Need Analysis of Learning Model of History Integrated with Leadership Values of Mangkunegara I through Reflective Pedagogy Paradigm

Abstract

History learning has strategic objectives as the formation of dignified national character and civilization. This is inseparable from the function of history learning as transfer of knowledge and transfer of values. However, the strategic objectives and functions in the field are not achieved because of two issues, namely non-innovative learning models and inappropriate learning approaches. This study wanted to observe the conditions of history larning occurred at school. The location of the research was at SMA Kolese De Britto, Yogyakarta. This school was chosen because it had the characteristics, namely leadership based school and the learning approach, namely reflective pedagogy paradigm. This study used the qualitative method with the approach of case study. The techniques of collecting data included deep interview, study of literature, questionnaire and observation. The objectives of this study were 1) to observe the history learning at school, 2) to analyze the product need of the learning model of history. The result of the research showed that it was necessary to have the product of the learning model of history integrated with the leadership values of Mangkunegara I through Reflective Pedagogy Paradigm in accordance with the characteristic of the school, namely "leadership" based school.

Gender Analysis in terms of Attitudes and Self-Efficacy of Science Subjects for Junior High School Students

“…Education is a very important and strategic factor in national development; besides that, it is also oriented towards improving the quality of human resources (Putri et al, 2020;Rogahang, 2019;Sukendar et al, 2019). Therefore, it has become a top priority for education to produce an intellectual generation and be able to combine knowledge and skills that are used as the basis for social life (Darmaji et al, 2019;Flores-Tena, 2020;Raharjo et al, 2019). In addition to combining skills, this can be combined with habituation of good behavior and the role of the teacher which aims to increase the ability to develop selfpotential, educate and shape the character of each individual (Hartini et al, 2018;Mithen et al, 2021;Sholahuddin et al, 2021).…”

Overview the inquiry learning model: Attitudes, student characters, and student responses what’s the impact?

“…Education is an effort to help students so that they are able to do tasks independently and responsibly verbally and ethically [1]- [3]. The main priority of education is to produce intellectual generations who are able to integrate knowledge and skills that are used as the basis for social life [4]- [6] Education is generally divided into several stages namely preschool, high school, high school and then college, university or internship [7]- [9]. School education is achieved with the highest level of education during the first three years of schooling.…”

Comparison of Two Learning Models on Students' Process Skills in Elementary School

“…Learning is meant to foster critical and imaginative thinking in kids (Wahyudi et al, 2017;Hong & Talib, 2018;Crawley et al, 2019). The basic goal of education is to create intellectual generations who can integrate to information and abilities that serve as the foundation for social interaction (Darmaji et al, 2019;Raharjo et al, 2019;Flores-Tena, 2020). Preschool, elementary school, high school, followed by college, university, or an intership, are the typical phases of education (Putranto, 2018;Sanova et al, 2019).…”