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Fitrianti, Vionita Vara
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GERAKAN SOSIAL DI YOGYAKARTA DALAM BINGKAI REFORMASI 1998 Fitrianti, Vionita Vara; Bahroni, Agung
ISTORIA : Jurnal Pendidikan dan Ilmu Sejarah Vol. 20 No. 2 (2024): ISTORIA Edisi September 2024, Vol. 20. No.2
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/istoria.v20i2.77104

Abstract

Gerakan reformasi tahun 1998 di Indonesia yang dilakukan oleh mahasiwa mendapat dukungan dari berbagai elemen, termasuk masyarakat Yogyakarta yang turut menuntut untuk dilakukannya reformasi. Artikel ini menggunakan metode penelitian historis berdasarkan konsep dari Kuntowijoyo dengan menggunakan pendekatan teori gerakan sosial. Hasil dari peneliteian ini adalah, (1) munculnya gerakan reformasi dilatarbelakangi oleh berbagai hal diantaranya krisis ekonomi, krisis kepercayaan, dan korupsi, kolusi, nepotisme; (2) Gerakan reformasi 1998 juga terjadi di Yogyakarta dimulai dari Universitas Gadjah Mada yang kemudian mendapatkan sambutan positif dan dukungan dari masyarakat Yogyakarta; (3) puncak perjuangan gerakan reformasi di Yogyakarta adalah saat Pisowanan Agung dengan dibacakannya maklumat oleh Sultan sebagai bentuk dukungan terhadap gerakan reformasi 1998.
THE EFFECTIVENESS OF VIRTUAL REALITY OF THE YOUTH PLEDGE MUSEUM TO INCREASE THE HISTORICAL AWARENESS OF CLASS XI SENIOR HIGH SCHOOL STUDENTS Bahroni, Agung; Setiawan, Risky; Fitrianti, Vionita Vara; Nugroho, Alifi Nur Prasetia
JURNAL EDUSCIENCE Vol 11, No 3 (2024): Jurnal Eduscience (JES), (Authors from Hungary, South Africa, Malaysia, and Ind
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v11i3.6466

Abstract

This study aims to assess how much of the Youth Pledge Museum’s Virtual Reality can improve historical understanding in grade XI students in high school. The approach used in this study was an experimental method with a One Group Pretest Posttest design, involving 68 grade XI students from SMA Negeri 1 Jepara as participants. Data collection was carried out with an instrument in the form of a historical awareness questionnaire given at the pretest and posttest stages. Data were analyzed using the T-Test and N-Gain Test to measure the effectiveness of using the Youth Pledge Museum's Virtual Reality in increasing students' historical awareness. The study results were based on the Independent Sample T-Test, which obtained a sig value. 0.000 <0.050, which means that using of the Youth Pledge Museum’s Virtual Reality affects students' historical awareness. This is supported by the results of the N Gain Test, which obtained a score of g (0.88) > 0.71, which means that the impact of using of the Youth Pledge Museum’s Virtual Reality on the historical awareness of students in the “High” category. The conclusion from the study results is that the Youth Pledge Museum’s Virtual Reality has effectively increased the historical awareness of grade XI students in Senior High School.
Character Values in Saparan Bekakak Tradition as History Learning Resource Bahroni, Agung; Setiawan, Risky; Aria Yuliantri, Rhoma Dwi; Khoiriyah, Febriana; Fitrianti, Vionita Vara
Diakronika Vol 24 No 2 (2024): DIAKRONIKA
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/diakronika/vol24-iss2/428

Abstract

This research aims to analyze the character values in the Saparan Bekakak tradition to strengthen the character building of the Pancasila Student Profile through history learning in high school. This research uses a descriptive qualitative method with an ethnographic approach. Research data were obtained through observations, interviews, and literature studies. The results of the research that Saparan Bekakak is a tradition of slaughtering bekakak brides as a means of asking for safety. The character value of Saparan Bekakak reflects the character of the Pancasila Student Profile, namely (a) Believing and fearing God Almighty, (b) Global diversity, (c) Mutual cooperation, (d) Independence, (e) Critical thinking, and (f) Creative. The character values of the Saparan Bekakak tradition can be utilized as a source of learning history by integrating it with the Curriculum and Learning Outcomes, implementing conceptual history learning, making visits to the place of implementation of the Saparan Bekakak tradition, and digging up information through community leaders who are the perpetrators of the Saparan Bekakak tradition.
Co-Authors Alifi Nur Prasetia Nugroho Aria Yuliantri, Rhoma Dwi Bahroni, Agung Khoiriyah, Febriana Risky Setiawan