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Historika

historika
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Published by Universitas Sebelas Maret

ISSN : 08530084 EISSN : 26223058 DOI : https://doi.org/10.20961/historika

Core Subject : Religion, Humanities, Education, Social,

Religion Humanities Education Social Sciences

HISTORIKA is journal of history research, and history educational research. Available in online and published two times a year since 2007 with p-ISSN 0853-0084, in July 2018 Historika Journal get e-ISSN 2622-3058

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 97 Documents

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PEMANFAATAN CANDI MUARA TAKUS SEBAGAI SUMBER BELAJAR DALAM PEMBELAJARAN SEJARAH DI SMA DARMAYUDHA PEKANBARU Fikri, Asyrul
HISTORIKA Vol 22, No 1 (2019): Peningkatan Kualitas Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

This study discusses the utilization of Temple Muara Takus as learning resources in learning history in high school Darmayudha.This research is qualitative research naturalistic. Research data obtained from students and high-school history teacher Darmayudha. Data collection techniques include: observation, interviews, and documentation. Testing the validity of data using triangulation techniques.The analysis of the data used is a model of interactive analysis models Miles and Huberman. Temple Muara Takus utilization as a source of learning gives a positive value for the students. Students become excited and active as well as raise awareness of the importance of students learning history. A visit to the Temple of Muara Takus students as a source of historical study has been hampered at the time of implementation, management and direct the students to focus on learning objectives in the field.

PENERAPAN METODE INKUIRI BERBASIS VISUALISASI MUSEUM SANGIRAN UNTUK MENINGKATKAN PRESTASI BELAJAR DAN MENUMBUHKEMBANGKAN KESADARAN SEJARAH SISWA KELAS VII SMP NEGERI 2 SURAKARTA Fitriah, Chairany; Joebagio, Hermanu; Suryani, Nunuk
HISTORIKA Vol 19, No 2 (2016): Inovasi Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

This research aims to: 1 increase the learning achievements);Â and 2) awareness of history in grade VII JUNIOR HIGH Country 2 Surakarta through the application of methods of Inkuiri-based visualization of Sangiran Museum. This type of research this is a class action Research (PTK). The research was carried out in 3 cycles of action. This research was carried out in junior high Country 2 Surakarta in the first year of lessons 2013/2014.Â The research was carried out from June to October 2013. The subject of research is the grade VII C of the semester I year 2013/2014 lesson with a population of as many as 32 students. The technique of data collection is done using an engineering test, observation, and documents. Technique of data analysis is done using qualitative data analysis technique that consists of three stages, namely the reduction of data, exposure data, and a false assertion.Based on the results of the analysis, it was concluded: 1) the application of the method of inkuiri-based visualization of Sangiran Museum can enhance the learning achievements of students in the learning of SOCIAL SCIENCE history. This is shown by the increasing value of the results of the study and the level of ketuntasan of learning at each stage of action learning is done. The value of the results of the student learning experience increased on every cycle of actions taken, namely of 69.22 on the stage of pre cycle, increased to 69.88 at the end of Act I, the Cycle and increased to 74.38 on the end of a Cycle of action II, later increased to 83.25 at the end of Act III Cycle. Â Finish level learning students experience increased, namely from of 43.75% on pre stage cycle, increased to 46.88% at the end of Act I, the Cycle and increased to 68.75% at the end of the action Cycle II, then rose to 90.63% at the end of the action Cycle III; and 2) application of the method of inkuiri-based visualization of Sangiran Museum can foster an attitude of historical consciousness in grade VII JUNIOR HIGH Country 2 Surakarta semester lesson I in 2013/2014. This is shown by the increased average score attitude awareness of history on the students in any stage of the action learning is done.

PERBEDAAN PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN COOPERATIVE LEARNING TIPE JIGSAW TERHADAP PRESTASI BELAJAR SEJARAH DITINJAU DARI KEMANDIRIAN BELAJAR (STUDI EKSPERIMEN PADA SISWA KELAS XI DI SMA NEGERI KABUPATEN KENDAL) Novikasari, Wardani; Wasino, W.; Suryani, Nunuk
HISTORIKA Vol 21, No 1 (2018): Pengembangan Kesadaran Sejarah dan Keterampilan Berpikir
Publisher : Sebelas Maret University (UNS)

This study aims to analyze: (1) influence of difference of use of model learning Problem Based Learning and Cooperative learning model of the Learning type of achievement against learning the history of the Jigsaw students; (2) the influence of the difference between students who have high and Self-reliance and independence of students with low learning achievements against the history of students; (3) use of model learning influence interactions with Independence of learning achievement against learning history students. This research uses a quantitative approach to the type of research experiments, with 2 x 2 factorial design. The population in this research is the whole grade XI Senior High School of Kendal. Sampling technique used is a dwarf in the Multi Stage Random Cluster Sampling. The instrument used is now learning and achievement test independence of learning. Test the hypothesis used is Anava two lanes. Before the hypothesis testing is done, test the normality of equality test, and the test of its homogeneity. The results of this research indicate that: (1) there may be differences influence the use of model learning Problem Based Learning and Cooperative Learning learning achievements against Jigsaw type history students, viewed from a F calculate > F table, or 11, 144 > 3, 14; (2) there may be differences between the influence of the students who have high Independence and self-reliance, and students who have low achievement students study history, seen from F calculate > F tables, or 14, 748 > 3, 14; (3) there are no interactions influence the use of models of learning with the learning independence towards the achievements of the students study history, seen from F to calculate F < table, or 0, 026 < 3, 14.Â

PENGEMBANGAN MEDIA PEMBELAJARAN SEJARAH MENGGUNAKANAUDIO VISUAL BERBASIS PERISTIWA SEJARAH LOKAL DI MADIUN Amalia, Titin Rahmawati; Wasino, W.; Suryani, Nunuk
HISTORIKA Vol 18, No 1 (2016): Pembelajaran Sejarah dan Nation Building
Publisher : Sebelas Maret University (UNS)

The rapidly growing technology affects all aspects of life, one of which is education. Good learning media can facilitate teachers in presenting the material in the learning process. It also can increase the interest in learning that have an impact on learning achievement. The purpose of this study is to describe the use of instructional media history in SMP Negeri 2 Jiwan Madison County, develop learning media-based audio-visual history of using local events in Madiun, and assess the effectiveness of instructional media-based audio-visual history of using local historical events in Madison.This research is the development of research development procedures adapted from Borg & Gall. Location research in SMP N 2 Jiwan Madison County. Data collection techniques by means of interviews, observations, questionnaires, and tests. Data were analyzed using descriptive qualitative and quantitative.Results: 1) social studies teacher at SMP N 2 Jiwan, Madison County is still using conventional methods by means of lectures and question and answer and have not used the medium of learning; 2) Learning media developed using ADDIE instructional design of Molenda which consists of five stages: analisys, ie analyzing the needs of instructional media; design, namely collecting and designing instructional media; development, namely preparing instructional media using windows movie maker software, then testing the product internally; implementation, for example, applying the media in the learning process; and evaluation, which tested the effectiveness of the product. Instructional media developed rated as good by a material with an average score of 3.53; considered sufficient by media experts with an average score of 3.31; and assessed both by expert instructional design with an average score of 3.69; 3) The effectiveness of instructional media through t test. From the results obtained t_hitung t test = 4.6> 1.96 = t_tabel because t_hitung> t_tabel then H_0 rejected. Means that both groups have unequal learning achievement. The mean learning achievement using instructional media group developed = 85> mean learning achievement groups using power point = 66.67, and therefore concluded that the group using audio-visual media have a better learning performance than the use of media power point, so that the audio-visual instructional media developed is considered effective in the learning process.

Reflective Pedagogy as Humanistic Learning Fathoni, Baharuddin
HISTORIKA Vol 23, No 1 (2020): Trend Kajian Pendidikan Sejarah
Publisher : Sebelas Maret University (UNS)

AbstractThis Study aimed to elaborate further on education based on the paradigm of reflective pedagogy to realize intelligent and humanist learners. The Reflective Pedagogy Paradigm is a mindset in developing students' personalities into human beings. The Reflective Pedagogy Paradigm is an approach or learning model that applies reflection in finding values and learning by emphasizing students' experiences. The approach involves students' interaction with the material they learn with the teacher as a facilitator. The learning process is designed students as the center of the learning process and facilitates them to explore knowledge and values with full responsibility. Through this learning activity, students are expected to develop their ability to think and act (competence) and conscience, and they will be compassionate towards others. The process is successful if the students themselves find knowledge, understanding, skills, and values, and the task of educators is as a facilitator.

PENERAPAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN MINAT DAN PRESTASI BELAJAR SEJARAH PADA KELAS XI IPS 1 SMA NEGERI 3 WONOGIRI KABUPATEN WONOGIRI TAHUN 2015/2016 Harjanti, Noor; Joebagio, Hermanu; Agung S., Leo
HISTORIKA Vol 17, No 2 (2015): Pembelajaran Sejarah di Sekolah
Publisher : Sebelas Maret University (UNS)

This Research Classroom action research that apply in learning Problem Based Learning in History can increase interest for studying the history of class XI IPS1 SMA Negeri 3 Wonogiri 2015/2016 has been completed in three cycles. This research aims to determine the applicaton of interest learning Problem Based Learning in History can increase interest for studying the history of class XI IPS1 SMA Negeri 3 Wonogiri 2015/2016.This research method In each cycle there are four stages: planning, action, observation and reflection. The failure in the cycle will be corrected in the next cycle. The activities of teachers in learning the history of the application of learning Problem Based Learning in class XI IPS 1 SMA Negeri 3 Wonogiri in Cycle I, II and III have increased, so the final result is achieved in Cycle III.Â Student activity in learning the history of the application of learning Problem Based Learning in class XI IPS 1 SMA Negeri 3 Wonogiri in Cycle I, II and III have increased, so the final result is achieved in Cycle III. Students' interest in learning the history of the application of learning Problem Based Learning in class XI IPS 1 SMA Negeri 3 Wonogiri in Cycle I, II and III will be increased, thus achieved the final result in Cycle III students who have interest in learning history is high and very high-achieving 82.14% so in accordance with the expectation that student interest is high over 80%. Student achievement in learning the history of the application of learning Problem Based Learning in class XI IPS 1 SMA Negeri 3 Wonogiri in Cycle I, II and III have increased, so the final result is achieved in Cycle III contained 89.29% had values above the KKM or has been completed, so that the percentage of classical completeness in Cycle III is in conformity with the expectations that have reached more than 80% of the total number of students.The aplication of Problem Based Learning model can increase historycal interestÂ and Learning achievement of student.

IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) UNTUK MENINGKATKAN MINAT DAN PRESTASI BELAJAR IPS SISWA KELAS VII B SMP NEGERI 1 KEDAWUNG KABUPATEN SRAGEN TAHUN PELAJARAN 2014/2015 Setiyawati, Heni Rina; Joebagio, Hermanu; Agung S., Leo
HISTORIKA Vol 16, No 1 (2015): Peningkatan Kualitas Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

Â Â Â Â Â Â Â Â Â Â Â This aimed of the researceh is to descript: (1) The implementation of cooperative learning model STAD in IPS learning can improve learning increase of the students in gradeÂ VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015, (2) The implementation of cooperative learning model STAD inÂ IPSÂ learning can improve learning Achievement of student in grade VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015.Â Â Â Â Â Â Â Â Â Â Â This research use classroom action research method. Subjects of this research are theÂ students ofÂ grade VII B SMP Negeri 1 Kedawung Sragen. Data collection technique in this research are interviews, tests, observations, and questionnaires. Mechanical checks the validity of the data by the methodÂ triangulation techniques. Technical analysis has done by means of data collection, data reduction, data presentation, and drawing conclusions. The process of research carried out three cycles, in each cycle includes four stages of action planning, action, observation and reflection.Â Â Â Â Â Â Â Â Â Â Â The results showed that: (1) The implementation of cooperative learning model STAD in IPS learning can improve learning increase student of the students in gradeÂ VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015, (2) TheÂ implementation of cooperative learning model STAD in IPS learning can improve learning Achievement of the students in grade VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015. The increase students learning interest can be seen from the results of student interest questionnaire after implementation of the action, in the first cycleÂ reaches 50%, the second cycle increased to 68.75%, and the third cycle increased to 87.50 %. While student achievement on initial conditions shows that the average value of 68.28 with classsical completeness ofÂ 53.12%, after the action on the first cycle increased the average value becomes 74.53 with classical completeness of 65.62%, second cycle increased with an average value of 76.56 with classical completeness of 78%, and the third cycle has increased again, with an average value of 81.56 reached with classical completeness reached 87.50%

MODEL PENGEMBANGAN SEJARAH BERBASIS NILAI-NILAI RESOLUSI KONFLIK UNTUK MENINGKATKAN HARMONISASI DALAM MASYARAKAT KERINCI Firza, F.; Joebagio, Hermanu; Wasino, W.
HISTORIKA Vol 19, No 2 (2016): Inovasi Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

conflict resolution is a form of culture that exists in the community. In the Kerinci community conflict resolution called mandawah. Conflict resolution contained in the traditional values that are relevant to people's lives, so it is appropriate in a learning model developed especially in the subjects of history. The aim of research to develop models of teaching history values-based conflict resolution to improve harmonization in the Kerinci community life. This study uses research methods Research and Development. Following ten steps development Borg and Gall, simplified into three stages, namely the preliminary study, the development and effectiveness. The study was conducted at SMAN 4 Kerinci, using class XI IPS 1 as an experimental class, while the class XI IPS 2 as a control. Research was conducted in the second semester of the 2015/2016 academic year.The result of the effectiveness of achievement (cognitive) show that the ability of learners between control class and experimental class have significant differences. It was shown that the results of T test with significance level 0.067 1.864 greater than 0.05 (0.067> 0.05). Then the experimental and control class has a variant that is not equal to the average of competence that is not the same. T test for the assessment of the attitude obtained 3.130 with 0.003 significance level less than 0.05 (0.003 <0.05), then Ho is rejected. So mean before and after treatment are not the same experimental class. This means that there is a significant influence on history-based learning model values to improve the harmonization of conflict resolution in the Kerinci community life. Thus the model development history learning values-based conflict resolution effective to improve learning outcomes and harmonization in Kerinci community.

IMPLEMENTASI PEMBELAJARAN SEJARAH DENGAN MENGINTEGRASIKAN NILAI-NILAI KEDIRGANTARAAN UNTUK MENINGKATKAN JATI DIRI BANGSA DAN PRESTASI SISWA KELAS XII IPS SMA NEGERI 1 MAOSPATI Sulastri, Tutik; Mulyoto, M.; Sariyatun, S.
HISTORIKA Vol 20, No 1 (2017): Pendidikan Sejarah sebagai Pembentuk Karakter
Publisher : Sebelas Maret University (UNS)

The purpose of this research is (1). To find out the planning of learning history by integrating values in aerospace grade XII Social Science 1 Senior High School 1 Maospati, (2). To know the implementation of the learning history by integrating values in aerospace grade XII Social Science 1 Senior High School 1 Maospati, (3). To know sejauhmana the integration of values values aerospace aerospace with learning history can increase the nation identity and learning achievements of students in class XII Social Science 1 Senior High School 1 Maospati. This type of research is Research Action class, by using the method of learning the CTL (Contextual Teaching and Learning). The source population is students of class XII Social Science 1 Senior High School 1 Maospati. The technique of data collection by using the test, the interview, the now scale attitude, and a note field. The data analysis techniques using data reduction, the presentation of data, and the withdrawal of the conclusion. This research proves that the use of learning methods CTL against learners can enhance Identity Nations amounted to 91% and 90% of learning achievements. Implementation of a learning history by integrating aerospace values can increase the nation identity and learning achievements of students of class XII Social Science 1 Senior High School 1 Maospati.

ANALISIS PEMBELAJARAN SEJARAHISU-ISU KONTROVERSIAL DI SMA Saefudin, Arif; Hariyono, H.; Sariyatun, S.
HISTORIKA Vol 18, No 1 (2016): Pembelajaran Sejarah dan Nation Building
Publisher : Sebelas Maret University (UNS)

Â Â Â Â Â This study aims to (1) describe the planning; (2) describes the learning process; (3) identify the obstacles encountered by teachers in teaching history; (4) analyzing the efforts made by teachers of history to overcome obstacles in learning, and (5) determine the appreciation of learners in learning the history of a controversial issue. This research was conducted at SMA Negeri 1 Banyumas, using the form of qualitative descriptive study with a single case study research strategy spikes. The data source consists of speakers, events / activities, documents and archives. Data collection techniques using in-depth interview techniques, direct observation, and content analysis. The sampling technique used purposive sampling and time sampling. The validity of the data use triangulation of data, methods, and theory. Analysis of data using interactive analysis with three stages that occur bergayutan, namely data reduction, data presentation, and drawing conclusions / verification. The results showed that (1) in planning lessons, teachers make learning devices independently, but can not be separated from the sample that has been made in a top-down from the government; (2) execution history teaching of controversial issues still running half-hearted because of the mindset held by teachers is still in the stage of action and weak in re-actualization stage, so that learning becomes out of context; (3) obstacles in learning the history of a controversial issue consists of all aspects of planning, implementation, and other supporting factors in the learning process; (4) efforts to overcome the obstacles still limited in technical level, teachers have not been able to explore the concept because it is constrained by the environment and position; (5) appreciation of learners towards learning is very varied history of controversial issues, many of which have a material interest in the history of the controversial and potentially to train students to think critically to an event.

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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

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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