDAN Simbolon, Roberto; arfandiansyah, Arfan Diansyah; Gultom, Imelda Megawati
Puteri Hijau : Jurnal Pendidikan Sejarah Vol. 9 No. 2 (2024): Puteri Hijau: Jurnal Pendidikan Sejarah
Publisher : Department of History Education, Faculty of Social Science, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/ph.v9i2.57427

Abstract

This research aims to explore and analyze the implementation of active learning methods in increasing students' interest and understanding in history lessons at SMAN 14 Medan. Active learning methods are used as the main approach to presenting historical material to students. Research was conducted by collecting qualitative and quantitative data from students involved in the active learning process. The research results show that the implementation of active learning methods is effective in increasing students' interest in history lessons and increasing their understanding of the material being taught. These findings underline the importance of using interactive and participation-based learning methods to strengthen the learning process in schools. The implications of this research provide a basis for the development of more effective learning strategies in the context of history learning in high schools. However, the implementation of active learning methods depends not only on the type of activity carried out but also on the teacher's pedagogical skills in designing and implementing interactive learning. Therefore, continued support for developing teacher skills in using active learning methods is the key to success in improving the quality of history learning at SMAN 14 Medan. Thus, this research provides a valuable contribution to our understanding of the importance of active learning methods in increasing students' interest in and understanding of history lessons. Continuous efforts are needed to expand the use of these methods and overcome challenges that may arise in their implementation, so as to create more meaningful and valuable learning experiences for students in understanding their historical heritage.
ANALYSIS OF CHALLENGES AND STRATEGIES FOR HISTORY TEACHERS IN INTEGRATING INFORMATION TECHNOLOGY TO SUPPORT LEARNING AT SMAN 14 MEDAN Silaban, Arifin; Diansyah, Arfan; Gultom, Imelda Megawati
Puteri Hijau : Jurnal Pendidikan Sejarah Vol. 9 No. 2 (2024): Puteri Hijau: Jurnal Pendidikan Sejarah
Publisher : Department of History Education, Faculty of Social Science, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/ph.v9i2.57429

Abstract

This research aims to analyze the challenges faced by history teachers in integrating information technology into the history teaching process, as well as identify effective strategies to overcome these challenges. The research method used is interviews and observations of a number of history teachers who have actively used information technology in their teaching. The research results show that some of the main challenges faced by history teachers include limited access to technology, uncertainty in selecting appropriate digital content, and a lack of adequate training in the application of technology. However, the research also identified several effective strategies that history teachers have used to overcome these challenges, including ongoing training and professional development, collaboration between teachers to share resources and experiences, and adapting curricula to account for technology integration. The implication of this research is the need for greater support from schools and the government in providing adequate access to technology and contextual training for history teachers so that they can effectively integrate information technology into history learning. The implementation of the strategies adopted by history teachers at SMA 14 shows their commitment to overcoming the challenges of integrating technology in history learning. In the face of limited access to technology, teachers have been active in utilizing training and professional development to improve their skills in using technology. Collaboration between teachers also provides a platform for sharing experiences and ideas for facing common challenges. Curriculum adjustments are the main basis for ensuring that history learning remains relevant and interesting for students in this digital era. By utilizing technology in lesson plans and developing interactive learning materials, teachers have created a dynamic and student-oriented learning environment. The impact of this strategy can be seen in increasing students' understanding of historical material and their skills in using technology.
EXPLORATION OF MULTICULTURAL APPROACHES IN HISTORY LEARNING IN MULTIETHNIC CONTEXTS: CASE STUDY AT SMAN 14 MEDAN Br Manalu, Dewi Ningsih; Diansyah, Arfan; Gultom, Imelda Megawati
Puteri Hijau : Jurnal Pendidikan Sejarah Vol. 9 No. 2 (2024): Puteri Hijau: Jurnal Pendidikan Sejarah
Publisher : Department of History Education, Faculty of Social Science, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/ph.v9i2.57869

Abstract

This research aims to explore a multicultural approach to teaching history at SMAN 14 Medan, especially in a multiethnic context. The multicultural approach here refers to the integration of various ethnic perspectives into the history curriculum to increase understanding and respect for cultural diversity. This study was conducted using qualitative methods and data collection techniques through classroom observations, interviews and document analysis. The research results show that the application of a multicultural approach to history learning at SMAN 14 Medan has helped students understand and appreciate cultural differences, as well as increasing student involvement in the learning process. Key success factors include teacher training, teaching materials relevant to multiethnic contexts, and an inclusive learning atmosphere. The implication of this research is the importance of applying a multicultural approach to history learning to enrich students' learning experiences in a multiethnic context. It is hoped that this research can contribute to the development of a more inclusive history curriculum in ethnically diverse schools. By understanding and appreciating cultural diversity, students are equipped with the skills necessary to interact effectively in a multiethnic environment. Teachers, as facilitators, have a key role in creating a supportive learning environment for all students, thereby creating valuable and relevant learning experiences. This research also highlights several limitations, such as the research being limited to one school and the qualitative approach used. Therefore, further research involving a number of schools and using quantitative methods can provide a broader understanding of the effectiveness of a multicultural approach in teaching history.Applying a multicultural approach to history learning not only benefits students academically but also helps prepare them to live and work in an increasingly multicultural society. Thus, inclusive and multicultural history learning is not only relevant in an educational context but is also important for building an inclusive and tolerant society in the future.