Problematik Kompetensi Guru Mata Pelajaran Sejarah di SMKN 1 Jember

Irani, P.; Habibah, Wiwit Nur; Gladys, Intan; Eldiansyah, Ivan; Soepeno, Bambang; Puji, Rully Putri Nirmala

doi:10.17977/um033v1i22018p202

Cited by 3 publications

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“…First, the learning process that should have been student-centred turns out to be still centred on the teacher who tends to use the lecture method (Pii, 2016). Secondly, because the lecture method emphasises the acquisi-tion of content knowledge, students tend to learn by memorisation (Irani et al, 2018;Sayono, 2013). ird, due to the limitations of primary historical sources that could be utilised for learning purposes (Irani et al, 2018), teachers tend to use textbooks as learning resources for students (Mardiana & Sumiyatun, 2017;Pii, 2016).…”

Section: Planning the Websitementioning

confidence: 99%

The Potential of Web-Based Historical Sources as Learning Resources to Foster Students’ Historical Thinking Skills

2022

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To foster students’ historical thinking in Indonesia, teachers should not merely use textbooks as the only learning resource. They must utilize primary sources in teaching history that are important to encourage students to think historically. Unfortunately, it was not easy to access primary sources in Indonesia. For that reason, this study explored alternative learning resources to overcome the main difficulty faced by history teachers in Indonesia in fostering students’ historical thinking skills. This study aimed to develop web-based historical sources as learning resources and evaluate its potential to foster students’ historical thinking skills in Indonesia. As evaluation research, this study applied educational research and development approach. The results of this study indicated that the website that had been developed had challenges and opportunities in fostering students’ historical thinking skills in Indonesia.Untuk menumbuhkan keterampilan berpikir sejarah siswa di Indonesia, guru sejarah seharusnya tidak hanya mengandalkan buku teks sebagai satu-satunya sumber belajar. Mereka juga harus memanfaatkan sumber-sumber primer dalam pembelajaran sejarah yang begitu penting dalam mendorong siswa berpikir secara historis. Sayangnya, tidak mudah untuk mengakses sumber primer di Indonesia. Oleh karena itu, penelitian ini mengeksplorasi sumber belajar alternatif untuk mengatasi kesulitan utama yang dihadapi oleh guru sejarah di Indonesia dalam menumbuhkan keterampilan berpikir sejarah siswa. Penelitian ini bertujuan untuk mengembangkan sumber belajar sejarah berupa website yang berisi sumber-sumber sejarah dan sekaligus mengevaluasi potensinya dalam menumbuhkan keterampilan berpikir sejarah siswa di Indonesia. Sebagai kajian evaluasi, penelitian ini menggunakan pendekatan penelitian dan pengembangan. Hasil penelitian ini menunjukkan bahwa website yang telah dikembangkan memiliki beberapa tantangan sekaligus kesempatan baik dalam menumbuhkan keterampilan berpikir sejarah siswa di Indonesia.Cite this article: Widiadi, A.N., Sheehan, M., Shep, S. (2022). The Potential of Web-Based Historical Sources as Learning Resources to Foster Students’ Historical Thinking Skills. Paramita: Historical Studies Journal, 32(1), 138-148. http://dx.doi.org/10.15294/paramita.v32i1.31048

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Section: Planning the Websitementioning

confidence: 99%

The Potential of Web-Based Historical Sources as Learning Resources to Foster Students’ Historical Thinking Skills

2022

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“…The teaching process that uses textbooks as the main learning resource and is presented through teachers' lectures, culminates in a learning evaluation process that measures students' learning retention in memorizing historical facts that have been presented. Many studies have shown that most students in Indonesia tend to learn history by memorizing the material that has been taught (Irani et al 2018;Sayono 2013). This way of learning could hinder students' historical thinking skills because it does not encourage them to think actively due to the passive reception of information from their teachers and textbooks.…”

Section: Memorizing History: Ritual Knowledgementioning

confidence: 99%

Embracing New Perspectives in History, Social Sciences, and Education

Ridhoi¹,

Subekti²,

Navarro³

et al. 2022

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This book provides a collection of articles resulting from the International Conference on History, Social Sciences, and Education (ICHSE), which was held on 11 September 2021. The Department of History of Malang State University choose "Embracing New Perspectives in History, Social Sciences, and Education" as the main topic, and elaborates on five subthemes: 1) new trends in historical research; 2) formulation of new perspectives in history, social sciences, and education; 3) transdisciplinary research in history, social sciences, and education; 4) innovations in historical and social science learning during pandemics; 5) New ideas in the research and practice of social sciences and education. This seminar was open to international academics.This book presents new perspectives on methodology, methods, theory, and themes on history, social sciences, and education research from various perspectives on methodology and historiography. Now, history is not only about politics, economy and military, but also about environment, social, education, culinary, and so on. This book will be useful for students, historians, and the general public, in recording the development of Indonesian historical writing perspectives.

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“…First, the learning process that should have been student-centred is still centred on the teacher who tends to use the lecture method (Burhanudin & Sodiq, 2018;Pii, 2016). Secondly, students typically learn by memorisation (Aman, 2019;Irani et al, 2018;Sayono, 2013). Third, due to the limitations of primary historical sources that could be utilised for learning purposes (Irani et al, 2018), teachers tend to only use textbooks as learning resources for their students (Handayani, Basri, & Ekwandari, 2018;Haniah & Rokhman, 2017;Mardiana & Sumiyatun, 2017;Pii, 2016).…”

Section: Background Of the Studymentioning

confidence: 99%

“…Secondly, students typically learn by memorisation (Aman, 2019;Irani et al, 2018;Sayono, 2013). Third, due to the limitations of primary historical sources that could be utilised for learning purposes (Irani et al, 2018), teachers tend to only use textbooks as learning resources for their students (Handayani, Basri, & Ekwandari, 2018;Haniah & Rokhman, 2017;Mardiana & Sumiyatun, 2017;Pii, 2016). Fourth, there are limitations in the use of information and communication technology facilities that are still not optimally utilised by teachers for learning purposes (Agustinova, 2018;Aman, 2019;Mardiana & Sumiyatun, 2017).…”

Section: Background Of the Studymentioning

confidence: 99%

“…Second, related to the sources of information that students used to describe the two images asked in the questionnaire, most of them claimed they knew the images from their history textbooks. This indicates that textbooks were the main reference source used by students (Handayani et al, 2018;Haniah & Rokhman, 2017;Mardiana & Sumiyatun, 2017;Pii, 2016), presumably due to the limitations of primary sources that could be utilised for learning purposes in Indonesia (Irani et al, 2018). Aside from the textbooks, many students from both groups also claimed that they knew the two images from the history lesson and the history teacher's explanation.…”

Section: The Comparison Of Students' Initial Understanding Between the Control And Experimental Groupsmentioning

confidence: 99%

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Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

Widiadi¹

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This thesis examines how secondary students in Indonesia develop historical thinking skills through analysing documents and interpreting textbooks on a key historical event in Indonesia’s independence: the battle of Surabaya. Developing historical thinking skills poses a particular challenge in an Indonesian setting. Although history education has been largely aimed at fostering a spirit of nationalism and patriotism among younger people, the recent history curriculum (2013) requires teachers to foster historical thinking skills with their students. This poses a significant challenge for teachers who typically rely on lectures and textbooks with an official government perspective. Even those teachers who are motivated, have difficulties in accessing primary sources needed to stimulate students’ historical thinking. There is a gap in the literature on historical thinking in Indonesia, and this research project contributes to how these challenges can be addressed. To examine how learning history through analysing documents and interpreting textbooks contribute to students’ historical thinking skills, this study was informed by the theoretical perspectives of critical pedagogy, cognitivism, threshold concepts, and connectivism. To collect and analyse the data, this study used a mixed methods intervention design. Participants in this study involved three history teachers from three different schools and 11th grade students (n = 191, age 16-19) that were divided into control and experimental groups. By using six data collection instruments, both quantitative and qualitative, this study conducted two phases of learning interventions. Findings of this study show that analysing documents and interpreting textbooks (ADIT learning model) contributes to the development of students’ historical thinking skills. This was demonstrated by the experimental group who progressed better than those of the control group. However, both groups of students were challenged, especially when dealing with multiple sources and establishing their interpretative position. The findings of this study also show that the advancement of students’ historical thinking skills was closely related to students’ complex epistemic beliefs about history. Learning through analysing documents and interpreting textbooks, as well as using web-based historical sources, has proven to foster students’ historical thinking skills.

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Problematik Kompetensi Guru Mata Pelajaran Sejarah di SMKN 1 Jember

Cited by 3 publications

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The Potential of Web-Based Historical Sources as Learning Resources to Foster Students’ Historical Thinking Skills

The Potential of Web-Based Historical Sources as Learning Resources to Foster Students’ Historical Thinking Skills

Embracing New Perspectives in History, Social Sciences, and Education

Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

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