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All Journal Harmoni Sosial: Jurnal Pendidikan IPS Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Mimbar Ilmu Jurnal Pendidikan Sejarah Indonesia
Alfarez, Sidqi
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Education Social Sciences

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KOMPARASI PENGEMBANGAN KURIKULUM PENDIDIKAN SEJARAH DI INDIA DAN INDONESIA TINGKAT SEKOLAH MENENGAH ATAS Alfarez, Sidqi; Syaifudin, Syaifudin; Abrar, Abrar
Jurnal Pendidikan Sejarah Indonesia Vol 7, No 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v7i2p233-253

Abstract

Abstract: The study aims to compare the curriculum of history education at the high school level in India and Indonesia. Especially on the basis of the problem of a decline in the Human Development Index in 2021 due to the COVID-19 pandemic which has an impact on the education sector. With that, we want to see how India and Indonesia can improve the human development index in the field of education through curriculum development. Method: The research method uses qualitative with a descriptive comparative approach with sources obtained through report ministry education. Findings: The results of the study show that India and Indonesia have a way of developing the curriculum. Especially in history education, the high school level has characteristics in approaches, foundations, allocations, and learning materials. Conclusion: India emphasizes humanism and essentialism as the foundation for history learning through interdisciplinary and local history learning, while Indonesia emphasizes the foundation of the philosophy of independent learning derived from humanism. Where the approach to learning history comes from chronological and thematic, especially the study material is in accordance with periodidation and historical themes. Abstrak: Penelitian ini bertujuan untuk membandingkan kurikulum pendidikan sejarah di tingkat sekolah menengah di India dan Indonesia. Terutama atas dasar permasalahan penurunan Indeks Pembangunan Manusia pada tahun 2021 akibat pandemi COVID-19 yang berdampak pada sektor pendidikan. Dengan itu, kami ingin melihat bagaimana India dan Indonesia dapat meningkatkan indeks pembangunan manusia di bidang pendidikan melalui pengembangan kurikulum. Metode: Metode penelitian menggunakan pendekatan kualitatif dengan pendekatan komparatif deskriptif dengan sumber yang diperoleh melalui pendidikan kementerian laporan. Temuan: Hasil penelitian menunjukkan bahwa India dan Indonesia memiliki cara untuk mengembangkan kurikulum. Khusus dalam pendidikan sejarah, jenjang SMA memiliki karakteristik dalam pendekatan, yayasan, alokasi, dan materi pembelajaran. Kesimpulan: India menekankan humanisme dan esensialisme sebagai landasan pembelajaran sejarah melalui pembelajaran sejarah interdisipliner dan lokal, sedangkan Indonesia menekankan landasan filosofi pembelajaran mandiri yang berasal dari humanisme. Dimana pendekatan pembelajaran sejarah berasal dari kronologis dan tematik, terutama materi kajiannya sesuai dengan periodidasi dan tema sejarah.
The effect of blended learning on students' learning outcomes in history education Alfarez, Sidqi; Marta, Nur'aeni; Setiawan, Risky
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 11 No. 1 (2024): March
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v9i2.65641

Abstract

Learning in the new average era presents challenges and opportunities, particularly in implementing blended learning in teaching and learning processes. This study aims to analyze the effect of blended learning implementation on students' learning outcomes in history education at SMA Negeri 89 Jakarta and evaluate its effectiveness in the cognitive, psychomotor, and affective domains. The research employed a quantitative approach with an ex post facto design. Data were collected through questionnaires and documentation, while data analysis was conducted using Pearson correlation to measure the relationships between variables and simple linear regression to determine the impact. The results show a significant positive effect of blended learning implementation on students' learning outcomes. A correlation value of 0.345 supports this finding, with a simple linear regression test indicating that the calculated r-value (3.446) exceeds the table r-value (1.987), thus accepting the alternative hypothesis. Students' cognitive and psychomotor aspects showed significant improvement, with an average score of 87. In contrast, the affective aspect, encompassing spiritual and social attitudes, reflected good behaviour among grade XI social studies students. These findings affirm that blended learning effectively improves students' learning outcomes by integrating technology with traditional approaches. The strength of blended learning lies in its flexibility and potential to create interactive and immersive learning experiences. This study provides significant insights, emphasizing the crucial role of educators and education policymakers in adopting innovative learning strategies to enhance the quality of education in the digital era.
The Influence of Temple Monopoly (TEMON) Game on Historical Thinking Skills and Learning Independence in History Learning at SMA Negeri 4 Bekasi Alfarez, Sidqi; M, Fakhruddin; Kurniawati
Mimbar Ilmu Vol. 30 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i1.93918

Abstract

A common problem in Indonesia, especially in history learning, is the one-way (teacher-centered) lecture method, which results in non-interactive classes, lack of student independence, and limited improvement in student skills. Efforts to achieve learning objectives in the 21st century pose a challenge for schools and teachers to prepare effective classroom practices. The concept of using games in learning, known as Game Based Learning (GBL), is applied through the Temple Monopoly (TEMON) game. The goal is to stimulate students’ historical thinking skills and learning independence. The research method used was a Pre-Experiment Design with a quantitative comparative approach between an experimental class and a control class in 10th grade Senior High School (SMA). The research findings show that the average historical thinking skills and learning independence in the experimental class differed significantly from the control class. In conclusion, the T-test results indicated a value of 4.750 > 1.990, showing that TEMON has an impact on historical thinking skills, and the independent learning outcomes showed a T-test result of 1.970 > 1.664 at SMAN 4 Bekasi. Similarly, TEMON also positively impacts learning independence.
Analisis Konsep Sejarah (Bernard Lewis) dan Filsafat Strukturalisme: Kajian Makna Simbolis Temuan Candi di Situs Batujaya Alfarez, Sidqi; Marta, Nur’aeni
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 10 No 2 (2024): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v10i2.25174

Abstract

The Batujaya site is one of the relics that reveal the historical heritage of Indonesia in the Hindu-Buddhist era. The objectives of this study are to; 1) Analyzing the study of historical concepts (Bernard Lewis in the case at the Batujaya Site and 2) Reviewing evidence of historical findings) at the Batujaya Site through the philosophy of structuralism (meaning of symbols in the temple area. This research uses qualitative methods (case study approach) through observation, interviews, and excavation reports. The results of the study stated that in the historical concept of Bernard Lewis related to the history of rediscovered has a connection with the discovery at the Batujaya Site which reveals lost history, and can be found by being reconstructed by historians through archaeological reports that have contributed to the collective memory of the Indonesian nation. In addition, the discovery at the Batujaya Site has structuralism meaning as evidenced by the existence of a temple stupa or Vivote Table symbolically about the beliefs of Buddhism.
Co-Authors Abrar Abrar Kurniawati M, Fakhruddin Marta, Nur'aeni Marta, Nur’aeni Risky Setiawan Syaifudin Syaifudin, Syaifudin