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Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan
Published by Universitas Hamzanwadi
ISSN : 24074411     EISSN : 2502406X     DOI : -
Core Subject :
Jurnal Humanitas (ISSN: 2407-4411, e-ISSN: 2502-406X) terbit dua kali setahun pada bulan Juni dan Desember. Berisi tulisan yang diangkat dari hasil penelitian dan analisis kritis. Jurnal Humanitas adalah jurnal di bidang Pendidikan IPS dan Ilmu Sosial yang diterbitkan oleh Jurusan Pendidikan IPS FKIP Universitas Hamzanwadi.
Arjuna Subject : -
Articles 236 Documents
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Pertanian Berkelanjutan Berbasis Eduwisata di Kawasan Produksi Widuri Desa Wonokerto, Kabupaten Semarang Ashari, Fitriana; Gustaman, Fulia Aji
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 12 No 2 (2026): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v12i2.34576

Abstract

Sustainable agriculture based on educational tourism in the Widuri Production Area of Wonokerto Village has emerged as a response to the need to integrate agricultural production, educational tourism, and community empowerment. The sustainability of this system depends on the strength of its technical aspects and program innovations. This study aims to examine the profile of sustainable agriculture based on educational tourism and to analyze the role of social capital that supports the sustainability of the system. This study employs a descriptive qualitative approach through in-depth interviews, observation, and documentation. Informants consist of area managers, farmers, and local residents selected via purposive sampling—that is, the selection of informants based on their involvement and knowledge regarding the phenomenon under study. Data analysis was conducted using the Miles and Huberman interactive model through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the Widuri Production Area has developed a sustainable agricultural system integrated with edutourism activities through circular agricultural practices and commodity diversification. Participatory learning-based agro-edu-tourism activities foster capacity building, innovation, and farmers’ openness to new knowledge. The sustainability of this system is significantly influenced by the community’s social capital, reflected in close-knit social networks, mutually built trust, and collective norms internalized in daily life. These conditions enable coordination, stability, and efficiency in the management of the area. Thus, agro-edu-tourism in the Widuri Production Area serves as a model for sustainable community-based development, with social capital as its primary foundation and a strategy for strengthening the local economy.
Kemampuan Berpikir Kausalitas dalam Pembelajaran Sejarah dan Implikasinya terhadap Pendidikan Berkualitas Krismawarni, Krismawarni; Musadad, Akhmad Arif; Pelu, Musa
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 12 No 2 (2026): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v12i2.34619

Abstract

Quality education is a key pillar in achieving the Sustainable Development Goals (SDGs), particularly SDG 4, which emphasizes mastery of 21st-century competencies, such as critical thinking and causal reasoning. History learning plays a strategic role in the context of quality education because it is based on the concept of historical thinking skills, where causal thinking skills are a core component. However, history learning practices are often oriented towards memorizing facts and do not encourage an understanding of complex cause-and-effect relationships. This study aims to analyze and synthesize literature related to the role of history learning in developing causal thinking skills as a contribution to the realization of quality education (SDGs 4). The method used is a literature study (library research) by reviewing various scientific sources through database searches such as Scopus and Google Scholar. Data were analyzed qualitatively using content analysis techniques to identify concepts, learning strategies, and the implications of causal thinking skills for quality education. The results of the study indicate that causal thinking skills are essential higher-order thinking skills in learning and are relevant to 21st-century global competencies. Various history learning strategies to support causal thinking skills include a narrative dialogic approach, inquiry-based learning, diverse learning techniques, the use of collaborative concept maps, and technology integration in learning. These findings confirm that strengthening causal thinking contributes to the achievement of SDGs 4 in developing critical, reflective, and responsible students for sustainability. Theoretically, this study strengthens the position of history learning as a vehicle for developing higher-order thinking competencies, while practically providing implications for educators and curriculum developers to direct history learning from a fact-oriented orientation to strengthening causal thinking competencies.
Efektivitas STAD Berbantuan Media Ular Tangga terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Ekonomi Dini, Marita Khariza; Murniawaty, Indri
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 12 No 2 (2026): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v12i2.34645

Abstract

Critical thinking skills are a 21st-century skill that is very important for students. However, in learning practice, critical thinking skills are still low. This is based on the fact that students' thinking skills are still at a basic level. This condition requires learning innovations that can familiarize and improve critical thinking skills. This study aims to analyze the effectiveness of the Student Teams Achievement Division (STAD) learning model assisted by snakes and ladders media to improve students' critical thinking skills. This research method is a quasi-experimental design with a Nonequivalent Control Group Design. The research sample was X-1 as the experimental class and class X-2 students as the control class at Ky Ageng Giri High School. The experimental class was treated with STAD learning assisted by snakes and ladders, while the control class was treated with conventional learning. In each class, a pre-test and post-test were conducted. Data collection techniques used tests, observations, interviews, questionnaires, and documentation. Data were analyzed using descriptive statistics, independent sample t-tests, paired sample tests, and N-gain to determine the increase in students' critical thinking skills. The results showed that the initial abilities of both groups before treatment were the same. The paired sample test revealed a significant difference between the learning model treatments before and after the experiment. The N-gain value in the experimental class was 0.8572, indicating that the use of the snakes and ladders-assisted STAD learning model in the experimental class was highly effective. This finding demonstrates that snakes and ladders-assisted STAD learning can improve students' critical thinking skills. Therefore, the snakes and ladders-assisted STAD learning model can be used as an alternative solution for innovative learning in economics to improve students' critical thinking skills.
Implementasi Metode Outdoor Learning dalam Meningkatkan Motivasi Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Alam Ungaran Ummah, Anisatul; Adibah, Ida Zahara; Isnaini, Isnaini
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 12 No 2 (2026): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v12i2.34718

Abstract

This research is motivated by the low level of students’ learning motivation in Islamic Religious Education (PAI), which is still largely dominated by conventional approaches and tends to provide less meaningful learning experiences. This study aims to analyze the implementation of the outdoor learning method and examine its implications for improving students’ learning motivation at Sekolah Alam Ungaran. This research employs a qualitative approach with a descriptive design, with data collected through observation, interviews, and documentation involving teachers, the principal, and students as research subjects. The findings indicate that the learning process is carried out through the concept of Belajar Bersama Alam (BBA), which emphasizes the use of the natural environment as a learning resource integrated with religious values. Activities such as planting plants, rihlah, and observing natural phenomena provide contextual and meaningful learning experiences for students. The improvement in students’ learning motivation is reflected in several indicators, including active participation, enthusiasm during the learning process, direct involvement in activities, the emergence of curiosity through questioning and observation, and persistence in completing tasks. In addition, a more flexible and non-monotonous learning atmosphere supports students’ comfort and engagement. Therefore, the implementation of the outdoor learning method is effective in creating meaningful learning experiences while enhancing students’ learning motivation in the context of PAI learning.
Pengembangan Model Evaluasi Pembelajaran Pendidikan Kewarganegaraan Berbasis Kurikulum Merdeka di Madrasah Nurman, Muhammad
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 9 No 2 (2023): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v9i2.34919

Abstract

This study aims to produce a product model for evaluating civic education learning based on the independent curriculum. The research method uses the Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research was conducted at Madrasah Aliyah involving civic education teachers and students. Data collection methods used observation, interviews, and questionnaires. The collected data were analyzed using quantitative and qualitative analysis techniques, namely descriptive analysis, inferential analysis, and covariance analysis. Qualitative analysis, namely data from interviews and observations were analyzed qualitatively using thematic analysis techniques. Triangulation was used to determine the credibility of the research results, namely triangulation of data sources (teachers, students, experts) and triangulation of methods. The research data were analyzed quantitatively and qualitatively. The results of the study indicate that the main problems in evaluating civic education learning in the implementation of the independent curriculum include the dominance of cognitive assessments, the lack of authentic assessments, and suboptimal measurement of the Pancasila student profile dimensions. The developed civic education learning evaluation model has the following characteristics: (a) comprehensively measuring the dimensions of civic knowledge, skills, and character; (b) using diverse and authentic assessment techniques, especially projects and portfolios; (c) integrating formative and summative assessments; and (d) oriented towards the development of Pancasila student profiles. The project- and portfolio-based civic education learning evaluation model with the integration of continuous formative assessment can improve students' critical thinking skills by 45% and civic skills by 30% compared to conventional evaluation models. The developed evaluation model received high validation (a score of 4.74 out of 5) from curriculum and civic education learning experts, as well as a good level of practicality (a score of 4.30 out of 5) based on teacher assessments.
Evaluasi Diagnostik Berbasis Asesmen Kognitif dan non-Kognitif pada Mata Pelajaran Pendidikan Kewarganegaraan Nurman, Muhammad
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 10 No 4 (2024): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v10i4.34920

Abstract

This study aims to see the results of the implementation of cognitive and non-cognitive-based diagnostic assessments in civic education subjects at MTs. Lombok Timur. The method used in this study is a quantitative descriptive method. Data collection techniques include tests, questionnaires, observations, interviews, and documentation. Primary data sources were obtained from teachers and students, while secondary data were collected through analysis of diagnostic assessment implementation reports. Research data obtained through tests and questionnaires were analyzed and described with graphs depicting the number of students who obtained scores from the results of cognitive and non-cognitive diagnostic assessments. The results of the cognitive diagnostic assessment were obtained from a total of 130 students, 45 students who successfully obtained a score ≥ 70 and 85 students obtained a score < 70, and these results indicate that 65% of students have not reached the established graduation standards. The results of the non-cognitive diagnostic assessment regarding student learning style preferences include three main categories: 45 students have a visual learning style, 24 students show an auditory learning style, and 61 students have a kinesthetic learning style. 21% of students showed a very high interest in learning civics, 28% had a high interest, 48% had a low interest, and 3% had a very low interest. This data provides a clear picture of students' learning preferences, which can be used to design more engaging and relevant learning approaches.

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