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Wela, Rasmila
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Education Social Sciences

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Pengembangan Blog Interaktif yang Disusun Berdasarkan Chronological Thinking sebagai Media Pembelajaran Sejarah di SMA Wela, Rasmila; Hastuti, Hera
Jurnal Kronologi Vol 7 No 2 (2025): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v7i2.930

Abstract

This research aims to 1) determine the process of developing interactive blogs that are structured based on chronological thinking as a medium for learning history in high school, 2) analyze the feasibility of interactive blogs that are structured based on chronological thinking as a medium for learning history in high school, 3) analyze the practicality of interactive blogs that are structured based on chronological thinking as a medium for learning history in high school and 4) analyze the effectiveness of interactive blogs that are structured based on chronological thinking as a medium for learning history in high school. This is motivated by the limited use of media by teachers, which gives inappropriate thinking among students, such as the view that learning history is monotonous and teacher-centred learning. The method used in this research is Research and Development (R&D) with the ADDIE model. The subjects of this research were 31 students at SMA Negeri 1 Lembah Gumanti. The research results show that interactive blog media has an average feasibility value from material experts of 3.5 and media experts of 3.43. The value of the practicality test by the teacher was 3.8 and the students were 3.63, and finally the results of the effectiveness test of interactive blog media were seen from the analysis of interview answers with students which showed that interactive blog media which was prepared based on chronological thinking was effectively used as a history learning medium in high school.
Teori Belajar Humanistik dan Penerapannya dalam Pembelajaran Sejarah Hastuti, Hera; Neviyarni, Neviyarni; Wela, Rasmila
Jurnal Kronologi Vol 7 No 4 (2025): Jurnal Kronologi
Publisher : Jurusan Sejarah FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jk.v7i4.1038

Abstract

Humanistic learning theory places the individual at the center of the educational process, focusing on developing personal potential through the fulfillment of basic human needs, as outlined by Abraham Maslow and Carl Rogers. This approach emphasizes the importance of a supportive environment, respect for student independence, and the teacher's role as a facilitator in creating a learning space that focuses on students' emotional and social well-being. In the context of history learning, the application of this theory offers opportunities to create more meaningful and life-connected learning experiences for students, enabling them to develop critical and reflective thinking skills. Through experiential learning, empowering students to determine learning goals, and integrating humanitarian values, humanistic theory can help enrich historical understanding beyond cognitive, affective, and social learning. This study aims to explore the basic principles of humanistic learning theory and apply these principles to history learning, in order to increase student engagement and achieve more holistic and sustainable learning. These findings are expected to provide insights for educators in creating more inclusive history learning that is based on student self-development.
Co-Authors Hastuti, Hera Neviyarni, Neviyarni