scholarly journals Application of historical literacy in history learning in the time of COVID-19

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Kurniawati Kurniawati ◽  
Ayuningtias Rahman
Keyword(s):  
Private School ◽  
Historical Sources ◽  
History Teachers ◽  
Learning History ◽  
History Learning ◽  
Teachers And Students ◽  
Online Distance Learning ◽  
Historical Literacy ◽  
Online Distance ◽  
Practice Questions

The purpose of this study was to determine how the application of historical literacy during the Covid-19 pandemic is forced to Online Learning. This research uses a qualitative method in the form of a case study in a private school in East Jakarta, with history teachers and students as key informants. The result of this study is that history teachers have difficulty with allocating time. The difficulty of the teacher increases if history learning is associated with historical literacy which requires students not only to read and understand one source but various historical sources including primary sources. History teachers feel that their students' literacy levels are still lacking even though they do not dare to generalize all of them because they have not implemented any tests. The teacher thinks that both the level of historical literacy and the students' lack of historical literacy can be measured through the practice questions given in tests. Teachers are also hesitant to say the historical literacy level of their students because online distance learning uses zoom meetings. In conclusion, learning history experienced many obstacles during the Covid-19 pandemic. There are more obstacles if history learning wants to fulfill the concept of historical literacy.

scholarly journals Penerapan Literasi Sejarah Dalam Pembelajaran Sejarah Pada Masa Pembelajaran Jarak Jauh di SMA

2021 ◽  
Vol 10 (1) ◽  
pp. 57-76
Author(s):  
Ayuningtias Rahman ◽  
Kurniawati ◽  
Murni Winarsih
Keyword(s):  
Distance Learning ◽  
History Teachers ◽  
Learning History ◽  
Study Approach ◽  
Main Challenge ◽  
History Learning ◽  
History Of ◽  
Online Distance Learning ◽  
Historical Literacy ◽  
Online Distance

Abstract: This study aims to determine the application of historical literacy in learning the history of the online distance learning at SMA Negeri 30 Jakarta. In this study using a qualitative method with a case study approach The data collection techniques used were: (1) in-depth open-ended interviews; (2) observation and (3) document analysis, with the key informants of history teachers and class X IPS students. The results of the research conducted show that the application of historical literacy in SMA Negeri 30 Jakarta has been well implemented by teachers, especially during the online distance learning Even though the teacher's conceptual understanding of the concept of historical literacy is less detailed and the level of student literacy is still in the low category. From the observations, the teacher has been able to apply historical literacy according to the dimensions of historical literacy by Maposa and Wasserman (2009). The main challenge experienced by teachers in the application of historical literacy is that the level of student literacy is still low so that it affects the application of historical literacy in history learning. Keywords : Historical Literacy, Distance Learning, History Learning Abstract : Artikel ini bertujuan untuk mengetahui penerapan literasi sejarah dalam pembelajaran sejarah masa Pembelajaran Jarak Jauh (PJJ) dalam jaringan di SMA Negeri 30 Jakarta. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan yaitu: (1) in-depth open-ended interviews; (2) observasi dan (3) analisis dokumen, dengan informan kunci guru sejarah dan siswa Kelas X IPS. Hasil dari penulisan yang dilakukan menunjukan bahwa penerapan literasi sejarah di SMA Negeri 30 Jakarta telah diterapkan dengan baik oleh guru terlebih pada masa pembelajaran jarak jauh (PJJ). Walaupun pemahaman konseptual guru mengenai konsep literasi sejarah yang kurang mendetail serta tingkat literasi siswa yang masih dalam kategori rendah. Dari hasil pengamatan, guru telah mampu menerapkan literasi sejarah sesuai dimensi literasi sejarah Maposa dan Wasserman (2009). Tantangan utama yang dialami guru dalam penerapan literasi sejarah adalah tingkat literasi siswa masih rendah sehingga berpengaruh pada penerapan literasi sejarah dalam pembelajaran sejarah. Kata kunci : Literasi Sejarah, Pembelajaran Jarak Jauh (PJJ), Pembelajaran Sejarah

scholarly journals PENGEMBANGAN MODEL EVALUASI PROGRAM PEMBELAJARAN SEJARAH DI SMA

2013 ◽  
Vol 16 (2) ◽  
pp. 437-456
Author(s):  
Aman Aman
Keyword(s):  
Program Evaluation ◽  
Program Implementation ◽  
Student Attitudes ◽  
Accurate Information ◽  
History Teachers ◽  
Learning History ◽  
Learning Evaluation ◽  
History Learning ◽  
Learning Programs ◽  
Teachers And Students

Penelitian ini menemukan model evaluasi pembelajaran sejarah yang dapat memberikan informasi yang tepat dan akurat bagi pimpinan sekolah dan guru serta bermanfaat secara optimal bagi pelaksanaan program pem-belajaran sejarah di SMA. Model pengembangan yang digunakan pada pe-nelitian dan pengembangan ini memakai model Borg and Gall dengan me-modifikasi 10 tahapan penelitian menjadi 4 tahap penelitian. Uji coba dalam penelitian dan pengembangan dilakukan tiga tahap yakni uji coba pendahuluan melibatkan 20 orang pakar dan praktisi pendidikan, uji coba utama diterapkan pada 241 subjek coba di SMA Negeri I Prambanan Kla-ten, dan uji coba operasional diterapkan pada 377 subjek coba di SMA Negeri I Yogyakarta, SMA Negeri 5 Yogyakarta, SMA Islam I Gamping Sleman, dan SMA Muhammadiyah Wates dengan melibatkan kepala seko-lah, guru, dan siswa. Penelitian menyimpulkan bahwa model evaluasi pem-belajaran sejarah (EPS), memiliki dua komponen evaluasi program, yakni komponen kualitas pembelajaran dan hasil pembelajaran sejarah. Kualitas pembelajaran sejarah terdiri dari tujuh komponen, yakni: kinerja guru seja-rah, materi pelajaran, metode pembelajaran, sarana pembelajaran, suasana pembelajaran, sikap siswa, dan motivasi belajar sejarah, sedangkan hasil pembelajaran sejarah terdiri dari tiga komponen yakni: kecakapan akade-mik, kesadaran sejarah, dan sikap nasionalisme. Model EPS memiliki bebe-rapa karakteristik yang membedakan dengan evaluasi model lain, yakni: (a) model digunakan untuk mengevaluasi program pelaksanaan pembelajaran sejarah di SMA, (b) tidak tergantung pada pendekatan pembelajaran terten-tu, (c) komprehensif, (d) dapat digunakan sebagai evaluasi diagnostik, (e) bersifat terbuka untuk dikembangkan lebih lanjut.Kata Kunci: pengembangan model, evaluasi program, pembelajaran sejarah, SMA______________________________________________________________DEVELOPING MODEL OF HISTORY LEARNING EVALUATION PROGRAM IN SMAThis study discovers a model for the history learning evaluation (HLE) that can give accurate information to the principal and teacher and is optimally useful for the implementation of history learning programs in SHSs. This research used model developed by Borg and Gall with modify-cation from 10 steps to 4 steps. The tryouts in this research and develop-ment study were conducted in three stages, i.e. the preliminary tryout involving 20 education experts and practitioners, the main tryout involving 241 subjects in SMA Negeri I Prambanan Klaten, and the operational try-out involving 377 subjects in SMA Negeri I Yogyakarta, SMA Negeri 5 Yogyakarta, SMA Islam I Gamping Sleman, and SMA Muhammadiyah Wates, and involving the principals, teachers, and students. The study con-cludeed that the HLE model has two components of program evaluation: the history learning quality and learning result. The history learning quality consists of seven components, i.e. history teachers’ performance, history learning materials, teaching methods, history learning sources, learning atmosphere, student attitudes, and history learning motivation. The history learning results consist of three components: academic capability, history awareness, and nationalism attitude. The HLE model has some characteris-tics which are different from other evaluation models in that: (a) it is used to evaluate learning history program implementation in senior high schools, (b) it does not depend on a certain learning method, (c) it is com-prehensive, (d) it can be used as a diagnostic evaluation, and (e) it is open for further development.Keywords: the development model, program evaluation, learning history, high school

scholarly journals Pembelajaran Sejarah dan Kebebasan Berpikir

Chronologia ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 28-38
Author(s):  
Yusuf Budi Prasetya Santosa ◽  
Hendi Irawan
Keyword(s):  
Learning Process ◽  
Positive Impact ◽  
Educational Process ◽  
Literature Study ◽  
Technical Literature ◽  
History Teachers ◽  
Learning History ◽  
History Learning ◽  
Teachers And Students ◽  
Freedom Of Thought

Learning is part of the educational process carried out by teachers and students. One of the lessons carried out is history learning. A part of the history learning process is still dominated by history teachers. Students feel they are not actively involved in the history learning process. History teachers still respect historical knowledge without providing sufficient opportunities for students. History learning should provide opportunities to think logically for students. Freedom of thought in learning history will have a positive impact on learning history itself and students. The purpose of this study is intended to provide a perspective on the importance of providing freedom of thought in history learning for students. The method used in this research is literature study, both technical and non-technical literature. The result was found that freedom of thought in history learning can make the learning process dynamic. Freedom of thought can develop students' logical and systematic reasoning abilities. Differences in interpretation due to diversity of thinking make the learning process run dialectically.   Abstrak Pembelajaran adalah bagian dari proses pendidikan yang dilakukan oleh guru dengan peserta didik. Salah satu pembelajaran yang dilakukan ialah pembelajaran sejarah. Sebagian dari proses pembelajaran sejarah masih didominasi oleh guru sejarah. Peserta didik merasa tidak dilibatkan secara aktif dalam proses pembelajaran sejarah. Guru sejarah masih menghegomoni pengetahuan kesejarahan tanpa memberikan kesempatan yang cukup bagi peserta didik. Pembelajaran sejarah seharusnya memberikan kesempatan berpikir secara nalar bagi peserta didik. Kebebasan berpikir dalam pembelajaran sejarah akan berdampak positif bagi pembelajaran sejarah itu sendiri dan peserta didik. Tujuan penelitian ini dimaksudkan untuk memberikan sebuah sudut pandang akan pentingnya memberikan kebebasan berpikir dalam pembelajaran sejarah bagi peserta didik. Metode yang digunakan di dalam penelitian ini ialah studi literatur, baik literatur teknis maupun non-teknis. Hasilnya ditemukan bahwa kebebasan berpikir dalam pembelajaran sejarah dapat membuat proses pembelajaran menjadi dinamis. Kebebasan berpikir dapat mengembangkan kemampuan penalaran peserta didik secara logis dan sistematis. Perbedaan interpretasi akibat keberagaman berpikir menjadikan proses pembelajaran berjalan secara dialektis.

scholarly journals Managing Diversity in History Learning Based on the Perspective of Kakawin Ramayana

2020 ◽  
Vol 30 (2) ◽  
pp. 192-207
Author(s):  
Nur Fatah Abidin ◽  
Fakrul Islam Laskar
Keyword(s):  
Diversity Management ◽  
History Textbooks ◽  
Third Way ◽  
History Teachers ◽  
Learning History ◽  
Managing Diversity ◽  
History Curriculum ◽  
Inclusive Curriculum ◽  
History Learning ◽  
Teachers And Students

This research aims to build a framework of diversity management in history learning based on the reinterpretation of diversity from the perspective of Kakawin Ramayana. The authors used a critical hermeneutic approach to interpret the texts of Kakawin Ramayana, especially in the texts of Prěthiwi and Aṣṭabrata. The text of Prěthiwi and Aṣṭabrata implicitly elucidates that diversity should be acknowledged based on the moral and ethical attributes of an individual. There are no spaces for arbitrary prejudices based on social identities, such as ethnicity, race, or even religiosity and political affiliation. The findings of the research show that the framework of diversity management in history learning can be built by creating three layers: (1) inclusive curriculum, (2) alternate narratives in learning materials and history textbooks, and (3) teacher and students’ attitude of multi-perspectivity. The history curriculum has to accommodate inclusiveness by acknowledging social and psychological diversity. Along with the inclusive curriculum, history textbooks should provide alternate narratives in the form of personal or biographical history as the third way to counter the grand narratives and present the multi-narratives in learning history. Teachers and students have to accept multi-perspectivity as the representation of diversity in history learning. The authors believe that these layers of diversity management can provide a prolific understanding of diverseness and its relativity in history learning in which diversity could not be merely observed in the societal term but also the personal parameter.  Penelitian ini bertujuan untuk membangun kerangka manajemen keberagaman dalam pembelajaran sejarah berbasis reinterpretasi kebhinekaan dari perspektif Kakawin Ramayana. Penulis menggunakan pendekatan hermeneutik kritis untuk menafsirkan teks Kakawin Ramayana, terutama dalam teks Prěthiwi dan Aṣṭabrata. Teks Prěthiwi dan Aṣṭabrata secara implisit menjelaskan bahwa keberagaman harus diakui berdasarkan atribut moral dan etis seseorang. Tidak ada ruang untuk prasangka sewenang-wenang berdasarkan identitas sosial, seperti etnis, ras, atau bahkan religiusitas dan afiliasi politik. Hasil penelitian menunjukkan bahwa kerangka kerja manajemen keberagaman dalam pembelajaran sejarah dapat dibangun dengan membuat tiga lapisan: (1) kurikulum inklusif, (2) narasi alternatif dalam materi pembelajaran dan buku teks sejarah, dan (3) sikap guru dan siswa. multi-perspektif. Kurikulum sejarah harus mengakomodasi inklusivitas dengan mengakui keragaman sosial dan psikologis. Seiring dengan kurikulum inklusif, buku teks sejarah harus memberikan alternatif narasi berupa sejarah personal atau biografis sebagai cara ketiga untuk melawan narasi besar dan menyajikan multi narasi dalam pembelajaran sejarah. Guru dan siswa harus menerima multiperspektif sebagai representasi keberagaman dalam pembelajaran sejarah. Penulis percaya bahwa manajemen keanekaragaman ini dapat memberikan pemahaman yang produktif tentang keanekaragaman dan relativitasnya dalam pembelajaran sejarah di mana keanekaragaman tidak dapat hanya diamati dalam konteks masyarakat tetapi juga level pribadi. 

scholarly journals Pembelajaran Jarak Jauh Selama Pandemi di Pondok Pesantren Darunajah 2 Bogor

2020 ◽  
Vol 2 (2) ◽  
pp. 151-159
Author(s):  
Nur Hayati
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Culture Shock ◽  
Learning System ◽  
Religious Activities ◽  
Teachers And Students ◽  
Online Distance Learning ◽  
Online Distance ◽  
Teachers And Parents

In an effort to suppress the spread of the Covid-19 virus, Kemdikbud took a policy to close schools during the Covid-19 pandemic. All schools that initially did conventional learning by face-to-face, now learning is done from home through distance learning or online system, no exception pondok pesantren. The purpose of this research is to find out the distance learning process conducted by Pondok Pesantren Darunnajah 2 Cipining, Bogor. This research was conducted using descriptive qualitative approach. Based on research can be known that in learning, pesantren use various platforms such as google classroom, google meet, whatsapp, and smart system. In this online learning, the materials and tasks given are quite diverse, although there are no tasks in the form of discussions so that the interaction between students and students and teachers cannot be done. All parties, both students, teachers, and parents experienced a culture shock with the existence of this distance learning system / online. Distance learning /online also gives rise to physical distancing. Religious activities that are usually carried out in pesantren are now carried out at home and all must be reported to the teacher or room guardian via whatsapp. The challenges faced in online learning include a lack of interaction between teachers and students, a network that arises to sink, quotas that are rapidly depleted and expensive, and a lack of active participation of students. Therefore, the readiness of both teachers and students, as well as motivation from parents can also support the implementation of this distance learning process. In addition, the provision of quotas is also important to support the online learning process carried out by pesantren.

scholarly journals HERITAGE KOTA PONTIANAK SEBAGAI SUMBER BELAJAR DALAM PEMBELAJARAN SEJARAH

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Haris Firmansyah
Keyword(s):  
High Schools ◽  
Descriptive Study ◽  
Full Potential ◽  
Heritage Sites ◽  
Transportation Funding ◽  
East Indies ◽  
Learning History ◽  
Inhibiting Factors ◽  
History Learning ◽  
Teachers And Students

<p align="center"><strong>Abstrak</strong></p><p>Tujuan dilaksanakannya penelitian ini yakni: (1) Mengetahui apa sajakah Heritage yang terdapat di Kota Pontianak, bagaimana guru memanfaatkan Heritage kota Pontianak sebagai sumber belajar dalam pembelajaran sejarah, apa sajakah faktor pendukung dan penghambat dalam memanfaatkan Heritage kota Pontianak sebagai sumber belajar dalam pembelajaran sejarah. Penelitian ini dilakukan pada SMA se-kota Pontianak. Metode penelitian yang digunakan dalam penelitian ini adalah studi deskriptif dengan pendekatan yang digunakan yakni kualitatif. Hasil penelitian adalah 1) Heritage Kota Pontianak dapat kita klasikasikasikan menjadi tiga bagian yakni: Islam, Hindia-Belanda dan Cina Identifikasi 2) Dalam pelaksanaan pembelajaran sejarah beberapa SMA di Kota Pontianak telah memanfaatkan heritage sebagai sumber belajar dalam pembelajaran sejarahnya. Namun pemanfaatan heritage tersebut belum digunakan secara maksimal. Dan 3) Factor pendukung utama adalah dukungan dari sekolah Yang kedua adalah sambutan baik dari lokasi heritage yang dikunjungi. Dan faktor penghambat dalam pelaksanaan adalah transportasi, Pendanaan, dan  materi yang didapat terbatas.</p><p> </p><p><strong>Kata Kunci:</strong> <em>heritage</em>; Pontianak; guru dan siswa;</p><p> </p><p align="center"><strong><em>Abstract</em></strong></p><p><em>The objectives of this research are: (1) Knowing what Heritage is in Pontianak City, how teachers use Pontianak City Heritage as a source of learning in history learning, what are the supporting and inhibiting factors in utilizing Pontianak City Heritage as a source of learning in history learning. This research was conducted at high schools throughout Pontianak. The research method used in this research is a descriptive study with the approach used that is qualitative. The results of the study are 1) Pontianak City Heritage can we classify it into three parts namely: Islam, Dutch East Indies and Chinese Identification 2) In the implementation of historical learning several high schools in Pontianak have used heritage as a source of learning in learning history. But the use of heritage has not been used to its full potential. And 3) The main supporting factor is support from the school. The second is good reception from the heritage sites visited. And the inhibiting factors in the implementation are transportation, funding, and the material obtained is limited.</em></p><p><em> </em></p><strong><em>Keywords:</em></strong><em> heritage; Pontianak; teachers and students;</em>

scholarly journals Distance Learning at the Hungarian Dance Academy during the COVID-19 pandemic

2020 ◽  
Vol 1 (1) ◽  
pp. 59-79
Author(s):  
Adrienn Papp-Danka ◽  
Anita Lanszki
Keyword(s):  
Distance Learning ◽  
Structured Interview ◽  
Digital Tool ◽  
Online Questionnaire ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance ◽  
New Curricula

The Hungarian government prescribed distance learning for higher education institutions due to the spread of the coronavirus epidemic which was challenging at the Hungarian Dance Academy. The development of movement skills was difficult without personal presence, no common e-learning practice had existed in the institution before the pandemic. In the research we explored the distance learning and teaching practices developed at the theoretical and dance courses at the Hungarian Dance Academy, as well as the experiences of both teachers and students during the 3 and a half months. Instructors (n=65) and students (n=240) completed an online questionnaire on digital tool use and course management, furthermore 13 of the responding instructors also shared their experiences in a structured interview. Most of the instructors welcomed everything they could benefit from distance learning (e.g. creating new curricula, learning about new digital tools, improving relationships with students), but understandably, online distance learning of dance was considered impossible by many. Some students enjoyed distance learning because of their own schedule and the convenience of their home, but there were many critical remarks about its methods.

scholarly journals History Lessons During the Covid-19 Pandemic in DIY (Case Study Based on Desca Approach with the Principle of Independent Learning)

2020 ◽  
Vol 3 (2) ◽  
pp. 267
Author(s):  
Brigida Intan Printina ◽  
Theresia Sumini
Keyword(s):  
Document Analysis ◽  
Independent Learning ◽  
Self Management ◽  
Full Potential ◽  
History Teachers ◽  
Learning History ◽  
Building Process ◽  
History Learning ◽  
Character Building

<p>Research on Historical Learning During the Covid-19 Pandemic in DIY (Case Study Based on the Decca Approach) aims to describe the implementation of planning for Learning History Online in the Middle of the Covid-19 Pandemic and the application of historical learning with the principle of independent learning. The research data was collected through document analysis and questionnaires with several history teachers of Yogyakarta Senior High School (especially alumni of History Education FKIP USD), where the questionnaire questions were described based on the DESCA approach. Specifically, the DESCA approach describes the strengthening of the characters of Dignity (dignity), Energy (energy), Self Management (Self Management), Community (Community), and Awarnes (Concern). Data testing was done through data triangulation, method triangulation, and theoretical triangulation. The results of this study describe that 1) History learning generally applies distance learning to its full potential, this was expressed by history teachers through the DESCA approach; 2) History teachers do not lose the character- building process even though the learning is carried out online because they carry the principle of independent learning.</p>

scholarly journals Perception of Distance Learning by Some Categories of Adults in Ukraine

2021 ◽  
Vol 14 (9) ◽  
pp. 1299-1307
Author(s):  
Sergey E. Zelinskyi ◽  
Keyword(s):  
Distance Learning ◽  
Postgraduate Education ◽  
Educational Institutions ◽  
Public Officials ◽  
Public Servants ◽  
Teachers And Students ◽  
The Face ◽  
Education Market ◽  
Online Distance Learning ◽  
Online Distance

The Ukrainian distance education market is less than 15 years old, so it is clear that it is just being formed and has not yet encompassed educational institutions in large quantities: schools, institutions of professional and higher education, postgraduate institutions. But today, during the COVID‑19 pandemic, for the modern education system, the issue of transforming the forms and methods of teaching, in particular, its rapid and massive transition to distance learning, is relevant. In order to understand what consequences the system of higher and postgraduate education can expect, studies are being carried out in different countries to study the perception of distance learning, its effectiveness and the prospects for mass application. The article examines the perception of distance learning in the system of advanced training of public servants and teachers, as well as students of Ukrainian higher educational institutions. The results of the study showed that the vast majority of public officials, teachers and students quickly adapted to the new form of education and actively use domestic web platforms for distance courses and various online distance learning systems. At the same time, only a small part of the respondents believe that the level of knowledge they receive through distance learning is lower than in the «face-to-face» format, and a significant part of adults are always ready to study remotely, although the majority of respondents consider it effective and useful for myself a mixed form of study

scholarly journals THE EFFECTIVENESS OF ONLINE BASED LEARNING DURING THE COVID-19 PANDEMIC AT PRIVATE SCHOOL IN BOGOR

2020 ◽  
Vol 9 (02) ◽  
pp. 480
Author(s):  
Arief Rachman Badrudin ◽  
Muhammad Hidayat Ginanjar ◽  
Wartono Wartono
Keyword(s):  
Elementary School ◽  
Distance Learning ◽  
Local Government ◽  
Survey Research ◽  
Private School ◽  
School Program ◽  
Online Distance Learning ◽  
Online Distance ◽  
Descriptive Qualitative

The research is to find out the effectiveness of online distance learning at an elementary school program in Bogor. This study's approach was descriptive qualitative on survey research to 621 respondents, including the headmaster, teacher, and other stakeholders. The results showed that online distance learning at elementary was active. Therefore, the next evaluation from the headmaster, teacher, and local government supports increasing quality. Also, for improving students, competence should have good cooperation from the headmaster, teacher, and parents in service all the equipment online distance learning.

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