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<![CDATA[Tradisi Wiwit Mbako di Temanggung Jawa Tengah sebagai Sumber Belajar Sejarah ]]>
<![CDATA[Naufal Raffi Arrazaq]]>;
<![CDATA[Sutrisno Mohamad]]>;
<![CDATA[Iis Husnul Hotimah]]>
<![CDATA[ SOCIA: Jurnal Ilmu-Ilmu Sosial Vol 19, No 2 (2022): Socia: Jurnal Ilmu-ilmu Sosial ]]>
Publisher : <![CDATA[Yogyakarta State University ]]>
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DOI: 10.21831/socia.v19i2.52757
<![CDATA[Penelitian mengenai Wiwit Mbako di Kabupaten Temanggung, Provinsi Jawa Tengah untuk sumber belajar sejarah belum dikaji secara mendalam. Tujuan penelitian ini ialah menganalisis pelaksanaan Wiwit Mbako dan potensinya sebagai sumber belajar mata pelajaran sejarah. Metode penelitian yang digunakan ialah kualitatif. Teknik pengumpulan data dilakukan dengan studi pustaka. Analisis data dilakukan dengan menguraikan data mengenai Wiwit Mbako. Hasil uraian tersebut kemudian dikaitkan dengan Kompetensi Dasar (KD) mata pelajaran sejarah. Hasil penelitian menunjukkan bahwa Masyarakat Kabupaten Temanggung, Provinsi Jawa Tengah memiliki tradisi Wiwit Mbako. Tradisi tersebut memiliki latar belakang sejarah terkait dengan kedatangan bangsa Barat di Nusantara. Tradisi Wiwit Mbako dapat digunakan sebagai sumber belajar sejarah. Wiwit Mbako berkaitan dengan KD 3.1., mata pelajaran sejarah kelas XI jenjang SMA/MA/SMK/MAK. Wiwit Mbako berkaitan materi dampak masuknya Bangsa Eropa bagi Bangsa Indonesia.]]>
<![CDATA[Landasan Filosofis dan Teori Pendidikan Sejarah dalam Buku Teks Sejarah Kelas X Karya Ratna Hapsari dan M. Adil ]]>
<![CDATA[Iis Husnul Hotimah]]>
<![CDATA[ SOCIA: Jurnal Ilmu-Ilmu Sosial Vol 19, No 2 (2022): Socia: Jurnal Ilmu-ilmu Sosial ]]>
Publisher : <![CDATA[Yogyakarta State University ]]>
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DOI: 10.21831/socia.v19i2.54288
<![CDATA[Artikel ini ditulis didasarkan pada buku teks yang memiliki fungsi sebagai sumber belajar siswa. Sehingga buku teks harus diformulasikan dengan berbagai macam teori khususnya teori pendidikan untuk buku teks sejarah. Dalam pembelajaran sejarah, buku teks bukan hanya berisi mengenai fakta-fakta atau penjelasan peristiwa, namun buku teks sejarah juga harus dikembangkan berdasarkan landasan filosofis dan teori pendidikan sejarah. Artikel ini bertujuan untuk menganalisis unsur-unsur landasan filosofis dan teori pendidikan dari buku teks sejarah karya Ratna Hapsari dan M. Adil. Teknik pengumpulan data dilakukan dengan studi pustaka. Analisis data dilakukan dengan menguraikan data mengenai landasan filosofis dan teori pendidikan. Hasil penelitian menunjukkan bahwa landasan filosofis dari buku teks sejarah karya Ratna Hapsari dan M. Adil menggunakan aliran filsafat Progresivisme dan aliran filsafat Rekonstruksionisme, sementara teori yang digunakan dalam buku tersebut adalah Teori Kognitif dan Teori Konstruktivisme.Kata Kunci: Landasan Filosofis, Teori Pembelajaran, Buku Teks Sejarah]]>
<![CDATA[Sosialisasi Upaya Pencegahan Bullying di SMA Negeri 7 Prasetya Gorontalo ]]>
<![CDATA[Ismaul Fitroh]]>;
<![CDATA[Moh. Imron Rosidi]]>;
<![CDATA[Irvan Tasnur]]>;
<![CDATA[Iis Husnul Hotimah]]>;
<![CDATA[Naufal Raffi Arrazaq]]>
<![CDATA[ Journal Of Human And Education (JAHE) Vol. 3 No. 2 (2023): Journal Of Human And Education (JAHE) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jh.v3i2.166
<![CDATA[Artikel ini bertujuan untuk menginformasikan kegiatan pengabdian masyarakat terkait sosialisasi upaya pencegahan bullying terhadap siswa SMA Negeri 7 Prasetya di Gorontalo. Sosialisasi ini merupakan edukasi penyuluhan bullying terhadap siswa agar mereka tidak menjadi korban bullying atau pelaku dalam bullying. Metode yang digunakan dalam kegiatan ini berupa pemberian materi dalam bentuk ceramah, tanya jawab, dan diskusi. Hasil yang dicapai dalam kegiatan ini adalah pemahaman siswa mengenai jenis, faktor penyebab, dampak, serta upaya meminimalisir tindakan bullying. Kegiatan ini mampu membentuk sikap mengontrol diri untuk melakukan kebiasaan yang baik di lingkungan keluarga, sekolah, maupun masyarakat.]]>
<![CDATA[PEMANFAATAN BUKU TEKS SEJARAH OLEH GURU ]]>
<![CDATA[Al-Fajar Bima Sakti]]>;
<![CDATA[Iis Husnul Hotimah]]>
<![CDATA[ Jambura History and Culture Journal Vol 5, No 2 (2023): Juli ]]>
Publisher : <![CDATA[Universitas Negeri Gorontalo ]]>
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DOI: 10.37905/jhcj.v5i2.20483
<![CDATA[This paper provides an explanation of how the use of history textbooks by history teachers or teachers. The use of textbooks needs to be highlighted because textbooks not only function as a source of students learning but also a guide in learning activities used by teachers. Textbooks must be adapted to the needs of students and teachers so that there needs to be a suitability for use for teachers. The research method used in this study is descriptive qualitative and the data collectiontechnique used is a literature study data obtained from previous reading and research sources. In essence, textbooks have a greatcontribution to the learning of history. Textbooks as a source of learning history in schools can add insight to students so that what previously did not know becomes known. In addition, students can also explore the values in the textbook such as heroic values, nationalism values and patriotism values]]>
<![CDATA[PENERAPAN MEANINGFUL LEARNING DALAM PEMBELAJARAN SEJARAH ]]>
<![CDATA[Rina Nuriana]]>;
<![CDATA[Iis Husnul Hotimah]]>
<![CDATA[ Jambura History and Culture Journal Vol 5, No 2 (2023): Juli ]]>
Publisher : <![CDATA[Universitas Negeri Gorontalo ]]>
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DOI: 10.37905/jhcj.v5i2.20479
<![CDATA[The writing of this paper aims to determine the application of meaningful learning in history learning. As for the preparation, the author uses the literature method, both book sources and journals found on the internet. In addition, the purpose of the preparation of this work is to explain the importance of meaningful learning in the learning process in schools, besides that the author also applies it in the design of history learning in schools. Seeing that history learning is one of the learning that contains noble values in it, so that by using this meaningful learning strategy students not only get limited knowledge, but the learning results can be applied in solving problems, answering questions, and producing good attitudes and characters of students. Based on the discussion that has been done by the author that Ausubel's learning theory is one of the many learning theories that are the basis for cooperative learning. Ausubel's learning theory is suitable for use in history learning, because the learning process will be more meaningful if students are able to connect the knowledge they have with learning material in the classroom.]]>
<![CDATA[Pemanfaatan Aplikasi Google Slides Berbasis Project Based Learning dalam Pembelajaran Sejarah ]]>
<![CDATA[Iis Husnul Hotimah]]>
<![CDATA[ Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i1.4451
<![CDATA[Using Google Slides is a simple yet versatile way to teach remotely. Google automatically saves each slide, the toolbar is easy to use, and slides can be shared (and saved) by students. Giving students access to slides by sharing the editor or teacher version link is a necessary first step towards collaborative virtual learning through Google Slides. This paper provides a comprehensive explanation of the use of Project-based Google Slides in combination with other applications such as Google Jamboard to create an innovative and fun virtual learning environment. This research uses a descriptive qualitative method where researchers will explain in detail how history teachers can give project assignments to students through the Google Slides application. Data collection is done by collecting reference sources and then the data is described in detail]]>
<![CDATA[Implementation of Project-Based Learning Model to Improve Creative Thinking of Elementary School Teacher Education Students in Social Sciences Learning in Upper-Level Class Course ]]>
<![CDATA[Supriatna, Encep]]>;
<![CDATA[Fitriani, Yulianti]]>;
<![CDATA[Ali, Ismail]]>;
<![CDATA[Hotìmah, Iis Husnul]]>
<![CDATA[ EduBasic Journal: Jurnal Pendidikan Dasar Vol 6, No 1 (2024): EduBasic Journal: Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/ebj.v6i1.67616
<![CDATA[The Indonesian authority encourages that higher education institutions should carried out in a non-lecturing manner, in the form of a case method and team-based project. Therefore, the Universitas Pendidikan Indonesia requires all lecturers to create collaborative and participatory classes. The Social Sciences Learning in the Upper-Level Class Course used the project-based learning (PjBL) model in the form of visits to museums and making videos of the results of their visits, so it is important to investigate the implementation and results of the practice to enhance critical thinking. The subjects of this qualitative study were fourth-semester students at the UPI Serang Campus Elementary School Teacher Education Study Program. The method employed in this research was a descriptive qualitative using observation and questionnaire data collection. The data analysis used the Miles and Huberman framework, comprising data reduction, data display, verification, and conclusion. The results of the research demonstrated that the application of the PjBL model in the course by creating videos and YouTube platforms revealed that students' creativity increased because they were given the freedom to explore their creative thinking in carrying out the project. This is shown by the percentage of 27.21% was in very students completing assignments, with excellent criteria and the rest gained good criteria according to the rubric given. The implementation could be the best practice of PjBL in higher education to increase student creative thinking]]>
<![CDATA[A Study of International Curriculum in Global School to Strengthen Multicultural Value ]]>
<![CDATA[Nurdiyanti, Aina]]>;
<![CDATA[Khaedir, Muh]]>;
<![CDATA[Hotimah, Iis Husnul]]>
<![CDATA[ Jurnal Civicus Vol 24, No 1 (2024): JURNAL CIVICUS, JUNE 2024 (In Press) ]]>
Publisher : <![CDATA[Department of Civic Education ]]>
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DOI: 10.17509/civicus.v24i1.67030
<![CDATA[The purpose of this research is to find out the Implementation of Global Citizenship Education for Celebes Global School students. Global citizenship education is a prerequisite for citizens to be able to participate in the differences of modernity, which requires skills that citizens must possess. This research method uses case studies through observation and in-depth interviews. The results of the study show that Celebes Global School Makassar implements global citizenship education by organizing student exchanges with the aim of learning from each other's cultures that represent Western (Australian) and Eastern (Indonesian) cultures. Celebes Global School, in collaboration with intra-school organizations, regularly celebrates interfaith holidays together such as Hijriyah New Year, Christian New Year and Chinese New Year. Celebes Global School Makassar realizes the importance of global citizenship education by organizing international standard education through implementing curriculum integration between Indonesia and Australia.]]>
<![CDATA[Helping Students Make Sense of New Material Through the “I Notice I Wonder” Method ]]>
<![CDATA[Hotimah, Iis Husnul]]>;
<![CDATA[Supriatna, Encep]]>
<![CDATA[ EduBasic Journal: Jurnal Pendidikan Dasar Vol 6, No 2 (2024): EduBasic Journal: Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/ebj.v6i2.61239
<![CDATA[When a student becomes an active doer during the learning process, the advantage of their mindset can be realized. The understanding process started when the teacher created a class atmosphere that attracted student’s curiosity. By throwing questions such as "What do you notice?" and "What do you wonder?", the teacher helps students to look at problems from a wider angle. This will improve students’ confidence, reflective skills, and student’s involvement, it reveals that the aim of studying is not only for completing assignments but also for finding strategies to overcome problems. This will result in a classroom space full of student’s thoughts and ideas that contain curiosity. Sometimes, the process of apperception in the learning process is not fully utilized by the teacher to help students connect the relationship between previous and future material. Thus, students frequently tend to feel confused in understanding the material as a whole. The I Notice I Wonder method was invented to facilitate and ease teachers in utilizing the apperception process as a means to involve students to be a thinker and actor during active learning, and also to commit authority over students to be active doers by appreciating their opinions and ideas. This study focuses on the importance of the teacher’s role during the apperception process in order to help students understand the connectedness between topics of materials.]]>
