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Mohammad Na'im
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An Implementation of Quantum Learning Model to Improve Social Attitude and History Subject Learning Result of XI IPS 2 Students at SMAN Plus Sukowono Dyah Ayu Safitri; Mohammad Na'im; Sri Handayani
JURNAL HISTORICA Vol. 1 No. 2 (2017): Desember 2017
Publisher : History Education, University of Jember

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The use of information technology has brought negative effects for students. Nowdays, students have less interaction with people and act anti-socially. The first analysis of students’ social attitude by using 5 indicators are tolerating , cooperating, social care, sense of brotherhood, and appreciating achievement achieved the minimimun score showed that the result was 34,7%.The learning achievemectnt incognitive domain was 22%. Trough this study, it is expected that the use of Quantum Learning model will improve students’ social attitude and learning result. This classroom action research uses Hopkins model and qualitative and quantitative approach. This research was done in three cycles with 22 students as the subjects. The data collection methods used in this research were observation, questionnaire, essay test, interview, and documentation. It was found that the average percenatges of students’ social attitude were 34,7% in pre-cycle and 52,46% in cycle 1. It increased as much as 17% and became 71,32% in cycle 2. In cycle 3, the average percentage increased as much as 3,4% and became 79%. Students’ learning result was measured through tests on cognitive aspects that were done at the end of each cycle. The percentage of students’ learning achievement were 22% in pre-cycle, 45,4% in cycle 1, and 59,09% in cycle 2. In the third cycle, the percentage increased and became86,3%.These results show that through this research, students social attitude and learning results were improved with Implementation of Quantum Learning Model. Keywords: Quantum Learning, social attitude, students' learning result
The Dynamics of Social Economic in Object Tourism in Ulo Sumberejo Jember Regency in 2003-2015 Delila Putri Samjaya; Kayan Swastika; Mohammad Na'im
JURNAL HISTORICA Vol. 2 No. 1 (2018): June 2018
Publisher : History Education, University of Jember

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The dynamics of community life around ulo coastal tourism in Jember district have increased, both in terms of economic income increase and socio-cultural changes that occur. The problems in this research are; how is the history of the establishment of Watu Ulo as a tourist attraction ?; and how is the socio-economic life of the people in Watu Ulo Sumberejo village around 2003 ?; and how is the dynamics of socio-economic life of the people in Watu Ulo Sumberejo village in 2003-2015?. The purpose of this research is to analyze the history of the establishment of Watu Ulo as a tourist attraction, and to analyze the socio-economic life of people in Watu Ulo Sumberejo village around 2003, and to analyze the dynamics of socio-economic life of the people in Watu Ulo Sumberejo village in 2003-2015. The research method used is historical research method. The conclusion of this research is the existence of changes and the development of social life that occurred in the community around ulo beach tourism with the increasing of economic sector and socio-cultural change with cultural exchange brought by the visitors Keywords: Dynamics, Social-Economy, Watu Ulo
IMPLEMENTATION OF PROBLEM BASED LEARNING WITH AUDIO VISUAL TO IMPROVE CRITICAL THINGKING AND LEARNING OUTCOMES OF HISTORICAL SUBJECTS ririt nur erlina; mohammad na'im; Rully Putri Nirmala Puji
JURNAL HISTORICA Vol. 4 No. 1 (2020): June 2020
Publisher : History Education, University of Jember

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Abstract Historical learning has skills that are able to develop a level of critical thinking. Based on the thinking about learning in class XI IPS 3 Cluring 1 Public High School has a low level of critical thinking skills, with discussion: (1) the material delivered is monotonous; (2) more than 50% of students are only able to answer questions in a low cognitive domain; (3) the media used in learning still use conventional media. The results showed a percentage of the increase in critical thinking skills, as follows: (1) focusing questions in cycle 1 of 51.47%, cycle 2 of 64.70%, cycle 3 of 76.47%; (2) analyzing arguments in cycle 1 by 50%, cycle 2 by 61.02%, cycle 3 by 70.58%; (3) asking and answering in cycle 1 is 52.20%, cycle 2 is 62.25%, cycle 3 is 71.32%; (4) estimation of source credibility in cycle 1 is 54.41%, cycle 2 is 60.29%, cycle 3 is 78.67%; (5) rounds and consideration of the first discussion cycle of 48.52%, cycle 2 was 66.17%, cycle 3 was 77.94%; (6) evaluation of the results of the discussion in cycle 1 was 48.52%, cycle 2 was 62.50%, cycle 3 was 71.32%; (7) consider the results of cycle 1 of 55.14%, cycle 2 of 66.17%, cycle 3 of 77.94%; (8) make cycle 1 61.76%, cycle 2 72.79%, cycle 3 77.20; (9) the term transition in cycle 1 is 50%, cycle 2 is 58.82%, cycle 3 is 77.20%; (10) Cycle thinking in cycle 1 is 53.67%, cycle 2 is 63.23%, cycle 3 is 70.58%; (11) determine the cycle in cycle 1 of 52.47%, cycle 2 is 64.70%, cycle 3 is 72.05%; (12) cycle with other people in the first cycle of 59.55%, cycle 2 was 64.47%, cycle 3 was 83.83%. learning outcomes obtained on average in cycle 1 were 73.08, cycle 2 was 75.73 and cycle 3 was 76.17.
Co-Authors Delila Putri Samjaya Dyah Ayu Safitri Kayan Swastika ririt nur erlina Rully Putri Nirmala Puji Sri Handayani