scholarly journals IMPLEMENTASI KURIKULUM 2013 DALAM PEMBELAJARAN SEJARAH DI SMA NEGERI 1 METRO

2017 ◽  
Vol 5 (1) ◽  
pp. 45
Author(s):  
Safitri Mardiana ◽  
Sumiyatun Sumiyatun
Keyword(s):  
Authentic Assessment ◽  
Questionnaire Data ◽  
History Teachers ◽  
Learning History ◽  
Scientific Approach ◽  
Descriptive Approach ◽  
History Teacher ◽  
The Republic ◽  
Data Collection Technique ◽  
Depth Interviews

The purpose of this research are 1) Describe the implementation of the curriculum in 2013 on teaching of history, 2) to explain the principal visual, history teacher, and students regarding the implementation of the curriculum 2013, 3) to formulate the factors that support and hinder the implementation of Curriculum 2013, Where this research is a study with qualitative research with descriptive approach. The data collection technique is to conduct in-depth interviews observation, documentation, and questionnaire. Data analysis performed by the researchers is to perform the first reducing the data after it's done after the presentation of data that do verifikasion. The results showed that a history teacher in the eleventh grade curriculum mengimplemntasikan 2013 quite well. This can be seen with the preparation of RPP conducted by the teacher never mind in accordance with the demands contained in the Minister of Education and Culture of the Republic of Indonesia 103 2014. In the process of learning history teachers already apply learning with the scientific approach which consists of observing, ask, gather information, associate and communicate. This approach aims to guide students actively following the learning process. Besides scoring system using authentic assessment includes an assessment of attitudes, knowledge and skills.

Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

2017 ◽  
Vol 1 (2) ◽  
pp. 184
Author(s):  
Mazlan Husin ◽  
Mohd Mahzan Awang ◽  
Anuar Ahmad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
History Teachers ◽  
Learning History ◽  
Readiness Level ◽  
Research Findings ◽  
History Teacher ◽  
Teacher Readiness ◽  
Trained Teachers ◽  
Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialisation. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

scholarly journals MERANCANG KEGIATAN PEMBELAJARAN SEJARAH MELALUI KOMIK: RESPON TERHADAP TANTANGAN KURIKULUM 2013

Diakronika ◽  
2017 ◽  
Vol 17 (1) ◽  
pp. 104
Author(s):  
Aisiah Anwar
Keyword(s):  
Project Based Learning ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Models ◽  
History Teachers ◽  
Student Centered ◽  
Learning History ◽  
Scientific Approach ◽  
Special Challenge

Crucial issues, as well as the classic issues that have always been the subject of historical learning problems related to activities or learning processes that tend to be monotonous, boring and lack of innovation and creativity of the teachers in designing historical learning activities that can generate students interest and motivation in learning the history. The 2013 curriculum presents a special challenge for teachers to design studentcentered learning activities using a scientific approach through problembased learning models, project-based learning and discovery learning models. One solution that can be done by history teachers in answering the challenges of the 2013 curriculum is to design learning activities through historical comics. Historical teachers can apply problem-based learning models by utilizing historical comics that are already available on the market as well as on the internet. In addition, history teachers can also apply project-based learning models through activities of making comic history by learners in accordance with the historical learning material learned. The design of learning activities through comics is expected to create innovations in the form of historical comics as a result of the design and creativity of the students. The process of learning history through the making of comics is certainly based on a scientific approach and student-centered. History teachers are asked to direct, provide solutions and suggestions to improve the quality of learning activities and learning outcomes as well as the quality of historical comic produced by students.

scholarly journals The Implementation of Discovery Learning Model with Scientific Learning Approach to Improve Students’ Critical Thinking in Learning History

2018 ◽  
Vol 5 (3) ◽  
pp. 106
Author(s):  
Edi Nurcahyo ◽  
Leo Agung S ◽  
Djono Djono
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Final Exam ◽  
History Teachers ◽  
Learning History ◽  
Scientific Approach ◽  
Innovative Learning

Historical learning has not reached optimal in the learning process. It is caused by the history teachers’ learning model has not used the innovative learning models. Furthermore, it supported by the perception of students to the history subject because it does not become final exam (UN) subject so it makes less improvement and builds less critical thinking in students’ daily learning. This is due to the lack of awareness of historical events and the availability of history books for students and teachers in the library are still lacking. Discovery learning with scientific approach encourages students to solve problems actively and able to improve students' critical thinking skills with scientific approach so student can build scientific thinking include observing, asking, reasoning, trying, and networking.

scholarly journals Implementing Student Tolerance and Patriotism Through Learning History of National Movements

2020 ◽  
pp. 281-294
Author(s):  
Muslim Muslim ◽  
Warto Warto ◽  
Djono Djono
Keyword(s):  
Data Analysis ◽  
Role Models ◽  
History Teachers ◽  
Learning History ◽  
Analysis Technique ◽  
National Movements ◽  
History Of ◽  
Embedded Case Study ◽  
Depth Interviews

This study aims to obtain: (1) inculcating the values ​​of tolerance and patriotism of students through learning the history of the national movement, (2) difficulties experienced by history teachers, and (3) efforts made by history teachers to overcome these difficulties. This study uses qualitative methods, with a single embedded case study strategy. This study was conducted at SMA Negeri 11 Yogyakarta. Data were collected through observation, in-depth interviews, and document study. The data analysis technique used the interactive model of Miles and Huberman's analysis. The results of the study show that: (1) Inculcating the values ​​of tolerance and patriotism in students, namely through learning preparation, learning implementation, (using the discussion method, because in discussions it is easy to instill the values ​​of tolerance and patriotism in students), and evaluation (2) The difficulty faced by history teachers is that they have little time to study, and currently online learning makes it difficult for teachers to socialize with students. (3) Efforts made by history teachers, in overcoming these difficulties, were to make themselves role models and motivators for their students. In the end, after the obstacles were overcome, the students' tolerance and patriotism values ​​increased.  

scholarly journals SISI ABU-ABU KAUSALITAS DAN EVALUASINYA DALAM PEMBELAJARAN SEJARAH

Jurnal Socius ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 169
Author(s):  
Mohamad Zaenal Arifin Anis ◽  
Sriwati Sriwati ◽  
Fitri Mardiani
Keyword(s):  
Cognitive Assessment ◽  
Authentic Assessment ◽  
Multidimensional Approach ◽  
Historical Science ◽  
History Teachers ◽  
Scientific Approach

The development of historical science in exploring the causes of historical phenomena or causality with monocausal and multicausal approaches has progressed rapidly. However, it is inversely proportional to the study of history which still often explains historical causality with a single one (monocausality) or a centric logo without a scientific approach with a cognitive assessment only. Whereas the causes of history can be explained by the approach of a science (monocausality) and various (multi causality) with a multidimensional approach. The purpose of this study is to provide an alternative for teachers who teach history so that students can analyze various historical causality so that they are not only able to think critically but also be creative and adults so they can get used to the differences. Likewise, the assessment must be directed towards authentic assessment that can bring students to be creative and mature so that they are familiar with differences. The source of this study is through literature studies. The results of the writing are an alternative for history teachers so that students are accustomed to analyzing causality in seeing historical phenomena both mono under the demands of the 2013 curriculum.

scholarly journals EFEKTIFITAS PENERAPAN PENDEKATAN SAINTIFIK DAN PENILAIAN OTENTIK DALAM PROSES PEMBELAJARAN BERDASARKAN KURIKULUM 2013 PADA SMKN 1 BOGOR

2020 ◽  
Vol 6 (2) ◽  
pp. 185
Author(s):  
Suwandi Suwandi
Keyword(s):  
Learning Process ◽  
Authentic Assessment ◽  
Product Model ◽  
Class Interval ◽  
Scientific Approach ◽  
Descriptive Approach ◽  
The Mean ◽  
Evaluative Research ◽  
Quantitative Descriptive ◽  
Process Product

Abstrak - Tujuan dari penelitian adalah untuk mengetahui keefektifan penerapan pendekatan sientifik dan penialain otentik dalam proses pembelajaran berdasarkan kurikulum 2013, pada SMK Negeri 1 Kota Bogor. Metode yang digunakan adalah dengan menggunakan pendekatan kuantitatif deskriptif karena data yang diambil menggunakan angka, mulai dari pengumpulan data, penafsiran terhadap data tersebut, serta penampilan dari hasil. Jenis penelitian ini adalah penelitian evaluatif dengan menggunakan model CIPP (Context Input Proces Product), Hasil penelitian menunjukkan bahwa penerapan pendekatan saintifik dan penilaian otentik dalam proses pembelajaran berdasarkan kurikulum 2013 pada SMK Negeri 1 Bogor dengan analisis data statistik deskriptif  diperoleh rerata sebesar 2,91, median 2,87, modus dan standar deviasi sebesar 0,391. Rerata skor tersebut berada pada interval kelas 2,51 s.d. 3,25 katergori cukup baik. Dengan demikian dapat dikatakan bahwa product pada pelaksanaan penerapan pendekatan saintifik dan penilaian outentik berdasarkan kurikulum 2013 pada SMK Negeri 1 Bogor berada pada kategori cukup baik. Kata Kunci : Pendekatan Saintifik, Penilaian Otentik, Kurikulum 2013 Abstract-The purpose of this research is to determine the effectiveness of the application of scientific approaches and authentic assessment in the learning process based on the 2013 curriculum, at SMK Negeri 1 Kota Bogor. The method used is to use a quantitative descriptive approach because the data is taken using numbers, starting from data collection, interpretation of the data, and the appearance of the results. This type of research is evaluative research using the CIPP (Context Input Process Product) model, The results showed that the application of the scientific approach and authentic assessment in the learning process based on the 2013 curriculum at SMK Negeri 1 Bogor with descriptive statistical data analysis obtained an average of 2.91, a median of 2.87, a mode and standard deviation of 0.391. The mean score is in the class interval of 2.51 s.d. 3.25 categories is good enough. Thus it can be said that the product in the implementation of the scientific approach and authentic assessment based on the 2013 curriculum at SMK Negeri 1 Bogor is in quite good category. Keywords: Scientific Approach, Authentic Assessment, 2013 Curriculum

scholarly journals EFEKTIFITAS PENERAPAN PENDEKATAN SAINTIFIK DAN PENILAIAN OTENTIK DALAM PROSES PEMBELAJARAN BERDASARKAN KURIKULUM 2013 PADA SMKN 1 BOGOR

2019 ◽  
Vol 6 (2) ◽  
pp. 25
Author(s):  
Suwandi Suwandi
Keyword(s):  
Learning Process ◽  
Authentic Assessment ◽  
Product Model ◽  
Class Interval ◽  
Scientific Approach ◽  
Descriptive Approach ◽  
The Mean ◽  
Evaluative Research ◽  
Quantitative Descriptive ◽  
Process Product

Abstrak - Tujuan dari penelitian adalah untuk mengetahui keefektifan penerapan pendekatan sientifik dan penialain otentik dalam proses pembelajaran berdasarkan kurikulum 2013, pada SMK Negeri 1 Kota Bogor. Metode yang digunakan adalah dengan menggunakan pendekatan kuantitatif deskriptif karena data yang diambil menggunakan angka, mulai dari pengumpulan data, penafsiran terhadap data tersebut, serta penampilan dari hasil. Jenis penelitian ini adalah penelitian evaluatif dengan menggunakan model CIPP (Context Input Proces Product), Hasil penelitian menunjukkan bahwa penerapan pendekatan saintifik dan penilaian otentik dalam proses pembelajaran berdasarkan kurikulum 2013 pada SMK Negeri 1 Bogor dengan analisis data statistik deskriptif  diperoleh rerata sebesar 2,91, median 2,87, modus dan standar deviasi sebesar 0,391. Rerata skor tersebut berada pada interval kelas 2,51 s.d. 3,25 katergori cukup baik. Dengan demikian dapat dikatakan bahwa product pada pelaksanaan penerapan pendekatan saintifik dan penilaian outentik berdasarkan kurikulum 2013 pada SMK Negeri 1 Bogor berada pada kategori cukup baik. Kata Kunci : Pendekatan Saintifik, Penilaian Otentik, Kurikulum 2013 Abstract-The purpose of this research is to determine the effectiveness of the application of scientific approaches and authentic assessment in the learning process based on the 2013 curriculum, at SMK Negeri 1 Kota Bogor. The method used is to use a quantitative descriptive approach because the data is taken using numbers, starting from data collection, interpretation of the data, and the appearance of the results. This type of research is evaluative research using the CIPP (Context Input Process Product) model, The results showed that the application of the scientific approach and authentic assessment in the learning process based on the 2013 curriculum at SMK Negeri 1 Bogor with descriptive statistical data analysis obtained an average of 2.91, a median of 2.87, a mode and standard deviation of 0.391. The mean score is in the class interval of 2.51 s.d. 3.25 categories is good enough. Thus it can be said that the product in the implementation of the scientific approach and authentic assessment based on the 2013 curriculum at SMK Negeri 1 Bogor is in quite good category. Keywords: Scientific Approach, Authentic Assessment, 2013 Curriculum

scholarly journals Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

2017 ◽  
Vol 1 (2) ◽  
pp. 183-198
Author(s):  
Mazlan Husin ◽  
Mohd Mahzan Awang ◽  
Anuar Ahmad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
History Teachers ◽  
Learning History ◽  
Readiness Level ◽  
Research Findings ◽  
History Teacher ◽  
Teacher Readiness ◽  
Trained Teachers ◽  
Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialization. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

scholarly journals Implementing Tolerance Values and Patriotsm Through History Learning at SMA Negeri 11 Yogyakarta

2020 ◽  
Vol 3 (2) ◽  
pp. 60
Author(s):  
Muslim Muslim ◽  
Warto Warto ◽  
Djono Djono
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Role Models ◽  
History Teachers ◽  
Learning History ◽  
Analysis Technique ◽  
History Learning ◽  
Embedded Case Study ◽  
Depth Interviews

<p>This study aims to obtain: (1) inculcating the values of tolerance and patriotism through learning history, (2) difficulties experienced by history teachers, and (3) efforts made by history teachers to overcome these difficulties. This study uses qualitative methods, with a single embedded case study strategy. This study was conducted at SMA Negeri 11 Yogyakarta. Data were collected through observation, in-depth interviews, and document study. The data analysis technique used the interactive model of Miles and Huberman's analysis. The results of the study show that: (1) Cultivating the values of tolerance and patriotism, namely through learning preparation, learning implementation, (using the discussion method, because in discussions it is easy to instill the values of tolerance and patriotism in students), and evaluation. (2) The difficulty faced by history teachers is that they have little time to study, and nowadays online learning makes it difficult for teachers to socialize with students. (3) Efforts made by history teachers, in overcoming these difficulties, were to make themselves role models and motivators for their students. In the end, after the obstacles are overcome, the values of tolerance and patriotism increase.</p>

scholarly journals TELAAH BUKU TEKS BAHASA INDONESIA �WAHANA PENGETAHUAN� KELAS VII KURIKULUM 2013

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Chandri Febri Santi
Keyword(s):  
Authentic Assessment ◽  
Learning Activities ◽  
Self Assessment ◽  
Interactive Analysis ◽  
Scientific Approach ◽  
Qualitative Descriptive ◽  
Data Source ◽  
Descriptive Approach ◽  
Attitudes And Knowledge ◽  
Bahasa Indonesia

ABSTRAK: Penelitian ini bertujuan untuk mendeskripsikan: (1) muatan jenis materi; (2) muatan pendekatan saintifik; dan (3) muatan penilaian otentik dalam buku teks Bahasa Indonesia Wahana Pengetahuan Kelas VII Kurikulum 2013. Penelitian ini menggunakan pendekatan kualitatif deskriptif jenis analisis dokumen. Sumber data penelitian adalah buku teks Bahasa Indonesia Wahana Pengetahuan untuk Kelas VII Kurikulum 2013 edisi revisi terbitan Kemendikbud. Teknik pengumpulan data dilakukan dengan teknik pembacaan dan pencatatan dengan menggunakan instrumen yang telah divalidasi berupa panduan analisis dokumen. Data penelitian dianalisis menggunakan model analisis interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa (1) berdasarkan muatan materi, aspek keterampilan lebih mendominasi daripada aspek sikap dan pengetahuan. Hal ini menunjukkan buku teks tersebut belum memenuhi tuntutan Kurikulum 2013 yang menginginkan adanya keseimbangan antara ketiga aspek tersebut, (2) berdasarkan muatan pendekatan saintifik, muatan langkah mencoba merupakan kegiatan yang paling sering ditemukan dalam kegiatan pembelajaran yang terdapat dalam buku teks. Hal ini menunjukkan� buku teks tersebut meminta siswa untuk lebih aktif dalam proses pembelajaran yang sesuai dengan tuntutan dari Kurikulum 2013, dan (3) berdasarkan muatan penilaian otentik, penilaian keterampilan lebih mendominasi daripada penilaian sikap dan pengetahuan. Penilaian kompetensi sikap belum terpenuhi dengan baik, dengan hanya ditemukannya satu teknik penilaian sikap berupa teknik penilaian diri.KATA KUNCI: materi, pendekatan saintifik, penilaian otentik, Kurikulum 2013.��ABSTRACT: The research aimed to describe: (1) material type content; (2) scientific approach content; and (3) authentic assessment content in the Bahasa Indonesia Wahana Pengetahuan textbook for the 7th grade students with Curriculum of 2013. This research used qualitative descriptive approach with the type of document analysis. The data source in this research was Bahasa Indonesia textbook for the 7th grade students with curriculum of 2013 revised edition published by Kemendikbud. The data of the research was collected by writing and recording with instrument that had been validated. The research data was analyzed by using Miles and Huberman interactive analysis, which included reduction, display, and verivication. The result of the research showed that (1) based on materials content, skills content was more dominating than materials content of attitudes and knowledge. It means that the textbook has not fulfilled the standard of Curriculum 2013 which should have the equilibrium from the three aspects above, (2) based on scientific approach, step content was frequently found in textbook�s learning activities. It means that the textbook ask the students to be active in the learning based on Curriculum of 2013, and �(3) based on authentic assesment content, skills assessment was more dominating than assessment content of attitudes and knowledge. Competence attitudes assessment has not fulfilled well, it was found with the only one technique assessment attitudes that is self assessment technique.KEYWORDS: materials, scientific approach, authentic assessment, Curriculum of 2013.

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