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All Journal Al Ishlah Jurnal Pendidikan Jurnal Praksis dan Dedikasi Sosial
Yuliantri, Rhoma Dwi
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Student Character in History Education Through the Integration of Local Wisdom: The Case of the Tepuk Tepung Tawar Tradition Herdin, Yulia; Miftahuddin, Miftahuddin; Yuliantri, Rhoma Dwi; Fikri, Asyrul
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5244

Abstract

Character education often overlooks the integration of local wisdom, despite its potential to significantly influence students' moral and ethical development. This study investigates the impact of incorporating the Tepuk Tepung Tawar tradition’s local wisdom values on students' character development. The research method used is an experimental method with a one group pretest-posttest design. The subjects in this research consisted of 40 students taken using a saturated sampling technique. This study's data collecting procedures included interviews and test results. The data analysis technique for this research uses the paired t-test and the N-Gain test. The results showed that there was a significant difference in student character building before and after the application of the local wisdom values of Tepung Tawar, with a significance value of less than 0.05. The N-Gain Test results showed a score of 70%, indicating an increase in student character scores after the application of the local wisdom values of Tepung Tawar. Therefore, improving student character can be done by teachers integrating local wisdom values to students in history learning.
Application of gamification in history learning: Its impact on students' motivation and understanding of historical concepts Suprianto, Suprianto; Yuliantri, Rhoma Dwi
Jurnal Praksis dan Dedikasi Sosial Vol. 8 No. 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um022v8i12025p186-196

Abstract

History learning is often considered boring and challenging for students to understand because conventional methods are passive, so innovative strategies such as gamification are needed to increase motivation and understand historical concepts more effectively and meaningfully. This research uses a quasi-experimental design with a pretest-posttest control group design. The sample consisted of two classes of XI SMA (32 students per class). Data collection instruments use multiple-choice tests to test understanding of historical concepts and questionnaires to measure students' learning motivation. Data analysis includes normality, homogeneity, t-test, and N-Gain Score tests to measure the effectiveness of gamification. The research results show that gamification increases historical understanding more significantly (N-Gain = 0.605, medium-high category) than conventional methods (N-Gain = 0.274, low category). In addition, student motivation in the experimental class increased from 6.25% to 62.50% for the high category, while in the control class it only increased from 6.25% to 12.50%. So it is concluded that gamification has proven to be more effective than conventional methods in increasing students' involvement, motivation, and understanding of historical concepts.
Co-Authors Fikri, Asyrul Herdin, Yulia Miftahuddin Miftahuddin