scholarly journals PELAKSANAAN PEMBELAJARAN SEJARAH MELALUI PENDEKATAN SCIENTIFIK PADA SISWA SMA NEGERI 1 PELAIHARI

Jurnal Socius ◽  
2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Dyan Eka Citrafitriani
Keyword(s):  
Learning Process ◽  
Implementation Process ◽  
Historical Event ◽  
History Teaching ◽  
Implementation Phase ◽  
Learning History ◽  
Teaching History ◽  
Evaluation Phase ◽  
Scientific Approach ◽  
The Right

Learning history is a part of history education. Learning history again reviving the debate students of the teaching of history. The debate was about what you want to achieve from teaching history to what can be achieved from the learning process of history. The results of the study in SMA Negeri 1 Pelaihari shows that most students learn history just a rote without understanding the substance or meaning of a historical event. Therefore, to enhance students' understanding history teaching needs to have the right approach in the implementation of the learning process and Scientific approach to the curriculum in 2013 is considered very appropriate to be applied in the process of teaching history. The purpose of this study was to describe how the implementation process of teaching history with Scientific approach in SMA Negeri 1 Pelaihari. This research is a qualitative descriptive. The subjects were students of class X SMA Negeri 1 Pelaihari the academic year 2014/2015. The data collected in this study is the result data validation learning device, the observation (the activities of teachers and students), interviews, and field notes. The results of the implementation of the teaching of history with the approach of Scientific at SMA Negeri 1 Pelaihari shows that the application of the approach scientific in the process of teaching history in SMA Negeri 1 Pelaihari already well underway ranging from: (1) The Planning Phase, manufacture Learning Implementation Plan (RPP) has been appropriate and includes stages in scientific approach, (2) Implementation Phase, in prosses history teaching centered on students and teachers only facilitate learners to find out from a variety of learning resources and learning more scientific approach, competency-based and integrated. (3) Evaluation Phase, the teacher has to evaluate learning outcomes in the form sheet includes observation (nontest) and written test assessment through observation or direct observation of the activities of the students, this evaluation includes cognitive, affective and psychomotor.Keywords: Teaching History, Scientific Approach Pembelajaran sejarah adalah bagian dari pendidikan sejarah. Pembelajaran sejarah kembali memunculkan perdebatan para pemerhati masalah pembelajaran sejarah. Perdebatan itu tentang apa yang ingin dicapai dari  pembelajaran  sejarah  dengan  apa  yang  dapat  dicapai  dari  proses pembelajaran sejarah. Hasil penelitian di SMA Negeri 1 Pelaihari menunjukkan bahwa sebagian besar siswa mempelajari sejarah hanya berupa hapalan tanpa memahami substansi atau makna dari suatu peristiwa sejarah. Oleh karena itu untuk meningkatkan pemahaman siswa dalam pembelajaran sejarah perlu dipilih pendekatan yang tepat dalam pelaksanaan proses pembelajaran dan pendekatan Saintifik dalam kurikulum 2013 ini dipandang sangat tepat untuk diterapkan dalam proses pembelajaran sejarah.Tujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana proses pelaksanaan pembelajaran sejarah dengan pendekatan Saintifik pada siswa SMA Negeri 1 Pelaihari. Jenis penelitian ini adalah kualitatif deskriptif. Subjek penelitian ini adalah siswa kelas X SMA Negeri 1 Pelaihari tahun pelajaran 2014/2015. Data yang dikumpulkan dalam penelitian ini adalah data hasil validasi perangkat pembelajaran, hasil observasi (aktivitas guru dan siswa), hasil wawancara, dan catatan lapangan. Hasil penelitian dari Pelaksanaan pembelajaran sejarah dengan pendekatan Saintifik pada siswa SMA Negeri 1 Pelaihari memperlihatkan bahwa penerapan pendekatan saintifik dalam proses pembelajaran sejarah di SMA Negeri 1 Pelaihari sudah berjalan dengan baik mulai dari: (1) Tahap Perencanaan, pembuatan Rencana Pelaksanaan Pembelajaran (RPP) sudah sesuai dan mencakup tahapan-tahapan dalam pendekatan Saintifik, (2) Tahap Pelaksanaan, dalam prosses pembelajaran  sejarah berpusat pada siswa dan guru hanya memfasilitasi peserta didik untuk mencari tahu dari berbagai sumber belajar dan pembelajaran lebih menggunakan pendekatan ilmiah, berbasis kompetensi dan terpadu. (3) Tahap Evaluasi, guru telah melakukan evaluasi meliputi hasil belajar berupa lembar pengamatan (nontest) dan penilaian tes tertulis melalui observasi atau pengamatan langsung terhadap kegiatan-kegiatan siswa, evaluasi ini meliputi aspek kognitif, afektif dan psikomotor.Kata Kunci: Pembelajaran Sejarah, Pendekatan Saintifik

scholarly journals THE IMPLEMENTATION OF DUOLINGO TO TEACH DESCRIPTIVE TEXT IN SCIENTIFIC APPROACH

2020 ◽  
Vol 3 (6) ◽  
pp. 711
Author(s):  
Dyah Ayu ◽  
Anita Anggraeni
Keyword(s):  
Learning Process ◽  
Daily Activities ◽  
Reading Process ◽  
Teaching Reading ◽  
Direct Communication ◽  
Scientific Approach ◽  
Approach Method ◽  
The Subject ◽  
The Right ◽  
Descriptive Qualitative

Reading is a process of communication. The process of reading can be stated through direct communication or by writing as well imagination of the reader that can be expressed in daily activities. This article discussed how to apply the Duolingo application using techniques that apply a scientific approach method in teaching reading process. The subject of this research consist of 38 students. The aim of this article was to find out the extent of the students understanding in reading seeing the right words and readings that are in the application. Descriptive qualitative was used in this research. Based on the result, Duolingo application that applied in learning descriptive text can help the students in learning process. Keywords:  Duolingo, Reading, Descriptive Text, Scientific Approach

scholarly journals Pendekatan Konstruktivisme Dalam Pembelajaran Sejarah Lokal

2018 ◽  
Vol 7 (1) ◽  
pp. 1-8
Author(s):  
Juliandry Kurniawan Junaidi
Keyword(s):  
Local History ◽  
Learning Activities ◽  
Historical Event ◽  
Learning Approach ◽  
Teaching Materials ◽  
Learning History ◽  
Curriculum Changes ◽  
Teaching History ◽  
History Learning ◽  
Alternative Solutions

This article tries to give input regarding innovation in history learning, especially in the aspect of the learning approach. Learning history is often regarded as a boring subject, full lessons with memorizing facts as well as the way the teaching is sometimes still using the old paradigm, where learning activities are teacher-centered, students only become passive subjects. To overcome this problem so that teaching history becomes more interesting and meaningful, it is necessary to find alternative solutions. The solution offered in this article is to use a constructivism approach, by applying this approach it is expected that students are able to build their knowledge independently so that they are able to capture the meaningfulness of a historical event. Especially local history which has been facilitated since the curriculum changes, because so far local history has not been seriously explored in historical teaching materials in schools. 

scholarly journals Pendekatan Konstruktivisme Dalam Pembelajaran Sejarah Lokal

2018 ◽  
Vol 7 (1) ◽  
pp. 1-8
Author(s):  
Juliandry Kurniawan Junaidi
Keyword(s):  
Local History ◽  
Learning Activities ◽  
Historical Event ◽  
Learning Approach ◽  
Teaching Materials ◽  
Learning History ◽  
Curriculum Changes ◽  
Teaching History ◽  
History Learning ◽  
Alternative Solutions

This article tries to give input regarding innovation in history learning, especially in the aspect of the learning approach. Learning history is often regarded as a boring subject, full lessons with memorizing facts as well as the way the teaching is sometimes still using the old paradigm, where learning activities are teacher-centered, students only become passive subjects. To overcome this problem so that teaching history becomes more interesting and meaningful, it is necessary to find alternative solutions. The solution offered in this article is to use a constructivism approach, by applying this approach it is expected that students are able to build their knowledge independently so that they are able to capture the meaningfulness of a historical event. Especially local history which has been facilitated since the curriculum changes, because so far local history has not been seriously explored in historical teaching materials in schools. 

scholarly journals Mentoring for the VI East Java Teaching Team Sports Basketball Banyuwangi Regency

2020 ◽  
Vol 1 (2) ◽  
pp. 43-48
Author(s):  
Ach. Zayul M ◽  
Galih Farhanto ◽  
Donny Setiawan
Keyword(s):  
Team Sports ◽  
Final Report ◽  
Psychological Condition ◽  
Warm Up ◽  
Implementation Phase ◽  
Evaluation Phase ◽  
Women's Basketball ◽  
Preparation Phase ◽  
The Right ◽  
Final Round

Porprov VI East Java Province will be held in four districts namely Gresik, Bojonegoro, Tuban and Lamongan. Banyuwangi Regency participates in this multi-event sports event held every 2 years with great enthusiasm. Where preparation as well as pre Porprov has been followed. One of the sports that is attracting enough attention is the women's Basketball sports. Where in the pre-warm-up event Porprov was able to wipe out all matches with a win. Plus in this generation there are 2 heroines from Gandrung who represent East Java to take part in Pre-PON, adding to the solid Banyuwangi women's basketball team. Naturally, the management of the coach is targeting this team to enter the final round in this VI VI porprov. In this Porprov we provide assistance to the women's basketball coach team to help maintain the physical and psychological condition of the athletes in attending this event. With a fairly tight schedule to compete 1 time a day makes the athlete's physical and psychological decline. So we provide the right method to recover physically and psychologically from athletes who face a hectic schedule. The method for carrying out this activity is (a) the preparation phase (b) the implementation phase of the mentoring at each match (c) the evaluation phase, which is to make a final report. The results of this mentoring activity were very positive, this can be seen (1) the Banyuwangi basketball women's team entered the final round and won the silver medal (2) the physical and psychological condition of the athlete was always maintained every day proved that there were no athletes who were injured and under perform, (3) the assistance process went smoothly without any significant obstacles.

scholarly journals An implementation science approach for developing and implementing a dietitian-led model of care for gestational diabetes: a pre-post study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Nina MELONCELLI ◽  
Adrian BARNETT ◽  
Susan de JERSEY
Keyword(s):  
Gestational Diabetes ◽  
Clinical Outcomes ◽  
Intervention Group ◽  
Implementation Process ◽  
Model Of Care ◽  
Post Intervention ◽  
Implementation Phase ◽  
Evaluation Phase ◽  
Parihs Framework ◽  
The Impact

Abstract Background There is strong evidence that women with gestational diabetes mellitus (GDM) who receive a minimum of three appointments with a dietitian may require medication less often. The aim of this study was to evaluate the impact of a dietitian-led model of care on clinical outcomes and to understand the utility of the integrated Promoting Action on Research Implementation in Health Services (i-PARIHS) framework as a prospective tool for implementation. Methods This was a pre-post intervention study measuring outcomes before-and-after changing a gestational diabetes (GDM) model of care and included women with GDM managed at a large, regional hospital in Queensland, Australia. The i-PARIHS framework was used to develop, implement and evaluate a dietitian-led model of care which increased dietetic input for women with GDM to a minimum of one initial education and two review appointments. The outcomes were adherence to the schedule of appointments, clinician perspective of the implementation process, pharmacotherapy use, gestational age at commencement of pharmacotherapy and birth weight. Pre- and post- comparisons of outcomes were made using t-tests and chi-squared tests. Results Adherence to the dietetic schedule of appointments was significantly increased from 29 to 82% (p < 0.001) but pharmacotherapy use also increased by 10% (p = 0.10). There were significantly more women in the post-intervention group who were diagnosed with GDM prior to 24 weeks gestation, a strong independent predictor of pharmacotherapy use. Infant birthweight remained unchanged. The i-PARIHS framework was used as a diagnostic tool and checklist in the model of care development phase; a facilitation tool during the implementation phase; and during the evaluation phase was used as a reflection tool to identify how the i-PARIHS constructs and their interactions that may have impacted on clinical outcomes. Conclusions The i-PARIHS framework was found to be useful in the development, implementation and evaluation of a dietitian-led model of care which saw almost 90% of women with GDM meet the minimum schedule of dietetic appointments.

scholarly journals Developing Student Worksheets Using Inquiry-based Learning Model with Scientific Approach to Improve Tenth Grade Students’ Physics Competence

2020 ◽  
Vol 10 (1) ◽  
pp. 56
Author(s):  
Yulkifli Yulkifli ◽  
Rosly Jaafar ◽  
Liza Resnita
Keyword(s):  
Learning Model ◽  
Design Stage ◽  
Development Phase ◽  
Research Development ◽  
Implementation Phase ◽  
Inquiry Based Learning ◽  
Evaluation Phase ◽  
Scientific Approach ◽  
Tenth Grade ◽  
Preliminary Research

Students' Physics Competencies are not still optimal. One of the causes is the use of student worksheets as the teaching materials that have not yet been suitable for the structure of good student worksheets. In addition, the student worksheets are not developed using the inquiry-based learning model and scientific approach. The purpose of this study is to describe the characteristics and produce valid, practical, and effective student worksheets using the inquiry-based learning model with a scientific approach to improve the tenth-grade students' physics competencies. This research used the Plomp model as the design, which consisted of preliminary research, development or prototyping, and assessment. The data were analyzed using a descriptive percentage technique, describing the student worksheets' validity, practicality, and effectiveness. Based on the preliminary research results, it was found that needs analysis, student analysis, and material analysis were required to be a reference in developing student worksheets using the inquiry-based learning model with a scientific approach. The design stage results show that the student worksheets have been designed using an inquiry-based learning model with a scientific approach. The results of the development phase show that the student worksheets meet the valid criteria of 0.94. The implementation phase results show that the student worksheets meet the very practical criteria based on the teacher's and students' responses, with the percentage of 91.05% and 78.39%, respectively. The results of the evaluation phase show that the student worksheets meet the effective criteria, including attitude (85.81%), knowledge (85.46%), and skills (85.69%). Based on the results of the study, it is concluded that the student worksheets using the inquiry-based learning model with an effective scientific approach to improve the tenth-grade students' physics competencies.

scholarly journals Pengembangan Lembar Self-Assessment untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa SMP melalui Pendekatan Saintifik

2018 ◽  
Vol 5 (2) ◽  
pp. 40-52
Author(s):  
Ismi Amalia Sari ◽  
Yusrizal Yusrizal ◽  
M. Duskri
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Self Assessment ◽  
Problem Solving Skills ◽  
Mathematics Problems ◽  
Scientific Approach ◽  
Teachers And Students ◽  
Assessment Sheet ◽  
The Right

Students’ ability to solve mathematics problems, especially problem-solving questions, is still relatively low despite the 2013 curriculum requiring students to be able to solve such questions and expecting the learning process to apply a scientific approach. This learning process requires students to be more engaged and teachers to facilitate students experiencing difficulties during the learning process. However, teachers have a little knowledge of the difficulties experienced by students in the learning process because the learning process conducted in the classroom does not provide enough information concerning the students’ difficulties. Students’ self-assessment can help students in identifying their difficulties, and the teacher can choose the right strategies to overcome them. Therefore, it is necessary to develop learning instruments encouraging students to engage more in assessing their abilities which in turn improving their problem-solving abilities.  This study aimed to develop and produce the valid, practical and effective self-assessment sheet and student worksheet to improve students’ problem-solving skills employing scientific approach. This study was development research referring to the Dick and Carey model. The learning instruments trials were conducted at one of the junior high schools in Banda Aceh. The results of the study found that the self-assessment sheet and student worksheet employing the scientific approach satisfied the criteria of being valid, practical and effective. Thus, teachers and students can use this self-assessment sheet and worksheet to improve the quality of learning in schools.

scholarly journals PENGENALAN RUANG SEJARAH (HISTORY ROOM) SEBAGAI MEDIA PEMBELAJARAN SEJARAH BAGI PENDIDIK DI KOTA METRO

2017 ◽  
Vol 5 (1) ◽  
pp. 95
Author(s):  
Bobi Hidayat
Keyword(s):  
Decision Maker ◽  
Learning Process ◽  
Teaching And Learning ◽  
Deep Understanding ◽  
History Teaching ◽  
Teacher Understanding ◽  
Learning History ◽  
The Media ◽  
Teaching Learning

The history room is the important component in history teaching learning process. The history room can assist the teacher in giving a deep understanding about the student history awareness. But, in this case the using of history room by the teacher in teaching learning process isn’t optimal because of the room is limited. The limitation craeted some problem to the teacher so the socialization in managing and using the history room as a media in teaching and learning history was needed; and in the end  hopefully the student history awareness can be improved. The methods used to introduce the history room were explanation and discussion. The methods choosed as the first step because most of the teacher didn’t have enough information in using the history room as the media in teaching and learning history.  The result of this activity showed that the teacher understanding about history room improved. The understanding caused the teacher had a willing in developing and using the history room as a media in teaching and learning history. Although, there were some obstacles appeared in applying the history room in school, one of them was the support from the school but the communication with the school decision maker will be done to solve it.

scholarly journals Ensino de História e Patrimônio Cultural

2013 ◽  
Vol 2 (1) ◽  
pp. 34
Author(s):  
Édina Francini Simão Hack ◽  
Édina Francini Simão Hack
Keyword(s):  
Cultural Heritage ◽  
Formation Process ◽  
Teaching And Learning ◽  
Field Research ◽  
Local Culture ◽  
History Teaching ◽  
Learning History ◽  
Cultural Assets ◽  
Teaching History ◽  
Cultural Sites

Compartilhar a experiência vivenciada com os alunos do curso de Pedagogia através da investigação de bens culturais locais que buscou promover a reflexão sobre outras possibilidades de ensinar e aprender História é um dos objetivos do artigo. A metodologia utilizada quanto aos objetivos foi pesquisa exploratória e quanto aos procedimentos, pesquisa bibliográfica e pesquisa de campo. É preciso superar um modelo de ensino de História que não instiga o aluno a compreender-se enquanto sujeito da história. Ensinar História através do Patrimônio Cultural contribui para o processo de formação dos conceitos de identidade e lugar, bem como para a preservação da memória e valorização da cultura local, imprescindíveis para o exercício da cidadania. Palavras-Chave: Ensino de História - Patrimônio Cultural - Bens Culturais - MemóriaHistory Teaching and Cultural HeritageASTRACTSharing the experience performed with the students of Education course through the research of cultural sites that sought to promote reflection on other ways of teaching and learning history is one of the objectives of this article. The methodology of the aims was exploratory and the procedures were literature and field research. One must overcome a model of teaching history that does not draw students to understand themselves as subjects of history. Teaching History through cultural heritage contributes to the formation process of the concepts of identity and place, as well as to preserve the memory and appreciation of local culture, indispensable for the exercise of citizenship.Key Words: Teaching History - Cultural Heritage – Cultural Assets - MemoryEnseño de História y Patrimonio CulturalResumenCompartir la experiencia vivida con los alumnos del curso de Pedagogia através de la investigación de bienes culturales locales que busca promover la reflección sobre otras posibilidades de enseñar y aprender história, es uno de los objetivos del articulo. La metodologia utilizada cuanto a los objetivos fue pesquisa exploratória y cuanto a los procedimientos, pesquisa bibliográfica e pesquisa de campo. Es necesario superar um modelo de enseño de história que no instiga el alumno a comprender encuanto al sujeto de la história. Enseñar História através del Patrimonio Cultural contribuye para el proceso de formacion de los conceptos de identidad y lugar, bien como la preservación de  la memória y valorización de la cultura local, impresindible para  el ejercicio de la ciudadania. Palabras-Llaves: Enseño de história - Patrimonio Cultural - Bienes Culturales - Memórias  

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