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All Journal Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) RESLAJ: Religion Education Social Laa Roiba Journal J-CEKI
Yuni Maryuni
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Pengaruh Model Pembelajaran SQ3R Terhadap Kemampuan Berpikir Historis Peserta Didik Mata Pelajaran Sejarah Anggi Ghefira Sukmawti; Yuni Maryuni; Agus Rustamana
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 6: Oktober 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i6.10114

Abstract

Penelitian ini bertujuan untuk meengetahui pengaruh penggunaan model pembelajaran SQ3R (survey, question, read, recite, review) terhadap kemampuan berpikir historis peserta didik mata pelajaran sejarah pada materi proses masuk dan berkembangnya hindu-buddha di kelas x.4 sman 3 kabupaten tangerang. Metode penelitian yang digunakan Dalam penelitian adalah metode kuantitatif dengan desain pra-eksperimen kuantitatif dengan desain one-group Pretest-Posttest. Yang terdiri dari berbagai proses saat pembelajaran berlangsung: Pretest,pemberian perlakuan model SQ3R dalam pembelajaran, Posttest. Berdasarkan hasil penelitian dan pembahasan yang telah dipaparkan pada Bab IV, maka dapat ditarik kesimpulan dari penelitian ini, yaitu terdapat pengaruh yang signifikan antara model pembelajaran SQ3R (Survey, Question, Read, Recite, Review) terhadap kemampuan berpikir historis peserta didik mata pelajaran sejarah pada materi proses masuk dan berkembangnya Hindu-Buddha di kelas X.4 SMAN 3 Kabupaten Tangerang. Hal tersebut dapat dibuktikan dari hasil pengujian hipootesis melalui Uji Wilcoxon Signed Rank Test, jika hasil pengujian sig-2tailed < 0,05 maka terdapat pengaruh. Setelah dilakuakn Uji Wilcoxon Signed Rank Test mendapatkan hasil taraf sig-2tailed -001 < 0,05. Kemudian, selisish dari rata-rata Pretest dan Posttest mencapai angka 32,9 dengan demikian dapat diartikan bahwa ada peningkatan kemampuan berpikir historis peserta didik melalui hasil intrumen tes yang sesusi dengan indikator berpikir historis.
Problematika Guru dalam Pengembangan Bahan Ajar Sejarah Lokal Banten: Studi Kasus: SMAN 2 Pandeglang Az Zahra Laila Dhaniarti; Yuni Maryuni; Eko Ribawati
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 4 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i4.6092

Abstract

This study aims to determine the problems faced by teachers in developing local Banten history teaching materials, in class X of SMAN 2 Pandeglang. The method used in this study is qualitative, with a case study approach. This research was conducted in classes X-I, X-J, X-K and X-L. The research was conducted on August 26 - September 5, 2024. The focus of the research studied in this thesis is: the problems faced by history teachers in developing local Banten history teaching materials. The purpose of this study is: to find out the problems faced by history teachers in developing teaching materials for Banten local history. Data collection techniques used in this study were observation, interviews, questionnaires and documentation. The data analysis technique used by the researcher used the Miles and Huberman model which includes: Data reduction, Data presentation, and Verification or Conclusion drawing. The research procedure conducted is divided into three stages, namely: Pre-field stage, implementation stage and reporting stage. Based on the research results obtained by the researcher, it shows that: the problems faced by teachers in developing local Banten history teaching materials are in the emphasis of local history materials that connect with the national curriculum, resulting in limited resources to develop teaching materials, especially in the Banten region, in addition, teachers have difficulty finding references regarding local Banten historical material because cultural events or studies, especially in the Banten region, have few or even no sources of information, and some historical events and their origins are difficult to determine. Due to this problem, it affects teachers in developing local Banten history teaching materials which cannot be realized properly.
The Effect of Project Based Learning (PjBL) Model On Students’ Chronological Thinking Ability at SMKN 11 Pandeglang: Pengaruh Model Project Based Learning (PjBL) terhadap Kemampuan Berpikir Kronologis Siswa di SMKN 11 Pandeglang Mesayu Sofiana Habib; Yuni Maryuni; Eko Ribawati
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 6 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i6.5224

Abstract

The purpose to be achieved in this study is to determine the effect of project-based learning (PjBL) model on students' chronological thinking ability at SMKN 11 Pandeglang. The methodology used in the research is a quasi-experimental method with a “pretest postest control group design” which consists of two class groups, namely the experimental class and the control class. The research population used is class XI students of SMKN 11 Pandeglang. Statistical data analysis used in proving the hypothesis using the independent sample t-test formula with the criteria for success if the significance value (2-tailed) <0.05. The results obtained from this study are sig. (2-tailed) value of 0.000 <0.05 then H_a is accepted and H_0 is rejected. Thus it can be concluded that the project-based learning model has an influence on students' chronological thinking ability. This shows that students' chronological thinking ability using the project-based learning model is higher than the discovery learning model seen from the acquisition of the average student score after the test in the experimental class of 82.44 and the control class of 72.48. The indicators of chronological thinking skills tested in this study are the ability to understand the concept of time, the ability to read the timeline, the ability to distinguish between the past, present and future, the ability to sequence historical events, and the ability to analyze historical events.
Co-Authors Agus Rustamana Anggi Ghefira Sukmawti Az Zahra Laila Dhaniarti Eko Ribawati Mesayu Sofiana Habib Syawalina, Shafa