cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Wildan Insan Fauzi
Contact Email
wildaninsanfauzi@upi.edu
Phone
+6285221045707
Journal Mail Official
factum@upi.edu
Editorial Address
Laboratorium Pendidikan Sejarah FPIPS UPI, Gedung Numan Sumantri, Lantai IV sayap utara Jl. Dr. Setiabudhi No. 229 Bandung.
Location
Kota bandung,
Jawa barat
INDONESIA
Factum: Jurnal Sejarah dan Pendidikan Sejarah
Published by Universitas Pendidikan Indonesia
ISSN : 23029889     EISSN : 2615515X     DOI : https://doi.org/10.17509/factum.v12i1
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Factum: Jurnal Sejarah dan Pendidikan Sejarah promotes research in the broad field of history and Education with particular respect to Indonesia, but not limited to authorship or topical coverage within the region. Contributions are expected from historian, educator, teacher, senior researchers, project managers, research administrators and PhD students at advanced stages of their research, representing both public organizations and private industry. Equally, the journal if intended for scholars and students, reseachers working at research organizations and government agencies, and also for enterprises undertaking applied R&D to lead innovations. The editorial contents and elements that comprise the journal include: Theoretical articles Empirical studies Practice-oriented papers Case studies Review of papers, books, and resources. As far as the criteria for evaluating and accepting submissions is concerned, a rigorous review process will be used. Submitted papers will, prior to the formal review, be screened so as to ensure their suitability and adequacy to the journal. In addition, an initial quality control will be performed, so as to ensure matters such as language, style of references and others, comply with the journal´s style. The below mentioned areas are just indicative. The editorial board also welcomes innovative articles that redefine any history and history education field. Learning History at school Learning History in college History education curriculum Historical material (local, national, and world history) History of education Historical material in social studies History Local history History of education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah" : 10 Documents clear
Model of History Education Laboratory Management Tarunasena Tarunasena; Ayi Budi Santosa; Iing Yulianti
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i1.21693

Abstract

The background of this research is based on the importance of forming professionalhistory teacher candidates in accordance with the above mentioned expectations,the Department of Historical Education needs to empower and develop the HistoryLaboratory as a superior program. The History Education Laboratory is centered onthe field of science, a place of authority and academic integrity. The HistoryEducation Laboratory was formed in order to meet the needs of the department andthe development of academics. The main limitation of this research problem is"what is the model of Management of Historical Education Laboratory in HigherEducation from the Organization and Administration aspects? Qualitative researchmethods are research procedures that produce descriptive data in the form ofwritten or oral words from and observable behavior. The objective of the researcherto use a qualitative approach is to look for a complex and holistic description of thesubject matter studied in this regard regarding the management model of theHistorical Education laboratory in tertiary institutions.
Upaya Meningkatkan Kemampuan Berpikir Kritis Siswa dalam Pembelajaran Sejarah melalui Strategi Go To Your Post Siti Rohani; Yeni Kurniawati Sumantri
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i1.22954

Abstract

This article is entitled “The application of Go To Your Post Learning Strategies to Improve Students Critical Thinking Ability in Learning History” (Classroom Action Research of grade XII IPS 1 in 15 Senior High School in Bandung)”. The main problem in this research is how to improve the critical thinking skills of grade XII IPS 1 Senior High School 15 Bandung student, by using the Go To Your Post strategy in history learning. The method used in this study is the Classroom Action Research (CAR) method. The procedure carried out in this class action research refers to the Kemmis and Mc. Taggart starts with planning, action, observation and reflection. The subject in this study is students from grade XII IPS 1 in 15 Senior High School in Bandung, while the instruments used in data collection techniques were observation, interviews, field notes and documentation studies. The results showed that learning history by applying the Go To Your Post strategy can elevate students’ critical thinking skills because students are faced with situations that encourage them toward problem-solving, through group discussions and class discussions. The implementation of this learning strategy can conditioning an active and critical learning.
Muhammadiyah Sebagai Gerakan Islam dan Pendidikan Mar'ati Zarro; Yunani Yunani; Aulia Novemy Dhita
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i1.21503

Abstract

Muhammadiyah is an Islamic movement with the Da’wah Amar Makruf Nahi Munkar, Islamic aqidah and based on the Qur’an and Sunnah. Muhammadiya was founded by K.H. A. Dahlan on Dzulhijjah November 18th 1912 AD in Yogyakarta. Muhammadiyah developed extensively. In just a few years, many branches Muhammadiyah established in Srandakan, Wonosari, Imogiri, and several other areas. Its development of Muhammadiyah got resistance from the Dutch East Indies. The establishment of Muhammadiyah education is based on theological motivation that a perfect degree of faith and devotion will be able to be achieved by the people if they have the knowledge depth. A sense of nationalism will develop if each individual citizen obeys the laws, then puts forward the obligations before claiming their rights. This can then be achieved if every citizen has a high discipline and love the motherland.
Project Based Learning untuk Meningkatkan Kemampuan Imajinasi Siswa dalam Pembelajaran Sejarah Nurbaety Agustina Dewi Ratnasari; Murdiyah Winarti
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i1.21008

Abstract

This research is motivated by the lack of students’ ability to express their opinions in detail. These indications seen from information processing only using single source and there is no further processing of resources, thus students less understanding of what they presenting. Some of the problems taken in this study, including: first, how to plan project-based learning, second, how to implement project-based learning, and third, how to reflect on the implementation of project-based learning. This study aims to improve students’ imagination ability in history learning. The research method used is a classroom action research method from Dave Ebbut, beginning with general ideas, reconnaissance (action before action), action plan, action 1, reconnaissance (monitoring after action), choice (changes or not), and next cycles. Aspects from the ability of students’ imagination are high curiosity, identifying facts from relevant sources, being able to express original ideas, being able to produce works, and explaining their work with confidence. The project developed was mind map, writing historical song lyrics, scrapbook, and news anchor presentations. The score of each indicator shows a significant increase in each cycle. This shows the success of implementing Project-Based Learning to improve students’ imagination abilities. Then the results of this study can be used as alternative recommendations for teachers, so students have good imagination ability and learn history more meaningful.
Pengembangan Sejarah Lokal sebagai Sumber Pembelajaran Sejarah yang Kontekstual Erlina Wiyanarti; Nana Supriatna; Murdiyah Winarti
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i1.21666

Abstract

The history learning’s vision is the value that inculcation to students in order to form perfect character. However, in practice, history subject that included in the national curriculum limited to national aspects and teachers ability sometimes perceived to be less relevant to time demand. This article will discuss the potential of developing local history material as a contextual source of learning in addition to national history based on a descriptive study of the Community Service Program in 2019. Through literature study, we can conclude that (1) local history has strategic value as an alternative source of history learning (2) the use of local history as a source of contextual history learning can be integrated with national history learning (3) the lack of use of local history in learning in schools requires a structured effort to develop it optimally.
Kebijakan Politik Nahdlatul Ulama mengenai Dasar Negara 1945-1984 Anggi Muhammad Adha
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i1.21015

Abstract

The article mainly examined on “Why did NU’s political attitude regarding the state foundation change?”. The results showed that NU’s view on the relationship between religion and the state had changed. At first, the NU prominent figures supported that the Indonesia state must be based on Islam but in the following years NU supported Pancasila as the country’s foundation. NU’s support for the states’ foundation that must be based on Islam which can be seen from NU figures who convened in the Constituent Assembly. In the Constituent Assembly, NU along with other Islamic factions tried hard to make the state based on Islam. But the proposal was rejected by other factions who wanted Pancasila to be the states’ foundation. The debate between state supporters based on Islam and supporters of Pancasila did not find common ground. Thus on July 5th 1959, President Soekarno issued a Presidential Decree to end the debate. In the 1980s President Soeharto issued a policy by making Pancasila the sole principle of organizations in Indonesia. At first NU rejected this policy, but in the end, NU accepted this policy. The reason for NU accepted the policy, was due to government pressure and also the birth of a new NU’s generation that differ from the previous one. The new generation emphasized pluralist life in Indonesia and aimed to make the state the guardian of all religions.
Khalifah Mu’awiyah bin Abu Sufyan : Peletak Dasar Pemerintahan Islam Monarki 661 - 680 M Abdul Aziz Nashiruddin; andi suwirta
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i1.23085

Abstract

This study entitled “Mu’awiyah bin Abu Sufyan who became the pioneer of Monarchical Islamic government in the period 661-680 AD”. The issue background was because Mu’awiyah bin Abu Sufyan became the prominent pioneer in changing the Islamic government to a monarchic system that had never been applied in the Islamic Caliphate before. The main problem raised is “Why did Mu’awiyah change the Islamic caliphate to a monarchical system?” The method used is a historical research method by conducting four steps of research namely heuristics, criticism, interpretation, and historiography. The results of the study can be explained including before there was a change in the Islamic government system to the monarchy. During the reign of Khulafaur Rashidun, the government system adopted by the Islamic caliphate was based on democracy. Mu’awiyah as the caliph subsequently faced many problems, from disputes between companion of prophet Muhammad SAW to wars that occurred due to internal problems, and decided to change the system of government to a monarchy. In the early days of Mu’awiyah’s leadership, he formed a governmental order to rebuild the Islamic caliphate from the destruction of internal conflict. Mu’awiyah’s leadership was more or less twenty years, in contrast to the previous caliphs Mu’awiyah handed over the power of the caliphate to Yazid bin Mu’awiyah. Determination of the crown prince impacted the caliphates thereafter, which changed the caliphate of Islam with a democratic system of monarchy.
Peran Wahid Hasyim dalam Pendidikan Nadatul Ulama di Indonesia Pada Tahun 1940-1949 Putri Rizki Mpayang; Aulia Novemy; Dhita Surbakti
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i1.21494

Abstract

The study in this article examined Wahid Hasyim role in Islamic education, specifically in its relation to the renewal of Islamic education in the Tebuireng Islamic Boarding School. The method used is a historical method which consists of four steps, namely heuristics, source criticism, interpretation and historiography. Based on the study results, the efforts to renew Islamic education in the Islamic boarding school Tebuireng were initiated by Wahid Hasyim. The pan Islamism movement in the Middle East that spread in the Mecca area had a major influence on the formation of Wahid Hasyim’s Islamic renewal ideas. When he studied in Mecca in 1932, his learning and interaction with people of different nationalities were internalized and shaped his views so that he could initiate ideas for Islamic renewal. When he returned to Tebuireng, Wahid Hasyim proposed to Hasyim Asy’ari to make an advance on the teaching methods and materials at the Tebuireng boarding school.
Upaya Meningkatkan Keterampilan Komunikasi Siswa dalam Pembelajaran Sejarah melalui Strategi Giving Question Getting Answer Ulfi Indriyani
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i1.23071

Abstract

This research aimed to improve students communication skill in learning history by implementing Giving Question Getting Answer Strategy. Based on pre-research observations showed the lack of communication skill of students in learning history. The problem emerged because, in the learning process, communication conducted in one direction. Therefore, researchers conducted the Classroom Action Research method with Kemmis-Taggart design which includes four activities to be carried out in each cycle, namely plan, act, observe, and reflect. Data collecting technique that used in this research were observation, field notes, interviews and documentation studies. The indicators consisted of asking questions, presenting information, draw a conclusion, presentation clarity, mastery of subject matter, interaction in the group and giving feedback, which was developed into three sub-indicators. All of those aspects have experienced a good increase in each cycle. The average percentage of overall indicator score in Cycle I was 47,2%, then it increased in Cycle II to 68,3%, in Cycle III it increased again to 82%, add in Cycle IV it reached 92,8%. Thus, it can be concluded that students communication skill in learning history can be improved after the implementation of Giving Question Getting Answer strategy in four-cycle.
Penerapan Pembelajaran Edutainment Model If History dalam Program Penugasan Dosen (PDS) Di SMAN 8 Bandung Wawan Darmawan; Teni Kurniawati; Desi Rusmiati
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i1.21619

Abstract

This paper resulted from authors’ activities after lectured in PDS (Penugasan Dosen di Sekolah /Lecturer Assignment in Schools) which programmed by the Directorate General of Learning and Student Affairs, the Ministry of Research, Technology, and Higher Education. During the PDS program, the authors have implemented edutainment learning in Class XI of SMAN 8 Bandung which is expected to provide a pleasant atmosphere in historical learning. Edutainment learning mainly focused on the ability of students to become historical figure (if history). Provision of subject material in class supported by the action research model that divides into four stages, namely planning, implementing, observing, and reflecting so that it can be used as further corrective actions. The data collection techniques using observation, interviews, and study documentation. Based on findings it can be explained that the edutainment learning of if history’s model has brought students present in the studied event’s atmosphere by “present” as actors in history. Participants seemed enthusiastic to follow the learning process which relaxed, fun, and free from tension in each stage of learning, starting from the initial to the final meeting. If history model becomes easier for students to catch with when an event is delivered with monologue teaching styles combination. In this case, students understand easier regarding the role play and discovered historical facts with their own language so that history is no longer impressed as memorizing facts.

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2020 2020


Reset
Filter By Issues
All Issue Vol 14, No 2 (2025): Heritage dan Kearifan Lokal dalam pembelajaran Sejarah Vol 13, No 1 (2024): Media Pembelajaran Digital dalam Pembelajaran Sejarah Vol 12, No 2 (2023): Media Pembelajaran Sejarah berbasis Keterampilan Abad 21 Vol 12, No 1 (2023): Kearifan Lokal dan Pembelajaran Sejarah Vol 11, No 1 (2022): Pembelajaran Sejarah di tengah Pandemi bagian 2 Vol 11, No 2 (2022): Materi Sejarah untuk Pembelajaran Sejarah Vol 10, No 2 (2021): Pembelajaran Sejarah ditengah Pandemi Vol 10, No 1 (2021): Seni dan Biografi dalam Pembelajaran Sejarah Vol 9, No 2 (2020): Berbagai metode Pembelajaran Sejarah Vol 9, No 1 (2020): Model-Model Pembelajaran Sejarah Vol 8, No 2 (2019): Historical Learning Vol 8, No 1 (2019): Tokoh dan Komunitas Sejarah Vol 7, No 2 (2018): Sejarah Dunia dan Peran Tokoh Vol 7, No 1 (2018): Sejarah Lokal dan Pembelajaran di Sekolah Vol 6, No 2 (2017): Peran tokoh dalam dinamika sejarah Vol 6, No 1 (2017): Sejarah dan Kompetensi Guru More Issue