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Riza Afita Surya
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The Effectiveness of Stopmotion Learning Media Based on Inquiry in Historical Learning in the Age of Industrial Revolution 4.0 Azizah Azizah; Nurul Umamah; Sumardi Sumardi; Riza Afita Surya
JURNAL HISTORICA Vol. 4 No. 1 (2020): June 2020
Publisher : History Education, University of Jember

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Industrial Revolution 4.0 era became a new era that used many virtual and sophisticated technologies. For this reason, it is necessary to develop learning media that meet the demands of the industrial revolution era 4.0 and 2013 curriculum. Analysis learner is carried out at SMA 1 Tanggul, SMAN 2 Tanggul, and SMAN Jenggawah with 106 respondents indicating 99% of students consider history important to learn. 23% of students understand historical material, and 71% of students want learning media in the form of videos that are not boring. The purpose of this research is to develop inquiry-based stopmotion learning media that is validated by experts and has high effectiveness for use in historical learning. The research method used is the Bord and Gall development model. Data collection techniques used observation, questionnaire, interview, and test. The results of the expert validation test on the development of learning media were: material experts 82% with good qualifications, media experts and design 82.5% with good qualifications. User test results are 88% with good qualifications. Product effectiveness can be seen from the gain score. Small group trials gained a gain score 0.9 with qualifications having high effectiveness and large group trials gained a gain score of 0.8 with qualifications having high effectiveness. Based on the results presented, inquiry-based stopmotion learning media can be used as a learning media of history learning in schools for students.
Application of Probing Prompting Method with Picture Media To Improve The Ability of Critical Thinking and Learning Outcomes of Students on the History Subject Class XI IPS 2 SMAN Ambulu Academic Year 2016/2017 Litha Verlisya Putri Bunyamin; mohamad na'im; sumardi sumardi; riza afita surya
JURNAL HISTORICA Vol. 3 No. 2 (2019): June 2019
Publisher : History Education, University of Jember

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The low ability of critical thinking and learning outcomes of students were the problems of XI IPS 2 class SMAN Ambulu. It affected the learning process in which students’s ability in identifying questions, arguing, asking and answering questions were still defficient at comprehending level. While the teacher still engaged lecture method that was monotonous and did not use learning media. The purpose of this study was to examine the application of probing prompting method with pictures media to improve the ability of critical thinking and learning outcomes of students on the history subject class XI IPS2 SMAN Ambulu. This research was a Classroom Action Research that was conducted in three cycles consisting of planning, action implementation, observation and reflection. The results of this research were: (1) the critical thinking ability of students increased in the pre cycle obtained score of 49.14% increased in cycle 1 55.40% meant the critical thinking ability was still low. increasing in 2nd cycle 64.18% meant quite critical. Increasing in 3th cycle with score of 72.09% meant quite critical. (2) Pre-cycle learning results were obtained an average of 67.62 increased in 1st cycle with an average of 74.81 and an increased in 2nd cycle with an average of 77.40 increased in the average 3th cycle of 84.97.
THE DIFFERENCE OF PROBLEM BASED LEARNING MODELS & INFORMATION TECHNOLOGY-BASED SELF-DIRECTED LEARNING MODELS ON THE INDEPENDENCE AND LEARNING OUTCOMES Laili Nur Rufaidah; Nurul Umamah; Sumardi Sumardi; Riza Afita Surya
JURNAL HISTORICA Vol. 4 No. 2 (2020): Desember 2020
Publisher : History Education, University of Jember

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The 2013 curriculum is based on 21st century competence and character education. Independence is one of the main values in the character education of the Indonesian nation and the 21st skills are the vision of education to face technological advances and develop the various intelligences of students to achieve optimal learning outcomes. The purpose of this study was to investigate the differences in independence and learning outcomes of students who were taught using the Problem Based Learning model and students who were taught using the information technology-based Self-Directed Learning model. The results showed that there were significant differences in the independence and learning outcomes of students who were taught using the Problem Based Learning model and students who were taught using the information technology-based Self Directed Learning model in history subjects. The difference in the mean value of independence obtained is -4,265 and the mean value of learning outcomes obtained is -4,706 negative values indicate that the experimental class 2 which was taught using the information technology-based Self-Directed Learning model was better than the experimental class 1 which was taught with the PBL model (Problem Based Learning).
The Difference of Problem Based Learning Models & Substitution Augmentation Modification Redefinition Models on The Critical Thinking and Learning Outcomes Yunita Ika Mujianti; Nurul Umamah; Marjono Marjono; Sumardi Sumardi; Riza Afita Surya
JURNAL HISTORICA Vol. 5 No. 2 (2021): Desember 2021
Publisher : History Education, University of Jember

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Abstract The 2013 curriculum is oriented towards 21st skills that optimize students' thinking abilities. The ability to think critically as a vision for technological progress. Previous research has shown that learning problems can be resolved by applying critical thinking skills to obtain better learning outcomes. The application of the PBL model encourages students to solve problems with high-order thinking skills that affect critical thinking skills and learning outcomes. Other research also shows the importance of the SAMR model which is able to empower students in resolved learning problems by applying critical thinking skills and being active to obtain better quality learning outcomes. So researchers need to conduct further research on the differences in learning models on critical thinking skills and student learning outcomes in history subjects. The difference in the value of critical thinking skills is 5.784; and the mean value of learning outcomes is 4.189; Positive values ​​indicate that the value of critical thinking skills in experimental class 1 which was taught using the Substitution Augmentation Modification Redefination (SAMR) model is better than the experimental class 2 which is taught using the Problem Based Learning (PBL) model. Keywords: Diffeences Learning Models, Problem Based Learning, Substitution Augmentation Modification Redefination (SAMR), Critical Thinking Skills, Learning Outcome, Learning History.
The Role of the Nahdlatul Ulama Organization in Empowering Women in 1989-1997 Nazidatul Khoiro; Nurul Umamah; Marjono Marjono; Sumardi Sumardi; Riza Afita Surya
JURNAL HISTORICA Vol. 5 No. 2 (2021): Desember 2021
Publisher : History Education, University of Jember

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Nahdlatul Ulama’ merupakan organisasi sosial keagamaan terbesar di Indonesia, yang memiliki banyak kontribusi di berbagai bidang, salah satunya pemberdayaan perempuan. Penelitian ini mengkaji tentang kebijakan dan usaha NU dalam pemberdayaan perempuan tahun 1989-1997, penelitian ini menggunakan metode penelitian sejarah. Kebijakan yang telah dibuat NU dalam pemberdayaan perempuan yaituperempuan harus memiliki kualitas dari segi pengetahuan dan keterampilan yang baik, kemudian perempuan harus sesuai kodrat wanita Islam, perempuan mendapat pendidikan yang sama dengan laki-laki dan terakhir kebijakan perempuan berhak mendapat kesehatan dan bebas dalam berpolitik. Kebijakan tersebut diimplementasikan NU melalui usaha-usaha yaitu forum diskusi, pelatihan-pelatihan keterampilan, pembangunan fasilitas pendidikan dan kesehatan, mengadakan seminar, dan terakhir Training Gender. Hal itu berlangsung mulai tahun 1989 sampai 1997. Penelitian ini diharapkan dapat memotivasi semua kalangan baik perempuan dan laki-laki, untuk ikut serta mengimplementasikan peranan yang dilakukan organisasi NU dalam pemberdayaan perempuan, agar tidak terjadi pelanggaran-pelanggaran hak asasi perempuan maupun diskriminasi perempuan.
DEVELOPMENT OF HISTORICAL LEARNING E-MODULE BASED VALUE CLARIFICATION TECHNIQUE (VCT) Riza Umami; Nurul Umamah; Sumardi Sumardi; Riza Afita Surya
JURNAL HISTORICA Vol. 5 No. 1 (2021): June 2021
Publisher : History Education, University of Jember

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Learning history in 21st century requires students to have 4C skills, master technology and have superior character. The purpose of this research is to produce a validated product in the form of an E-module based on Value Clarification Technique (VCT). The research and development procedure was carried out using the R2D2 model development. The R2D2 model consists of 4 phases, namely: (1) Identify a Values Issue; (2) Group members engage; (3) Encourage Seven Valuing Procesess; and (4) Create an Atmosphere of Safety, Respect and Nonimpostition Values. The results of the material content expert test reached 88% with "very good" qualifications, the learning design expert validation reached 83,33% with "good" qualifications and 76% of language validation with "good" qualifications. The benefit of this research is related to E-module based on Value Clarification Technique (VCT).
The THE EVALUATION OF CURRICULUM 2013 IMPLEMENTATION TOWARDS HISTORY LEARNING USING COUNTENANCE STAKE'S MODEL IN SENIOR HIGH SCHOOL Bayu Tri Prasetyo; Nurul Umamah; Sumardi Sumardi; Riza Afita Surya
JURNAL HISTORICA Vol. 5 No. 1 (2021): June 2021
Publisher : History Education, University of Jember

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The curriculum 2013 has been implemented in Indonesia since 2013. However, its success is still questionable. The 2013 curriculum was developed with a different pattern of improvement from the previous curriculum. This study aims to evaluate the implementation of the 2013 curriculum using the Countenance Stake model which includes evaluation of antecedent, transaction, and outcomes. The data collection techniques used were observation, interview, questionnaire, and documentation. Data analysis was performed using quantitative descriptive analysis techniques. The purpose of this study was to determine the success of the 2013 curriculum implementation in history learning. The results of the evaluation from the implementation of the learning program show that: (1) there are still many historical learning needs that have not been fulfilled maximally so that it encourages many problems in learning history, (2) history learning planning (RPP) established by all historical educators with percentage of 100% gained a score between 28 to 42, there by it is in the moderate category or quite appropriate and respondents assessment of history learning process implementation received a percentage 94,4% in the moderate or sufficient category in accordance with the standard education process based on the 2013 curriculum; (3) the learning outcomes of students history catagorized as quite good, because the average is above the minimum criteria of mastery learning (KKM) Therefore, the learning process at senior high school needs to be improved considering that there are still obstacles that occur in the learning process.
DEVELOPMENT OF HISTORICAL LEARNING E-MODULES BASED ARCS (ATTENTION, RELEVANCE, CONFIDENCE, SATISFACTION) Anik Oktaviani; Nurul Umamah; Marjono Marjono; Riza Afita Surya
JURNAL HISTORICA Vol. 5 No. 1 (2021): June 2021
Publisher : History Education, University of Jember

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The 2013 curriculum is based on 21st century competencies which engage technology in learning. This study aimed to establish a validated product in the form of an ARCS-based e-module. The development research procedure was performed using the Plomp model development by Treejrd Plomp. The Plomp model composes of 5 phases, namely: the preliminary investigation phase, the design phase, the realization/construction phase, the test phase, evaluation and revision, and the implementation phase. The results of the material content expert test achieved 86.37% categorized as "very feasible", the validation of the linguist achieved 84% categorized as "very feasible", the validation of the design achieved 97% categorized as "very feasible". The development of ARCS-based history learning e-modules (Attention, Relevance, Confidence, and Satisfaction) is expected to be able to meet the needs of students in achieving learning goals. The benefit of this research is related to ARCS-based e-module.
Co-Authors Anik Oktaviani Azizah Azizah Bayu Tri Prasetyo Laili Nur Rufaidah Litha Verlisya Putri Bunyamin Marjono Marjono Mohamad Na'im Nazidatul Khoiro Nurul Umamah Nurul Umamah Riza Umami Sumardi Sumardi Sumardi Sumardi Yunita Ika Mujianti