Developing student’s historical consciousness by understanding the indonesian history and the historical thinking

Ramdhani, Andri; Na'im, Mohamad; Sumardi, Sumardi

doi:10.1088/1755-1315/243/1/012150

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…Hal ini diperkuat oleh pendapat Aman (2014) dan Pelu (2021), bahwa tujuan pembelajaran sejarah terkait dengan kesadaran sejarah peserta didik. Kesadaran sejarah berperan penting dalam perkembangan identitas positif individu, masyarakat, etika sosial, nilai-nilai tertentu, perkembangan budaya, bahkan dalam pembentukan mental peserta didik (Ramdhani & Naim, 2019). Konsep kesadaran sejarah sendiri memiliki ikatan yang kuat dengan identitas nasional yang berdampak pada pembelajaran sejarah (Sung, 2020).…”

Section: Pendahuluanunclassified

“…Konsep kesadaran sejarah sendiri memiliki ikatan yang kuat dengan identitas nasional yang berdampak pada pembelajaran sejarah (Sung, 2020). Pembelajaran sejarah ditekankan pada pengembangan kesadaran sejarah yang bertujuan memberikan perhatian lebih pada contoh peristiwa masa lalu (Ramdhani & Naim, 2019). Kesadaran sejarah merupakan identitas karakter suatu bangsa yang harus dimiliki dan dikembangkan setiap generasi bangsa (Aisiah et al, 2016).…”

Section: Pendahuluanunclassified

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Model Pembelajaran Value Clarification Technique (VCT) dalam Meningkatkan Kesadaran Sejarah Peserta Didik

Umami¹,

Umamah²,

Sumardi³

et al. 2022

diakronika

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Historical awareness is a demand that needs to be achieved in history learning in the 4.0 era by implementing paradigma mereka belajar and the 2013 curriculum. The low historical awareness of the younger generation in the 4.0 era can be seen from the implementation of learning history in school. This is in line with the results of the questionnaire in three schools which showed the low awareness of the history of students, as follows; 59.42% for SMAN 4 Jember, 50.33% for SMAN 1 Tanggul and 58.66% for SMAN 2 Tanggul. This study aims to determine the effectiveness of the implementation of the Value Clarification Technique (VCT) model in increasing students' historical awareness. This type of research uses qualitative experimental research. The sample of this study was 98 students from class XI of SMAN 1 Tanggul, SMAN 2 Tanggul, and SMAN 4 Jember. Data collection techniques using a questionnaire. The results of this study indicate an increase in students' historical awareness which can be seen from the four historical awareness indicators, as follows; (1) 74.36%; (2) 86.40%; (3) 73.51% and (4) 72.39%. Based on this research, the researcher suggests educators to create a history learning environment that provides freedom to express themselves, respect each other, be responsible and utilize technology by paying attention to the historical awareness of students and being innovative in choosing the learning model to be implemented.

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Section: Pendahuluanunclassified

Model Pembelajaran Value Clarification Technique (VCT) dalam Meningkatkan Kesadaran Sejarah Peserta Didik

Umami¹,

Umamah²,

Sumardi³

et al. 2022

diakronika

View full text Add to dashboard Cite

show abstract

“…Hubungan antara sejarah lokal (micro history) dengan sejarah nasional (macro history) menunjukkan bagian tertentu dari masyarakat setempat yang terpisah, tetapi juga menjadi bagian secara keseluruhan dari sejarah nasional (Widja, 1991). Pengintegrasian sejarah lokal dalam kurikulum 2013 memiliki 100% peluang untuk pembelajaran sejarah (Umamah, 2016 Kesadaran sejarah peserta didik dapat dibangun melalui pencapaian pemahaman pembelajaran sejarah dan pemikiran sejarah ketika proses pembelajaran di kelas (Ramdhani, dkk., 2019). Aktualisasi nilai-nilai kesadaran sejarah dalam pembelajaran sejarah ditunjukkan melalaui upaya: (a) penanaman penghayatan arti penting sejarah untuk masa kini dan mendatang;…”

Section: Pengaruh Metode Discovery Learning Terhadap Kesadaran Sejaraunclassified

Pengaruh Metode Discovery Learning Terhadap Kesadaran Sejarah Peserta Didik Untuk Mengahadapi Revolusi Industri 4.0

Umamah¹,

Sumardi²,

Rahayu³

et al. 2019

Preprint

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Discovery learning merupakan metode yang direkomendasikan dalam kurikulum 2013. Implementasinya menuntut peserta didik untuk belajar menemukan, memecahkan masalah dan menarik kesimpulan sendiri. Metode tersebut memfasilitasi peserta didik untuk berfikir kritis, bertindak kreatif, dan produktif, serta terampil dalam berkolaborasi (4C). Dalam pembelajaran peserta didik aktif mencari tahu dan tidak lagi diberi tahu. Namun fakta yang ditemukan di sekolah menunjukkan peserta didik kurang memahami dan belum dapat menemukan ide atau konsep baru secara mandiri. Dengan demikian peluang mereka untuk dapat mengambil makna belajar sejarah sangat rendah. Penelitian ini merupakan penelitian eksperimen dengan pola one group pretest-posttest design. Bertujuan untuk menganalisis perbedaan tingkat kesadaran sejarah peserta didik sebelum dan sesudah menggunakan metode discovery learning. Metode pengumpulan data dalam penelitian ini menggunakan tes. Teknik analisis data menggunakan statistik non parametik yaitu uji Wilcoxon sign rank test dengan bantuan program SPSS (Statistic Product Service Solution) versi 25. Hasil perhitungan uji Wilcoxon sign rank test diperoleh nilai rata-rata positive ranks atau selisih positif sebesar 22,50 dan nilai rata-rata negative ranks atau selisih negatif sebesar 0. Sementara nilai ties pre test dan post test sebesar 0. Kemudian hasil perhitungan test statistic diperoleh nilai 0,000 < 0,005. Dari hasil perhitungan tersebut dapat disimpulkan bahwa ada pengaruh yang signifikan penggunaan metode discovery learning terhadap kesadaran sejarah peserta didik.

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Basics of scientific foreign language communication for masters majoring in history: methodological aspect

Shkarban

2023

Teaching Languages at Higher Institutions

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The present article contextualizes the field of English for Academic Purposes, with a particular focus on the Master studentsʼ professional and academic skills in History and the role of the course in their making further career choices. Although literature presents some theoretical and pedagogical models of EAP course designs, there is still no specific methodology for the discipline construction under the academic program for History Masters. The authorʼs views on the design of the discipline “Basics of Scientific Communication in a Foreign Language” are introduced and methodologically substantiated in the work program as well as practically implemented on the basis of the e-learning educational and methodical complex aimed at the first- and second-year Masters in specialty 032 History and Archeology. The competency-based approach reflects the original conception of EAP in its concentration on discipline-specific texts and academic communication activities appropriate to the academic history where language is foregrounded and seen as constitutive of content encompassing chronological thinking, the ability to identify the time sequence for each historical event; historical comprehension, the skills to read and construct historical narratives imaginatively; historical analysis and interpretation, techniques in comparison and distinguishing experiences, beliefs, ideologies; historical research, including historical issues analysis and decision making, the ability to formulate historical problems in question based on historical sources, find contradictions in historical records, and establish socially significant historical interpretations. The focus on socio-cultural and professional competencies in the ethical dimension provides opportunities to examine the relationships between historical events in their past-present-future time sequencing from the history study perspective. The authorʼs work program on the discipline design and the implemented e-learning educational and methodical complex practically aim at the development of studentsʼ general and professionally oriented communicative competencies in English (linguistic, sociolinguistic, and pragmatic) to succeed in effective communication in their academic and professional environments.

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Developing student’s historical consciousness by understanding the indonesian history and the historical thinking

Cited by 3 publications

References 2 publications

Model Pembelajaran Value Clarification Technique (VCT) dalam Meningkatkan Kesadaran Sejarah Peserta Didik

Model Pembelajaran Value Clarification Technique (VCT) dalam Meningkatkan Kesadaran Sejarah Peserta Didik

Pengaruh Metode Discovery Learning Terhadap Kesadaran Sejarah Peserta Didik Untuk Mengahadapi Revolusi Industri 4.0

Basics of scientific foreign language communication for masters majoring in history: methodological aspect

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