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Wildan Insan Fauzi
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Gedung Numan Soemantri, FPIPS UPI, Laboratorium Prodi Pendidikan Sejarah, Lantai 4, Jl. Dr. Setiabudhi No 229 Bandung, 40154
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INDONESIA
Historia: Jurnal Pendidik dan Peneliti Sejarah
Published by Universitas Pendidikan Indonesia
ISSN : 26204789     EISSN : 26157993     DOI : https://doi.org/10.17509/historia.v5i1
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Focus and Scope 1. Learning History at school 2. Learning History in college 3. History education curriculum 4. Historical material (local, national, and world history) 5. History of education 6. Historical material in social studies
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 13 Documents
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Search results for , issue "Vol 11, No 2 (2010): History Teaching" : 13 Documents clear
THE ACQUISITION OF CONCEPTUAL UNDERSTANDING OF HISTORICAL THINKING IN THE CONTEXT OF MULTI ETHNIC STUDENTS IN MALAYSIA Ahmad, Abdul Razaq
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (364.271 KB) | DOI: 10.17509/historia.v11i2.12326

Abstract

This study related to previous studies emphasizing the importance of conceptual understanding towards the improvement of the historical thinking process. It was aimed at finding out how ethnical elements influence the acquisition of students’ conceptual understanding in history as well as observing the differences and the correlation between multi-ethnic students’ conceptual understanding level and the historical thinking aspects. This study was a survey study using instruments of tests and interviews with students based on stratified sampling taken from the whole Malay Peninsula comprising four zones of North Zone (21.9%), South Zone (22.1%), Central Zone (34.0%) and East Zone (22.0%). The rating scale for conceptual understanding and historical thinking was excellent, good, fair, and poor. The test items used within the test were based on the curriculum of history for Sekolah Menengah Tingkatan Empat (Form Four of Secondary School) including early civilization, South East civilization, Islamic civilization and European civilization. Theories from experts were considered in the composition of test items and in order to ensure the reliability of the result. Interviews were also conducted to get teachers’ response to the teaching of conceptual understanding and historical thinking. Six teachers were chosen for the interview. the data shows that students’ conceptual understanding level was fair in general (mean=3.07, s.p = 1.103) where the historical thinking was poor (mean = 1.94, s.p = 0.834). Students’ conceptual understanding level will affect their thinking ability and analysis towards the subject matter. Malay students were different significantly in conceptual understanding and history thinking from the Chinese and Indian ones. The clarity of instruction showed a high correlation with conceptual understanding while learning activities showed a high correlation with historical thinking.
SCAFFOLDING DEVELOPMENT MODEL IN METACOGNITIVELY-ORIENTED HISTORY TEACHING Utomo, Cahyo Budi
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (654.54 KB) | DOI: 10.17509/historia.v11i2.12383

Abstract

To establish a qualified history teaching-learning equipped with a good constructivistic nuance requires teachers’ knowledge towards teaching-learning process. Besides comprehending subject matter, chosen teaching model, classroom management, and teaching media, teachers also need to comprehend scaffolding. Teachers’ knowledge towards the importance of scaffolding in history teaching in senior high school level is an important thing to get a good history teaching quality. The scaffolding implementation model in history teaching was the aim of the research.The development towards the metacognitively-oriented scaffolding implementation model in this study was conducted using teacher questionnaire analyzed through SmartPLS. The hipotetical model proposed on the first phase was confirmed by teachers’ response data that generated theoretical model. The next analytical model was then developed through model optimizing phase.Findings of the study show that the optimal model was the suittest scaffolding implementation model in metacognitively-oriented history teaching. Based on the optimal model, the changes on metacognitive construct can be explained by 63.2% of students’ activity construct. The changes on students’ activity construct can be defined by 73.9% of the scaffolding implementation construct. The changes on scaffolding implementation construct can be defined by 46.69% of the scaffolding development effort construct and by 41.8% of scaffolding comprehension construct. The improvement of teachers’ ability in the context of scaffolding was suggested to be one of important considerartions in the implementation of scaffolding in metacognitively-oriented history teaching in the classroom.
REFORMULATION OF LEARNING AND TEACHING HISTORY AT ELEMENTARY AND SECONDARY LEVEL OF EDUCATION Anas, Zulfikri
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (424.499 KB) | DOI: 10.17509/historia.v11i2.12334

Abstract

Past, present, and future are continuous processes of life. However, as people are not able to look clearly into the future, but they have to prevent to make a same mistake, people must learn history appropriately.Since the phenomenon of life goes through uninterrupted processes, people should be able to predict the future by dealing with past-to-present happenings wisely. This is called “historical competencies”. The focus of learning and teaching history is to make students able to appreciate the journey of life in the context of historical education so that they are able to build a better future, individually or within a community or a country in responsible manners. To acquire the ability, learning and teaching process of history should be reformulated by organizing materials in the curriculum, textbooks, and learning and teaching strategies. In this moment, history is “the center” of social science education, as implemented in several developed countries. Each social science subject is oriented to create an understanding about historical development of particular countries with the intention that students are able to appreciate it. Therefore, they will be encouraged to be good citizens and responsible for granting a better future for the next generation. Furthermore, this reformulation will make history courses more valuable to create a better life in the forthcoming.

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