The Effect of Using Research - based Learning Model in History Practicum in School Course

Tungkasamit, Angkana

doi:10.21070/pedagogia.v8i1.1770

Cited by 4 publications

(5 citation statements)

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“…Regarding RBeL and DeL on students' creative thinking while learning physics, research shows that RBeL has a stronger impact than DeL on students' creative thinking. These results follow the results of previous studies [24]- [26]. RBeL can facilitate students to learn with high motivation and use their thinking logically, critically, and systematically, thus influencing the optimization of their creative thinking.…”

Section: Resultssupporting

confidence: 90%

Cognitive Engagement and Creative Thinking: Intervention with Research-Based e-Learning and Students' Social Attitudes in Learning Physics at Public High School

Santyasa

Suswandi

Santyadiputra

et al. 2022

Indones. Rev. Phys.

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Physics learning in high school is closely related to students' social attitudes in conducting cognitive engagement to achieve creative thinking. This study aims to analyze students' cognitive engagement and creative thinking using research-based e-learning (RBeL) and directed learning (DeL) about students' social attitudes. The samples were randomly selected from 4 classes (two experimental and two control classes). This study used a post-test-only control group design. Data on social attitudes and cognitive engagement were collected using questionnaires, and data on creative thinking using essay tests. Data were analyzed using a two-way Manova and hypothesis testing using a significance level of 5%. The results showed significant differences in the cognitive engagement of students who were intervened using RBeL and DeL. Intervention using RBeL was more effective than DeL in achieving cognitive engagement. There is a significant difference between the creative thinking of students who are intervened using RBeL and DeL. The RBeL intervention was more effective than DeL in achieving creative thinking. There are similarities in cognitive engagement and creative thinking among students with HSA and LSA. There was no interaction between learning models and social attitudes regarding cognitive engagement and creative thinking in students. The achievement of cognitive involvement and creative thinking of 10th-grade students in learning physics is more effective using research-based e-learning models.

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Section: Resultssupporting

confidence: 90%

Cognitive Engagement and Creative Thinking: Intervention with Research-Based e-Learning and Students' Social Attitudes in Learning Physics at Public High School

Santyasa

Suswandi

Santyadiputra

et al. 2022

Indones. Rev. Phys.

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“…In the process, students are expected to always review all the ongoing processes, relate to the surrounding community and take part in discovering new knowledge through new experiences. According to Tungkasamit (2019), research-based learning is a learning that departs from existing phenomena, requiring students to carry out scientific activities in a structured manner through the investigation of new knowledge by finding, proving, collecting, analyzing, drawing conclusions appropriately in accordance with the data collected. ril.…”

Section: Introductionmentioning

confidence: 99%

Research-based learning in biology courses to train students critical thinking skills: Student's perception

Daryanes

Sayuti

2023

Biosfer

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Critical thinking is an ability that has a specific purpose for empowering thinking activities in science education and other disciplines. This study aims to determine student perceptions of applying the Research Based Learning in training student’s critical thinking skills. This research is quantitative descriptive. This type of research is used to analyze data by describe or describe the data that has been collected as it is. The population in this study were all students of biology education, Riau University, while the sample in this study were biology education students in semester 3 of class A who took Biology Learning Media courses. The sampling technique is through purposive sampling. The instrument used is a student response questionnaire and observation sheets that emphasizes the description of the achievement of critical thinking indicators according to Marzano and interview sheets. The questionnaire data were analyzed by calculating the percentage of student responses and the interview data were analyzed qualitatively. The result showed that students gave a positive response to the Research Based Learning in training students’ critical thinking skills by 94% and were in the very good category. The indicators of “open thinking” and “able to provide ideas” are critical thinking indicators that get responses reaching 100%. In line with the observation results that the indicator "able to provide ideas" obtained the highest percentage, namely 88% in the very good category. Each stage in the Research Based Learning in this study provides opportunities for students to develop their critical thinking skills. The results of this study can be used as a reference for developing research-based learning strategies in other subjects.

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“…Basically, history education is the most effective educational media for introducing students to their nation in the past Aman (2019). Through history lessons, students can conduct studies on what and if, why, how, and what consequences arising from the response of the nation's people in the past to the challenges they face and their impact on life in the period after the event and the present Kochhar (2008); Tungkasamit (2019). In addition, the purpose of historical education is to educate and provide basic abilities to students to develop themselves in accordance with their talents, interests, abilities, and environment and various provisions of students to live a life that will come well and meaningfully Susanto (2014); Fadli & Sudrajat (2020).…”

Section: Introductionmentioning

confidence: 99%

Utilization of the Lampung Museum as a Learning Resource of Historical Learning at Senior High School

Fadli

Acim

2022

pedagogia

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This study aims: (1) to know Lampung museum collections that can be used as a learning resource historical learning in Metro 2 State Senior High School; (2) Utilization of the Lampung museum as a learning resource historical learning in Metro 2 State Senior High School; (3) Constraints faced in the use of the Lampung museum as a learning resource historical learning. The research method used is the qualitative descriptive analysis of Milles and Hubermans models. Data collection techniques used were observation, in-depth interviews, and documentation. Data analysis is data reduction, data display, and data verification. The results showed that the Lampung museum collection was divided into 10 categories, namely geology, biology, ethnography, archeology, history, numismatics, philology, ceramics, fine arts, and technology, from all the collections can be used as a learning resource historical learning. The utilization of the Lampung museum as a learning resource historical learning has been carried out but not fully maximized. Lampung museum collections are used as a source of learning history by adjusting to the Competency Standards and Basic Competence curriculum for historical subjects. The implementation of history learning makes the Lampung museum as a source of learning done by the method of study visits.

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The Effect of Using Research - based Learning Model in History Practicum in School Course

Cited by 4 publications

References 1 publication

Cognitive Engagement and Creative Thinking: Intervention with Research-Based e-Learning and Students' Social Attitudes in Learning Physics at Public High School

Cognitive Engagement and Creative Thinking: Intervention with Research-Based e-Learning and Students' Social Attitudes in Learning Physics at Public High School

Research-based learning in biology courses to train students critical thinking skills: Student's perception

Utilization of the Lampung Museum as a Learning Resource of Historical Learning at Senior High School

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