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<![CDATA[The influence of Using Martha Christina Tiahahu Struggle History Module on History Awareness of Muhammadiyah High School Students Raha ]]>
<![CDATA[Leni Marpelina]]>;
<![CDATA[Resmiyati Yunus]]>;
<![CDATA[Andris K Malae]]>
<![CDATA[ HISTORIA : Jurnal Program Studi Pendidikan Sejarah Vol 10, No 1 (2022): HISTORIA: Jurnal Program Studi Pendidikan Sejarah ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/hj.v10i1.4342
<![CDATA[This study aims to describe the effect of using the Martha Christina Tiahahu Struggle History Module on the historical awareness of Muhammadiyah Raha High School students. The subjects in this study were 60 students of class XI SMA Muhammadiyah Raha. This research was an experimental study using the experimental class (history module) and the control class (regular textbook). The objects of this research are students of class XI SMA Muhammadiyah Raha in the academic year 2019/2020. The results showed that the regression coefficient value of the history module (X) was 0.360 with a significance level of 0.001 < 0.005 while the F value was found to be 9.206 with a significance level of 0.001. and the value of R2 (R Square) was found to be 0.627 which means that the independent variable, namely the history module, affects the student's historical awareness variable by 62.7%, while the remaining 30.73% is a unique factor that cannot be investigated in this study. Thus, it can be concluded that the struggle history module of Martha Christina Tiahahu (X) affects the historical awareness of the students of SMA Muhammadiyah Raha.]]>
<![CDATA[HISTORICAL LITERATURE AS AN ENCULTURATION OF EDUCATION IN LOCAL WISDOM OF KINGDOM FAMILY IN JAVA ]]>
<![CDATA[Muhammad Iqbal Birsyada]]>;
<![CDATA[Darsono Darsono]]>;
<![CDATA[Siswanta Siswanta]]>;
<![CDATA[Sudartoyo Sudartoyo]]>;
<![CDATA[Juang Kurniawan Syahruzah]]>
<![CDATA[ HISTORIA : Jurnal Program Studi Pendidikan Sejarah Vol 6, No 2 (2018): HISTORIA: Jurnal Program Studi Pendidikan Sejarah ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/hj.v6i2.1526
<![CDATA[Historically historical literature has cultural roots especially in the development of the character of the values of local wisdom. In addition to the development of literary history culture can be one of the references in the process of writing historiography. This study aims to find the values of local wisdom in the work of historical literature. This research uses historical method. The conclusion in this study finds that the historical literature that developed in Java expressed the literary writer's poetry. Culturally, the contents of historical literature reflect the strategy of enculturation of the values of theroyal family's wisdom to the Javanese community. The suggestion in this study is to develop a further study of other forms of enculturation in historical literature in the development of local wisdom values of the Javanese community.]]>
<![CDATA[Plus Minus Pembelajaran Sejarah Jarak Jauh Media E-learning ]]>
<![CDATA[Rina Karyani]]>;
<![CDATA[Wardah Samiah]]>
<![CDATA[ HISTORIA : Jurnal Program Studi Pendidikan Sejarah Vol 8, No 2 (2020): HISTORIA: Jurnal Program Studi Pendidikan Sejarah ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/hj.v8i2.2905
<![CDATA[It is undeniable that the progress of the times demands progress in the field of education, many Indonesian schools have begun to apply ICT advances in several lessons. The situation that we are facing right now has become one of the factors, that the collaboration between tick and learning media must be carried out immediately. This article aims to examine the extent of distance learning readiness, starting from the understanding of distance itself, the method of distance learning that is applied by all schools in Indonesia, especially at the high school / vocational / equivalent level, and frequent problems faced when distance learning takes place. The writing of this article uses the phenomenological analysis approach method (a phenomenon that is slimming consciously), because the Covid-19 emergency does not require us to make direct observations of spaciousness.]]>
<![CDATA[IMPLEMENTASI METODE SOSIODRAMA DALAM MENINGKATKAN SIKAP NASIONALISME SISWA PADA PEMBELAJARAN SEJARAH ]]>
<![CDATA[Apdelmi Apdelmi]]>;
<![CDATA[Tri Ayu Fadila]]>
<![CDATA[ HISTORIA : Jurnal Program Studi Pendidikan Sejarah Vol 5, No 2 (2017): HISTORIA: Jurnal Pembelajaran Sejarah dan Sejarah ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/hj.v5i2.912
<![CDATA[Penelitian ini bertujuan untuk meningkatkan sikap nasionalisme siswa melalui pembelajaran Sejarah dengan menggunakan metode sosiodrama. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas yang dilakukan dalam 2 siklus dengan 3 pertemuan dan tiap siklusnya masing-masing melalui 4 tahapan yaitu: perencanaan, tindakan, pengamatan, dan refleksi. Obyek penelitian sikap nasionalisme menggunakan metode sosiodrama. Subyek penelitian adalah siswa kelas XI yang berjumlah 38 siswa. Teknik pengumpulan data yang digunakan adalah observasi, catatan lapangan, penilaian penampilan skenario dan dokumentasi. Teknik analisis data yang digunakan adalah rata-rata persentase.Hasil penelitian menunjukkan bahwa: (1) rata-rata persentase berdasarkan hasil pengamatan sikap nasionalisme siswa pada siklus I yaitu 50% dan pada siklus II meningkat yaitu 77%. Sedangkan mengenai proses pembelajaran sejarah pada siklus I dengan presentase 44,5% dan pada siklus II meningkat menjadi 71%.Berdasarkan data penelitian yang telah dilakukan maka dapat disimpulkan bahwa Implemenatasi Metode Sosiodrama dapat meningkatkan sikap nasionalisme siswa terhadap pembelajaran sejarah.]]>
<![CDATA[Hubungan Sistem Reward dan Punishment Pada Sikap Disiplin Mata Pelajaran Sejarah ]]>
<![CDATA[Anny Wahyuni]]>;
<![CDATA[Melita Anggriani Situmorang]]>;
<![CDATA[Yundi Fitrah]]>
<![CDATA[ HISTORIA: Jurnal Program Studi Pendidikan Sejarah Vol 11, No 1 (2023): HISTORIA: Jurnal Program Studi Pendidikan Sejarah ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/hj.v11i1.6462
<![CDATA[This study aims to describe the effect of Reward and Punishment on the behavior of students learning history discipline Class XII IPS SMA Negeri 8 Jambi. This study in Class XII IPS SMA Negeri 8 Jambi. Research Data obtained by distributing questionnaires to students of Class XII IPS SMA Negeri 8 Jambi city (as the main data). After the questionnaire is filled, the data is analyzed quantitatively with correlational research design. The results showed the results : (1) there is no effect of reward to the behavior of students learning history discipline Class XII IPS SMA Negeri 8 Jambi. Based on the T test obtained tcount < ttable (1.779<1.977). (2) there is the effect of punishment on the behavior of students studying history discipline Class XII IPS SMA Negeri 8 Jambi. Based on the T test obtained tcount > ttable (6.667>1.977), which means that the more firm and appropriate punishment given for the mistakes of Students, Students ' Disciplinary behavior will also increase. (3) there is the effect of reward and punishment on the behavior of students learning history discipline Class XII IPS SMA Negeri 8 Jambi. Based on the F test obtained Fcount > Ftable (62.148> 3.06), meaning that the more attractive the reward given and the stricter the punishment applied to students will further improve student discipline in learning. ]]>
<![CDATA[INTERRELASI BUDAYA PESERTA DIDIK DALAM PEMBELAJARAN IPS UNTUK MEWUJUDKAN HARMONISASI SOSIAL (STUDI KASUS DI SMP NEGERI 2 BANJAR AGUNG, KABUPATEN TULANG BAWANG) ]]>
<![CDATA[Yusinta Tia Rusdiana]]>
<![CDATA[ HISTORIA : Jurnal Program Studi Pendidikan Sejarah Vol 3, No 2 (2015): HISTORIA: Jurnal Pembelajaran Sejarah dan Sejarah ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/hj.v3i2.149
<![CDATA[Owned cultural diversity of learners is not uncommon led to disputes or different perspectives both about the accent, the character that allows the interrelation of culture of learners in the learning process so that the realization of social harmony. In this study the authors used method Descriptive Qualitative. This research shows that (1) in planning learning, teachers make learning device with a copy of the team MGMP (2) the implementation of learning social studies in the class that has the diversity already integrated but teachers do not take advantage of it by forming a class multicultural (3) form of interrelation of culture learners in learning social studies class in the form of verbal communication (Indonesian), verbal messages (words, intonation), non-verbal communication such as gestures during the learning process of students showed enthusiasm and body language. (4) the constraints faced by the class teacher is a teacher who has a diversity not understand the characteristics of students, so that students are less motivated. While the constraints faced by learners within the school are the stereotypes and etncentrism learners.]]>
<![CDATA[Peran Sarwo Edhie Wibowo Pasca Peristiwa G30S/PKI Tahun 1967-1989 ]]>
<![CDATA[Mira Kusuma]]>;
<![CDATA[Abdul Syukur]]>;
<![CDATA[K. Kurniawati]]>
<![CDATA[ HISTORIA : Jurnal Program Studi Pendidikan Sejarah Vol 9, No 2 (2021): HISTORIA: Jurnal Program Studi Pendidikan Sejarah ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/hj.v9i2.3478
<![CDATA[Penelitian ini bertujuan untuk perjalanan karir militer dan non militer Sarwo Edhie Wibowo Pasca Peristiwa G30SPKI hingga meninggal. Metode penelitian yang digunakan adalah metode penelitian sejarah yang meliputi lima tahap yaitu pemilihan topik, heuristik atau mencari sumber, kritik atau verifikasi, interpretasi, dan yang terakhir penulisan atau historiografi. Selain itu dilakukan dengan penulisan secara deskriptif naratif. Hasil penelitian ini menunjukan bahwa Sarwo Edhie Wibowo tetap berkonstribusi untuk Indonesia walaupun jauh dari pusat pemerintahan. Seorang yang berjasa di Peristiwa G30SPKI dan dihormati oleh masyarakat disingkirkan karena dianggap akan mengkudeta Presiden Soeharto. Dalam penelitian ini dijelaskan tentang kebijakan-kebijakan diberbagai jabatannya hingga proses kematiannya. Kesan dan pesan dari orang-orang sekitar selama Sarwo Edhie Wibowo hidup juga dijabarkan pada penelitian.Kata kunci : kebijakan, penelitian, karir]]>
<![CDATA[MENGEMBANGKAN PENDIDIKAN KARAKTER CALON GURU SEJARAH MELALUI LESSON STUDY ]]>
<![CDATA[Bobi Hidayat]]>
<![CDATA[ HISTORIA : Jurnal Program Studi Pendidikan Sejarah Vol 6, No 1 (2018): HISTORIA: Jurnal Pembelajaran Sejarah dan Sejarah ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/hj.v6i1.1281
<![CDATA[The mastering of character building for teaching learning history must be applied since the history teacher were learning in university. One of the mode that can be used is applying lesson study model in learning process whether in micro teaching or when the history students get teaching practice in school. There are three things that includes in teaching learning uses lesson study model, there are: plan, do, observation and see. Lesson study model is opened teaching learning process. Through good lesson study design, the history teacher candidate can be trained in having good teaher character building such as honest, discipline, care to other people, confidence, creative, overt and patient.]]>
<![CDATA[PEMANFAATAN PETILASAN MACAN PUTIH SEBAGAI SUMBER BELAJAR SEJARAH LOKAL BAGI GENERASI MUDA ]]>
<![CDATA[Tian Fitriara Huda]]>
<![CDATA[ HISTORIA : Jurnal Program Studi Pendidikan Sejarah Vol 4, No 1 (2016): HISTORIA Jurnal Pembelajaran Sejarah dan Sejarah ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/hj.v4i1.482
<![CDATA[This study aims to (1) determine the strategy that is used in the White Tiger Petilasan utilization as a source of learning local history to the younger generation, (2) know how learning methods are applied in the functioning Petilasan White Tiger as a source of learning local history. This study is a qualitative research, with research steps such as (1) the determination of the study design, (2) determining the location of the research, (3) determination of informants, (4) data collection, (5) the validity of the data that consists of triangulation data and triangulation methods, (6) the data analysis. The results showed that three schools located near Petilasan, SMAN 1 Rogojampi, SMA PGRI Rogojampi and SD Negeri 1 Macan Putih, Macan Putih Petilasan utilize as a source of learning local history. How utilization is to use contextual learning strategies (contextually Teaching Learning) with several learning methods. Teachers SMAN 1 Rogojampi, SMA PGRI Rogojampi using the browsing environment and purely historical study method. While teachers SD Negeri 1 Macan Putih using the method of socialization in Petilasan use this as a learning resource.]]>
<![CDATA[Penerapan dan Posisi Mata Pelajaran Sejarah dalam Kurikulum Pendidikan Era Presiden SBY 2004-2014 ]]>
<![CDATA[Febta Pratama]]>;
<![CDATA[Arief Hidayat]]>
<![CDATA[ HISTORIA : Jurnal Program Studi Pendidikan Sejarah Vol 10, No 1 (2022): HISTORIA: Jurnal Program Studi Pendidikan Sejarah ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/hj.v10i1.3507
<![CDATA[Penelitian ini mencoba untuk melihat bagaimana posisi mata pelajaran sejarah di SMA, khususnya saat berlakunya KTSP dan Kurikulum 2013. Tulisan ini juga melihat dan membandingkan mana dari kedua kurikulum tersebut yang menempatkan mata pelajaran sejarah. Penelitian menggunakan metode penelitian sejarah kritis, yakni mengungkap sebuah masalah, gejalah, atau kejadian berdasarkan metode ilmiah sejarah. Adapun tahap yang digunakan dalam penelitian ialah dimulai dari tahap penentuan topik, kemudian dilanjutkan dengan pencarian sumber atau Heuristik, kemudian kritik sumber, tahap selanjutnya adalah intepretasi, kemudian langkah terakhir adalah historiografi atau penulisan sumber. Temuan penelitian dilapangan menunjukkan bahwa mata pelajaran sejarah dalam kurikulum tahun 2004-2014 yakni dari KTSP ke K13 mengalami perubahan dan pergeresan nilai kearah yang positif. Dalam kurikulum 2013 Mata pelajaran sejarah ditempatkan pada posisi yang cukup strategis yakni dengan jadikan dua mapel sekaligus, sejarah indonesia wajib dan sejarah peminatan]]>
