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PENGEMBANGAN MEDIA PETA SEJARAH BERBASIS MACROMEDIA FLASH SEBAGAI SARANA SISWA BELAJAR MANDIRI Kurniawan, Imam Satria; Suryani, Nunuk; Djono, D.
HISTORIKA Vol 22, No 1 (2019): Peningkatan Kualitas Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/historika.v22i1.29138

Research development aims to: (1) described teaching history in senior high school district Pulau Rimau; (2) described the development of material based history of Peristiwa Front Langkan to improve people nationalism; (3) described the effectiveness of material based history the front ledge to improve people nationalism students.Research conducted is research development (Research and Development) using methods of Borg and Gall .The method includes: (1) the study introduction , namely the literature study, field studies, and findings teaching needs; (2) developmental stage covering the prototype design, validation expert, the trial one by one, and trial to more participants; (3) the step of experiment the effectiveness of covering test whether material and feasibility history.The research results show that: (1) teaching history still focused on one source the textbook without any additional or other sources a supporting, the curriculum is using KTSP curriculum, teachers have not have sufficient knowledge about the development of teaching materials; (2) The teaching materials developed with follow a procedure the development of which adapted to a syllabus, validation three experts who put a value the average score 4 for a category â€œgoodâ€;Â trial one by one done on five students and fifteen students, the revision related the literature and grammar; the results of the tryouts broad shows differences in average between class control and class experiment where class experiment more better in terms of achievement and nasioanlisme; (3) the implementation of teaching materials history based Peristiwa Front Langkan to improve nasioanlism proven effective, proven from the acquisition value post-test on class control and experiment to aspects level of achievement with significant 0,000 < 0,025 and than nasionalism aspect with significant 0,000 < 0,025. Shows that Ho rejected which means there is a difference in positive and significant .Â

IMPLEMENTASI KURIKULUM 2013 DALAM PEMBELAJARAN IPS (STUDI KASUS DI SMP NEGERI 1 MIRI) Sarwiyati, S.; Joebagio, Hermanu; Agung S., Leo
HISTORIKA Vol 17, No 2 (2015): Pembelajaran Sejarah di Sekolah
Publisher : Sebelas Maret University (UNS)

This research aimed: (1) to describe the Social Science teachersâ€™ and studentsâ€™ knowledge; (2) to analyze the Social Science learning plan and implementation by the teachers; (3) to describe the evaluation of Social Science learning by teachers; and (4) to analyze the obstacles in the implementation of Social Science learning. This research employed a descriptive qualitative method,. The data source employed was informant or resource (Social Science teachers and students), place and event (Social Science learning activity in the class), document and archive (RPP, score book, etc).Techniques of collecting data used were in-depth interview, observation and content analysis. with purposive sampling technique. The data validation was conducted using source, researcher, method and theory triangulations. Technique of analyzing data used was an interactive model.The results of research showed that: (1) the knowledge of teachers and students in SMP Negeri 1 Miri on Curriculum 2013 was sufficiently good but had not been applied maximally; (2) teachers developed RPP (Learning Implementation Plan) inconsistent with Permendikbud RI (Education and Culture Minister of Republic of Indonesiaâ€™s Regulation) Number 103 of 2014, scientific approach and student-centered learning had been implemented, discovery learning, problem based learning and project based learning had not been implemented; (3) evaluation of knowledge competency had been conducted but evaluation of attitude and skill competencies had not been conducted maximally; (4) the obstacles in learning lied on teacher motivation, scientific learning with student-centered learning and evaluation of attitude and skill competencies.

PERBEDAAN PENGARUH MODEL PEMBELAJARAN JIGSAW DAN MAKE A MATCH TERHADAP PRESTASI BELAJAR SEJARAH DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XI SMA NEGERI DI KABUPATEN SAMBAS TAHUN 2015/2016 Dediansyah, Agus; Akhyar, Muhammad; Musadad, Akhmad Arif
HISTORIKA Vol 16, No 1 (2015): Peningkatan Kualitas Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

Background: This study aims to find out the difference effect between Jigsaw and â€œMake a Matchâ€ learning models toward learning achievement of History; The difference effect between high learning creativity and low learning creativity to the learning achievement of History; The interactioneffect between the model of learning and learningcreativity in learning achievement of History.Methods: This study uses a quantitative approach to experiment with factorial design 2 x 2. The population in this study were all students of Class XI SMA Sambas District, West Kalimantan Province in the academic year 2015/2016. The sampling technique used is the technique of multi-stage cluster random sampling. In this study, the sample were students of class XI IPS SMAN 1 and SMAN 2 Sambas Tebas. Data collection techniques used is tests and questionnaires. Data analysis technique used is Analysis of Variance (ANOVA) Two Line. Before analysis, validity test conducted by Product Moment correlation, reliability using Cronbach's alpha and KR 20 test for normality and homogeneity test.Results: There are differences in learning achievement between students who learn history by using Jigsaw learning models and Make a Matchmodels. Make a Match learning model generating learning achievement is better than the Jigsaw learning model, and there are differences in academic achievement between students who have high and low creativityof learning history. Students with high creativity better learning achievement compared to the low learning creativity, and there is no interaction effect between teaching model with the creativity of the students' learning achievementof history.Conclusion: There is a difference effectsbetween the learning model of Jigsaw and Make a Match with Learning creativity, and there is no interaction between the model of learning by learning creativity toward student learning achievement history.

UPAYA MENUMBUHKAN PEMAHAMAN INTEGRATIF PESERTA DIDIK DALAM PEMB MELALUI APRESIASI BUDAYA Wardayati, Esti Dwi
HISTORIKA Vol 19, No 2 (2016): Inovasi Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

Social Science LearningÂ that takes place in schools is still impressed. Contextual learning can be used in Social Science learning by utilizing the environmental potential optimally to make it more meaningful. Potential local lingkungna particularly the culture and local traditions can be utilized in the process of learning so that students will be more appreciate culture. The learning process with the implementation of the social science model learning CTL audiovisual media with a local tradition in practice can enable and streamline the learning of students.Â It is characterized by the observations of the student activities during the following process of teaching and learning. Observation on the activity of students can be monitored with the observation sheets covering aspects of the liveliness of the asking, the defence's opinion, initiative and appreciate your time. From the radar of researchers, notedÂ increasing student activity. In addition teachers skills in managing class is also increasing.

PERBEDAAN PENGARUH PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEADS TOGETHER (NHT) DAN JIGSAW TERHADAP PRESTASI BELAJAR SEJARAH SISWA DITINJAU DARI MOTIVASI BELAJAR SEJARAH SISWA Rambe, Yasir Maulana; Akhyar, Muhammad; Musadad, Akhmad Arif
HISTORIKA Vol 21, No 1 (2018): Pengembangan Kesadaran Sejarah dan Keterampilan Berpikir
Publisher : Sebelas Maret University (UNS)

The objectives of research were (1) to find out the different effects of Numbered Heads Together (NHT) and Jigsaw types of cooperative learning use on the historical learning achievement of students, (2) to find out whether or not historical learning motivation affects the historical learning achievement of students, and (3) to find out whether or not there is a positive effect of interaction between Numbered Heads Together (NHT) and Jigsaw types of cooperative learning model, and learning motivation on the learning achievement of students. If there is so, which type has better effect?This study employed quantitative method with a 2x3 factorial design. The population of research was the 10th graders of Senior High Schools existing in Sukoharjo in the even semester in the school year of 2015/2016. The sampling technique used in this research was Cluster Sampling (Area Sampling). The sample of research consisted of SMA Negeri 1 Kartasura with 36 students and SMA Negeri Mojolaban with 33 students. The techniques of collecting data used were test and questionnaire. Data analysis in this research employed a two-way anava with SPSS 20 program help.Â The results of hypothesis testing in this research were shown as follows. (1) There was a difference of effect on the learning achievement between the students treated with Numbered Heads Together and those treated with Jigsaw types of learning model. The result of data analysis showed that the students treated with Numbered Heads Together had better learning achievement than those treated with Jigsaw learning model. (2) There was a difference of effect between the students with high, medium, and low learning motivations. The students with high learning motivation had better learning achievement than those with medium one, and those with medium learning motivation had better learning achievement than those with low one. (3) There was no interaction effect between learning model and learning motivation on the historical learning achievement. The students with high learning motivation treated with Numbered Heads Together (NHT) learning model had better learning achievement than those high learning motivation treated with Jigsaw learning model. The students with medium learning motivation treated with Numbered Heads Together (NHT) learning model had better learning achievement than those medium learning motivation treated with Jigsaw learning model, and the students with low learning motivation treated with Numbered Heads Together (NHT) learning model had better learning achievement than those low learning motivation treated with Jigsaw learning model.

PENERAPAN MODEL COOPERATIVE LEARNING DENGAN TEKNIK INDEX CARD MATH BERBASIS IT DALAM PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA DAN PEMAHAMAN NILAI SEJARAH Amrikasari, Noeranti; Warto, W.; Suryani, Nunuk
HISTORIKA Vol 18, No 1 (2016): Pembelajaran Sejarah dan Nation Building
Publisher : Sebelas Maret University (UNS)

The purpose of this study to analyze: 1) Application of a model of cooperative learning with index cards of math-based engineering of IT to improve students' critical thinking in class XI IPA at SMAN I Ngemplak Boyolali, 2) Application of a model of cooperative learning with index cards of math-based engineering of IT to improve understanding of the value of history in class XI IPA at SMAN I Ngemplak Boyolali. This research is a class action (classroom action research). This research was conducted with three cycles, each cycle consisting of four phases, namely: 1) planning action, 2) the implementation of the action, 3) observation, 4) reflection. Each cycle carried out at a basic competency. Data was collected in three ways, namely: 1) observation, 2) test, 3) questionnaire. Of the implementation of the action taken obtained objective tests of critical thinking in the first cycle 46.67%, 73.3% in the second cycle, the third cycle of 83.33%. And for the acquisition of critical thinking questionnaire in the first cycle, 65.05%, 70.72% in the second cycle, the third cycle of 81.03%. The results of test scores understanding of history in pre-cycle value of 26.6%, pre-test in the first cycle of 30%, post-test on the first cycle 43.33%, pre-test on the second cycle 67.74%, post-test on the second cycle 74.19 %, pre-test on the third cycle 74.19%, post-test cycle III 100%, and a minimum of 75. The results obtained completeness of the data showed an increase in the quality of teaching history in grade XI-2 which includes students' critical thinking and understanding of historical value. Based on these results it can be concluded that the use of cooperative learning models with index cards of math-based engineering IT can improve students' critical thinking and understanding of the value of history in class XI IPA at SMAN I Ngemplak Boyolali.

Eco-pedagogy Yasida, Khaliq Setya
HISTORIKA Vol 23, No 1 (2020): Trend Kajian Pendidikan Sejarah
Publisher : Sebelas Maret University (UNS)

AbstractEcopedagogy is a method that takes into account the environment which is considered regarding ecological awareness. Comprehensive education about nature can increase a sense of concern for the environment where it is necessary to exploit more natural resources that can damage, as well as discussing history in the ecological environment, students can better understand nature as something useful and important. received is that which is fun, preserving, and loves nature and its life.Keyword: Ecopedagogy, Education, Nature, History

IMPLEMENTASI MODEL COOPERATIVE LEARNING TEKNIK TALKING CHIPS DENGAN STANDAR KOMPETENSI â€œMEMAHAMI USAHA MANUSIA MENGENALIPERKEMBANGAN LINGKUNGANNYAâ€ UNTUK MENINGKATKAN KEPEDULIAN LINGKUNGAN DAN PRESTASI BELAJAR IPS SISWA KELAS VIIA SMP NEGERI 1 MONDOKAN SRAGEN Handayani, Sri
HISTORIKA Vol 17, No 2 (2015): Pembelajaran Sejarah di Sekolah
Publisher : Sebelas Maret University (UNS)

The purpose ofthis study was to: Deskrepsi analysis of Implementation Cooperative Model Technique Leaning Talking Chip swith Competency Standards Recognize Human Understanding Business Development Environment can increase environmental awareness and social studiesachievementseven A (VIIA) grade social studies students of Junior High School State One Mondokan Sragen.This study uses a Class Action Research. The population Seven A (VIIA) grade students of Junior High School State One Mondokan, Sragen academic year 2014/2015. This study is designed into three cycles, each cycle consisting of four phases, namely: Planning, Implementation/Provision action, Observation, and Reflection. For data on environmental awareness and learning achievement, using test method, observation, interviews and documentation of data while affective and psychomotor using observation sheet. Mechanical examination of the validity of data used triangulation techniques of observation and perseverance. Triangulation is used in this research is triangulation method, which compares the research findings obtained from multiple data collection techniques.Research results obtained from the observation of the students at the time of execution of the model Cooperative Learning Techniques Talking Chips with Competency Standards Recognize Human Understanding Business Development Environment and the results of the attitude there is an increasing environmental concern of 19% pre-cycle, the first cycle reaches 31%, the second cycle reaches 59, 4% and the third cycle has reached 88%, it means that already exceeds the target of â‰¥ 85% of students in one class have environmental concerns. While the results of the achievement of mastery in the classical experience a significant increase from 47% pre-cycle, the first cycle increased to 60%, the second cycle reaches 72% whereas the third cycle reaches 97%. This means classically been exceeded because the target of about â‰¥85% of students have a value equal to or more than Minimal Completeness Criteria (â‰¥70%). Seeing the results of observations that have been made above, it can be said that this method of learning with learning models Cooperative Learning Techniques Talking Chips, it can be said to be successful because of the attitude of environmental concerns and student achievement in understanding the human effort to identify developmental environment increased significantly. The results showed that the application of cooperative learning models Talking Chips technique has many advantages, students can be encouraged to learn while playing, making the atmosphere in the classroom more fun, cooperation for mutual aid in understanding the subject matter and successfully led students to value the opinions of other students. For teachers themselves can also improve the quality and the role of teachers in delivering lessons to students. By applying the model coopertive Learning Techniques Talking Chips in delivering a lesson, it will be able to increase the awareness, enthusiasm and activeness of the students, so that they can understand the subject matter accepted that learning achievement will be better and able to practice in daily life.The results showed that: Model Cooperative Learning Techniques Talking Chips with Competency Standards Recognize Human Understanding Business Development Environment can be applied/implemented so that increase environmental awareness and social studies achievement in Seven A (VIIA) grade students of Junior High School State One Mondokan Sragen.Â

MODEL PEMBELAJARAN SEJARAH BERBASIS ISU-ISU KONTROVERSIAL UNTUK MENINGKATKAN BERPIKIR HISTORIS MAHASISWA (STUDI PADA MAHASISWA SEJARAH UNIV. MUHAMMADIYAH PURWOKERTO) Septianingsih, Sumiyatun; Joebagio, Hermanu; S., Sariyatun
HISTORIKA Vol 15, No 2 (2014): Pengembangan Model Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

The research and development aimed by studentsâ€™ attitude and knowledge related to the skill of historical thinking is still low and lack of studentsâ€™ awareness history, and specifically the aims of this research are to: (1) Describe and analyze the process of historical learning teaching in historical education department of UMP. (2) Develop the historical learning model based on controversial issues to improve studentsâ€™ historical thinking, and (3) examine the effectiveness of the historical learning model based on the controversial issues to improve the historical thinking.This developing research was used the research method and development (R&D). Technique of collecting data was observation, documentary, interview, questionnaire, and assessment test of historical thinking. Techniques of analyzing data were attitude scale and achievement test using t-test such as experiment class and control class with SPSS.16 program. The location of the research is in historical education department of Muhammadiyah University of Purwokerto by using purposive sampling. The steps of the research included: introduction of the study, developing the historical learning model and testing the effectiveness of the learning model was developed. The result of research showed that the historical learning model based on the controversial issues was developed to be able to improve the historical thinking skill, was showed by the result of measuring test of pre-test, post-test, LKM and attitude scale. The result of model validation test obtained the following score: 4.0 (good) material validation 4.05 (good), item validation 4.03 (good), and lesson plan validation 4.15 (good). The result of t-test of achievement test was 9,729 with the significance level of 0.00<0.05, so Ho was rejected, means that the average of pre-learning and pre-learning in experiment class was not same. Meaning that there was significant effect on the model developed based on the controversial issues to improve studentâ€™s historical thinking.

PENGEMBANGAN MEDIA PEMBELAJARAN KOMIK SEJARAH BERBASIS PERJUANGAN RADEN INTAN I UNTUK MENINGKATKAN NILAI-NILAI NASIONALISME SISWA DI SMA NEGERI 1 TANJUNG RAYA Iswandoyo, Beny; Musadad, Akhmad Arif; Sariyatun, S.
HISTORIKA Vol 19, No 2 (2016): Inovasi Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

Learning media have an important functions in learning process, especially on historical subject.Â As a given of instructional media information could be help teachers overcome the problem of material that was difficult to explain verbally. Therefore, in this study of developed historical of instructional media that could be to increase a variety of media as well as supported the activities of historical teachers in the classroom. These products of this development are graphic media like a comic book. The historical of the comic media based on Raden Intan I struggle to increase the values of nationalism studentsâ€™. This research aimed to find out: (1) to know using media on historical subject at SMA Negeri 1 Tanjung Raya; (2) to know process of development comic instructional media basedÂ Raden Intan I struggle at SMA N 1 Tanjung Raya; (3) to determine the effectiveness of using comic media historical based on Raden Intan I struggle to increase studentsâ€™ nationalism. Methods: this study was a research and development one referring to Research and DevelopmentÂ method (R&D) by using Borg and Gorl, and Sugiyono.Â This hypothetical model adopted Molendaâ€™s ADDIE model, the procedure of this research are, preliminary studies, the development of instructional media, and test the effectiveness of instructional media. Analysis of feasibility test using Likert scale with 5 ranges and effectiveness test of instructional media using t-test.Conclusion: based on the result of pretest and posttest experimental class, it could be found that 8.569 at significance level of 0.000>0.05, therefore could be said that any influence toward of using media. Effectiveness of nationalism the results using t test, which means that the value of 4.257 at significance of 0.000>0.05. It meant that the result of experiment class before and after treatment had unequal. Such the historical of comic based on struggle Raden Intan I on instructional media have more effective for improving studentsâ€™ achievement and nationalism. Based on the results that show the experimental class have better than control class.

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Hieronymus Purwanta

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+6287865556448

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hpurwanta@staff.uns.ac.id

Editorial Address
Post Graduate of History Education, Faculty of Teacher Training and Education, Sebelas Maret University Jl. Ir. Sutami No.36, Kentingan, Kec. Jebres, Kota Surakarta, Jawa Tengah 57126

Location
Kota surakarta,

Jawa tengah

INDONESIA

Abstract

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Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Hieronymus Purwanta

Contact Email hpurwanta@staff.uns.ac.id

Phone +6287865556448

Journal Mail Official hpurwanta@staff.uns.ac.id

Editorial Address Post Graduate of History Education, Faculty of Teacher Training and Education, Sebelas Maret University Jl. Ir. Sutami No.36, Kentingan, Kec. Jebres, Kota Surakarta, Jawa Tengah 57126

Location Kota surakarta, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Hieronymus Purwanta

Contact Email
hpurwanta@staff.uns.ac.id

Phone
+6287865556448

Journal Mail Official
hpurwanta@staff.uns.ac.id

Editorial Address
Post Graduate of History Education, Faculty of Teacher Training and Education, Sebelas Maret University Jl. Ir. Sutami No.36, Kentingan, Kec. Jebres, Kota Surakarta, Jawa Tengah 57126

Location
Kota surakarta,

Jawa tengah

INDONESIA