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<![CDATA[Pengaruh Model Pembelajaran Kooperatif Tipe Number Heads Together (NHT) Terhadap Hasil Belajar Sejarah ]]>
<![CDATA[Eka Sari Handayani]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 5 No 2 (2016): JPS - Jurnal Pendidikan Sejarah, Volume 5 Nomor 2 Tahun 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.052.02
<![CDATA[This research aims to determine the effect of cooperative learning model type Numbered Head Together (NHT) toward learning history outcomes at SMA Negeri 3 Kabupaten Tangerang. This research is quantitative approach with experimental method. From the result of statistical calculation, it can be concluded that there is a significant effect in cooperative learning model type Numbered Head Together (NHT) toward learning history outcomes which come out from tcount value 5,961 >ttable 2,00 with significant rate 0,05.]]>
<![CDATA[Pengaruh Metode Pembelajaran Kooperatif Team Assisted of Individualitation Terhadap Hasil Belajar Sejarah di SMANegeri I Karawang ]]>
<![CDATA[Ikina Sabililah Nurillah]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 5 No 2 (2016): JPS - Jurnal Pendidikan Sejarah, Volume 5 Nomor 2 Tahun 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.052.03
<![CDATA[This study based on learning of history that it less appealing to students seen on first observations, such as : The first, when a teacher to explain the lesson just some students who really pay attention. Second, looks a lack of interest students against a history lesson, so that the activitiy in the learning process be less active. Third, students less understand the subject matter quite a lot with time to learn that brief so needed a method of learning that can turn on the students in the history of learning. The aim of the study is to reveal the impact of instructional method cooperative learning Team Assisted Individualization against the results of learning history in SMAN 1 Karawang. This study conducted of month August untill months September 2013. The approach research is a quantitative approach with the experiment.]]>
<![CDATA[Pemakaian Modul Pembelajaran Sejarah di SMA N 6 Padang ]]>
<![CDATA[Nanda Permana]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 5 No 2 (2016): JPS - Jurnal Pendidikan Sejarah, Volume 5 Nomor 2 Tahun 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.052.04
<![CDATA[Background of this research is the module who was made by the teachers of history at 6th high school. Module was purposed to make the student to be easier in their study. Module gives them something that teacher can’t do and it has something different than other sources. Learning by the module is a teacher history initiative, this can be seen from this school is the only one who uses this module. This research aims to know about the opinion of teachers and students about the effectiveness of the module in the learning process. Kind of this research was descriptive-qualitative. The data taken from two history teachers, sixteen students of class X1, 6 student of class X2 and sconehool leader. The data obtained using the techniques of observation, interviews and documentation. Validity of the data in this study were tested using data triangulation technique. Then the data were analyzed with data reduction, data presentation, and conclusion. The results showed that, the modules made by the subject teachers of history used by all students, so that modules made effective then teachers should refer to the theory proposed by M. Rogers Everret where modules have advantages, consistent, complexity, can be tested and observed. The fifth aspect presented by Rogers is already almost owned by modules made by the subject teachers of history.]]>
<![CDATA[Pendidikan Formal Era Hindia Belanda di Kepulauan Sangihe Pada tahun 1848 – 1945 ]]>
<![CDATA[Veronika Horohiung]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 5 No 2 (2016): JPS - Jurnal Pendidikan Sejarah, Volume 5 Nomor 2 Tahun 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.052.05
<![CDATA[This research is a historical with the problem’s focus in how the development of formal education at Sangihe Island in the end of era XIX century and early XX century. The purpose of this research to use in historic method. Spesifically for Sangihe Island the purpose of build and education institute by Netherland especially not for the impotance of Indonesian people in common but special for Sangihe people actually for the Indonesia people that is it fill low position in government and to fill the manpower of company so that in the future the programs of education in Indonesia will more important orientation of society. Not just political importence]]>
<![CDATA[Implementasi Pembelajaran Sejarah di Homeschooling pada Program Distance Learning (Studi Kasus di Homeschooling Kak SetoTangerang Selatan 2015) ]]>
<![CDATA[Fitriani Fitriani]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 5 No 2 (2016): JPS - Jurnal Pendidikan Sejarah, Volume 5 Nomor 2 Tahun 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.052.06
<![CDATA[This research was conducted with the aim of knowing the history of learning implementations in class 12 SMA in homeschooling kak Seto who followed distance learning programs. The object of this study is the class of 12 high school student inhomeschooling Kak Seto, which follows the learning program distance learning or distance learning independently at home. This study uses a case study.The research data obtained from the results of observation, interviews and documents related to the matter or object of research. Results from this study showed that children who choose homeschooling distance learning program perform assisted with the teacing of history most of the internet., accompanied by tutors or parent to complete the task of material portofolio, but the result of the evaluation conduced by the tutor/ teacher management homeschooling kak seto child program the average distance learning obtain satisfactory velue.]]>
<![CDATA[Pengaruh Pengembalian Hasil Tes Sejarah Terhadap Hasil Belajar Siswa Kelas VII SMP Negeri 6 Ambon ]]>
<![CDATA[Gesia Mira Urlialy]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 5 No 2 (2016): JPS - Jurnal Pendidikan Sejarah, Volume 5 Nomor 2 Tahun 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.052.07
<![CDATA[Principal problems in this study is, Is there any effect of the return of the test results on learning outcomes of students in the subjects of history class VII SMP. 6 Ambon, in order to determine whether there is influence refund learning outcomes of students who test history returned higher than the results of the test of history that is not returned to the research conducted by the type of experimental research static using the two groups and only one of them treated experimental and one group subjected to the treatment.From the research, the result is no refund influence the test result history lesson on learning outcomes of students of class VII SMP. 6 Ambon]]>
<![CDATA[Peningkatan Berpikir Kritis pada Mata Pelajaran Sejarah Melalui Pendekatan Pembelajaran Konstruktivistik ]]>
<![CDATA[Rudi Hermanto]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 5 No 1 (2016): JPS - Jurnal Pendidikan Sejarah, Volume 5 Nomor 1 Tahun 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.051.01
<![CDATA[This study aims to determine the effect of constructivist learning approach on improving critical thinking skills and learning outcomes of learners history . The method used in this study is action research method to the design of the spiral model Kemmis and Taggart . The instruments used are the guidelines for the observation of critical thinking skills and learn the history of the test results . Subjects were students of class XII IPS 3 SMA Negeri 42 Jakarta totaling 33 people . The results are: (1) Application of constructivist learning approach can improve critical thinking skills and learning outcomes of the History of learners ; (2) Planting material concepts through constructivist learning model can accelerate and facilitate the understanding of the learners; (3) Through the constructivist learning approach learners are becoming increasingly active in finding and exploring new knowledge; (4) In the process constructivist learning approach to attract learners in studying the history lesson .]]>
<![CDATA[Pengaruh Strategi Pembelajaran dan Kemampuan Berpikir Kritis Terhadap Hasil Belajar Sejarah Siswa SMA Negeri 72 Jakarta ]]>
<![CDATA[Veronika Horohiung]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 6 No 1 (2017): JPS - Jurnal Pendidikan Sejarah, Volume 6 Nomor 1 Tahun 2017 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.061.01
<![CDATA[The aim of this research is to find The influence of Instructional Strategy and Critical Thinking to History Learning Outcomes in SMA Negeri 72 Jakarta. The type of this research is used experiment design treatment method. The Instrument that used to know the learning outcomes is Multiple Choice, and the instrument that used to know the result of Critical Thinking is Quisioner. The result of this research refer to: (1) to history learning outcomes that was giving PBL Instructional Strategy is higher than students who was giving Direct Instructional. (2) there is influenace interaction between Instructional Strategy and Critical thinking. (3) history learning outcomes that was giving PBL Instructional Strategy and has Critical Thinking is higher than student who was giving Direct Instructional Strategy and has high Critical Thinking. (4) history learning outcomes that was giving PBL Instructional Strategy and the Critical Thinking is lower than student who was giving Direct Instructional Strategy and has low Critical Thinking.]]>
<![CDATA[Pengaruh Model Pembelajaran dan Kecerdasan Emosional Terhadap Hasil Belajar Sejarah di SMAI Al-Azhar 4 Kemang Pratama Kota Bekasi ]]>
<![CDATA[Diyah Nur Fauziyyah]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 6 No 1 (2017): JPS - Jurnal Pendidikan Sejarah, Volume 6 Nomor 1 Tahun 2017 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.061.02
<![CDATA[This aim of this research is to find out the effect of instructional model and emotional intelligence to history learning outcomes in SMAI AL AZHAR 4 Kemang Pratama Bekasi City. This research is quantitative which using experiment design treatment method by level 2x2. The population in this research are all the students in elevent grade,Sampel of research are XI iis 2 and XI iis 3 people a mount 68. Instrument that used to measure the emotional perspicacity is questioner, and instrument that used to measure the learning outcomes multiple choice. The result of this research shows that (1) the student that using cooperative learning type jigsaw is higher than student that using direct learning, (2) there is effect of interaction between instructional model and emotional intelligence, (3) History learning outcomes that using cooperative learning type jigsaw with emotional intelligence is higher than student’s direct learning. (4) History learning outcomes that using cooperative learning type jigsaw with emotional intelligence is lower than student’s direct learning.]]>
<![CDATA[Pengaruh Model Pembelajaran dan Kecerdasan Interpersonal Terhadap Hasil Belajar Sejarah Siswa SMA Negeri 3 Kabupaten Tangerang ]]>
<![CDATA[Eka Sari Handayani]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 6 No 1 (2017): JPS - Jurnal Pendidikan Sejarah, Volume 6 Nomor 1 Tahun 2017 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.061.03
<![CDATA[This research aims to know the effect of instructional model and interpersonal intelligence to history learning outcomes in SMA Negeri 3 Kabupaten Tangerang. This research is a quantitative research using experimental methods of treatment by level 2x2 design. Research instrument for measuring intepersonal intelligence is a questionnaire and Reseach instrument for measuring history learning outcomes is a multiple choice test. Population of research is all of student of SMAN 3 Kabupaten Tangerang. Sample of research are all student class XI IIS 2 and XI IIS 4. The results showed that: (1). History learning outcomes of students who use instructional model Talking Chips get higher score than history learning outcomes of students who use direct instructional model, (2) there is an interaction effect between instructional models and interpersonal intelligence, (3) History learning outcomes of students who use instructional model Talking Chips with high interpersonal intelligence get higher score than students who use direct instructional model with high interpersonal intelligence, (4) History learning outcomes who use instructional model Talking Chips with low interpersonal intelligence get lower score than students who use direct instructional model with low interpersonal intelligence.]]>
