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All Journal Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora (KAGANGA) Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Journal of Innovation Research and Knowledge Sosiolium: Jurnal Pembelajaran IPS
Fredy Hermanto
Unknown Affiliation
Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Social Sciences Other

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TANTANGAN DAN PELUANG PENGEMBANGAN KURIKULUM KOLABORATIF DALAM LINGKUNGAN PENDIDIKAN MERDEKA BELAJAR Fredy Hermanto; Himmatul Ulya; Noviani Achmad Putri
Journal of Innovation Research and Knowledge Vol. 4 No. 8: Januari 2025
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jirk.v4i8.9559

Abstract

Beberapa kendala ditemukan pada Prodi Pendidikan IPS pada implementasi kurikulum merdeka, salah satunya adalah rekognisi mata kuliah yang relevan dengan program-program yang diambil oleh mahasiswa selama mereka mengikut MBKM baik yang diselenggarakan oleh kementrian maupun universitas. Sumber data penelitian diperoleh secara langsung di lapangan, dengan data primer diperoleh melalui wawancara dan observasi pada pembelajaran di Prodi Pendidikan IPS. Teknik Focus Group Discussion (FGD) juga digunakan untuk mendukung pengumpulan data maupun analisis mengenai tema-tema tertentu yang diperlukan. Metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif kuantitatif. Analisis data dilakukan dengan metode analisis deskriptif analitik. Analisis data dilakukan secara induktif, yaitu dimulai dari lapangan atau fakta empiris dengan cara terjun ke lapangan. Analisis data dalam penelitian kualitatif dilakukan secara bersamaan dengan proses pengumpulan data. Berdasarkan penelitian yang telah dilakukan didapatkan data bahwa diperlukan adanya kesepakatan penyamaan CPL bagi seluruh anggota program studi Pendidikan IPS serta sebaran mata kuliah pada semester yang sama hingga dapat mengakomodir pelaksanaan program MBKM seperti pertukaran mahasiswa. Dengan adanya penyamaan CPL dan sebaran mata kuliah maka mahasiswa yang melakukan mobilisasi tetep mendapatkan standar yang sama dengan prodi asal. Kurikulum kolaborasi ini juga perlu melibatkan kebutuhan industri hingga mahasiswa lulusan prodi IPS memiliki standar lulusan yang sama
MENINGKATKAN PARTISIPASI DAN KREASI BELAJAR SEJARAH KEMERDEKAAN MELALUI DRAMA DAN POSTER Adi Saputra; Fredy Hermanto
Sosiolium: Jurnal Pembelajaran IPS Vol. 7 No. 1 (2025): April
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/sosiolium.v7i1.25138

Abstract

Penelitian bertujuan meningatkan keterlibatan dan kreativitas siswa kelas 9 SMP dalam pembelajaran sejarah kemerdekaan Indonesia melalui metode pembelajaran bermain peran dan poster. Metode penelitian yang digunakan adalah penilaian tindakan kelas dengan jenis penelitian kualitatif. Data penelitian diperoleh dari observasi aktivitas guru dan siswa dan hasil tugas. Hasil penelitian menunjukkan terdapat peningkatan partisipasi siswa dalam pembelajaran, antusiasme siswa, dan hasil tugas yang menunjukkan pemahaman siswa terhadap materi. Siswa membuat poster sejarah menunjukkan pemahaman materi, namun partisipasi kurang karena 9 siswa tidak menyelesaikan tugas. Siswa bermain peran meningkatkan partisipasi dan kreativias siswa. Penilaian kreativitas dapat dinilai melalui poster yang telah dihasilkan. Penilaian proses membuat poster perlu dinilai melalui observasi. Metode pembelajaran poster dan tugas individu dapat melatih kreativitas personal siswa, sehingga keaktifan dalam pembelajaran kurang diperhatikan. The Research aims to improve and creativity of 9th grade junior high school students in learning Indonesian independence history through role-playing and poster learning methods. The reserarch method used is classroom action assessment with a qualitative research type. Research data was obtained from observations of teacher and student activities and task results. The results of the study showed that there was an increase in student participation in learning, student enthusiasm, and task results that showed student' understanding of the material. Students making history posters showed understanding of the material, but participation was low because 9 students did not complete the assignment. Students playing role-playing improved student participation and creativity. Creativity assessment can be assessed through the posters that have been produced. However, the assessment of the poster making process needs to be assessed through observation. The poster and individual assignment learning method can train student' personal creativity, so that their activeness in learning is less noticeable.   
Outdoor Laboratories in Social Studies Learning: A Systematic Review and Pedagogical Implications: Laboratorium Luar Ruang dalam Pembelajaran Ilmu Sosial: Tinjuan Sistematis dan Implikasi Pedagogis gunawan; Fredy Hermanto; Amrin Ma’ruf; Latif Hendro Wibowo
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 3 (2026): 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.v10i3.8045

Abstract

Social science faces the challenge of bridging the gap between theoretical concepts and the dynamics of social reality. Conventional learning models tend to limit learning experiences, making it difficult to understand the complexity of an ever-changing social reality. This study aims to identify forms of outdoor laboratories and learning models that can support the learning process in the social sciences. The research method employed a literature review, with literature searches conducted through Publish or Perish, Consensus, Google Scholar, Gate, and Scopus using the keywords: "outdoor laboratory, outdoor activity, social science laboratory, living laboratory, and outdoor learning. Data analysis used thematic analysis to identify key patterns in the concepts, implementation, and impacts of outdoor laboratory-based learning. The results indicate that outdoor laboratories have been understood as spaces for knowledge production grounded in direct interaction with communities. Suitable learning models include outdoor learning with a design thinking approach and the Living Lab model, which emphasizes social innovation. The use of outdoor laboratories has a positive impact on cognitive aspects by enhancing critical thinking, analytical skills, and problem-solving abilities, as well as on social-emotional aspects by strengthening leadership character and awareness of environmental and local cultural issues. However, its implementation faces challenges related to human resources, infrastructure limitations, and integration with the formal curriculum. This research contributes to the development of a conceptual framework for outdoor laboratories to facilitate more contextual, authentic, and meaningful social science learning.
Peran Guru IPS dalam Pembelajaran Ramah Anak untuk Mewujudkan Tujuan Global yang Berkelanjutan (SDGs 4) Fauzi, Imran; Fredy Hermanto
Kaganga:Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora Vol. 9 No. 3 (2026): Kaganga: Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/0x18vj53

Abstract

This study aims to analyze the role of Social Studies (IPS) teachers in implementing child-friendly learning and to examine its contribution to supporting the Child-Friendly School (CFS) program and the achievement of Sustainable Development Goal (SDG) 4 on quality education. This study employed a qualitative approach with a case study design conducted at SMP Negeri 12 Semarang, one of the award-winning Child-Friendly Schools in Semarang City. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed using the interactive model of Miles and Huberman. The findings reveal that Social Studies teachers play a strategic role in creating a safe and non-violent learning environment, promoting participatory and inclusive learning, respecting diversity, and implementing fair and holistic assessment practices. These child-friendly learning practices not only support the fulfillment of children's rights but also strengthen students' character development, including responsibility, tolerance, and social awareness. The study concludes that the role of Social Studies teachers is a key factor in the successful implementation of child-friendly learning, thereby fostering a school culture that prioritizes children's rights and enhances the quality of sustainable education. Keywords: Character Educatio, Child-Friendly School, Inclusive Learning, SDGs 4, Social Studies Teacher.
Co-Authors Adi Saputra Amrin Ma’ruf Fauzi, Imran Gunawan Himmatul Ulya Latif Hendro Wibowo Noviani Achmad Putri