Scientific Approach in Learning History for the Internalization of Character Values

2022 ◽  
Author(s):  
Yudi Hartono
Keyword(s):  
Learning History ◽  
Scientific Approach

scholarly journals The Utilization of Colonial Historical Sites in the City of Palembang as a Learning Resource Based on Outdoor Learning

2021 ◽  
Vol 3 (2) ◽  
pp. 121-127
Author(s):  
Riki Andi Saputro
Keyword(s):  
High School ◽  
Colonial Period ◽  
Learning Activities ◽  
Outdoor Learning ◽  
Learning History ◽  
Historical Method ◽  
Scientific Approach ◽  
History Of ◽  
Historical Sites ◽  
The City

The activeness of all students’ senses can occur if students participate actively in learning activities. One of the learning activities that are able to actively involve students is by the way of outdoor learning. Research sub-focus: Cultural Heritage and Colonial Historical Sites. The formulation of the problem in this study: Historical value in the colonial period sites in the city of Palembang. The purpose of this research is to provide resource that can be used in learning History in High School. The benefit of this research is the availability of source and references for writing the history of the colonial period in Palembang. This research used history (historical) method, assisted by scientific approach from various fields (multi-approach) such as theological, political, anthropological and sociological sciences. The results of the research on colonial historical sites in the city of Palembang contain as a source of learning based on outdoor learning in high school.

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 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.

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

The Scientific Approach to Will Power

1973 ◽  
Vol 18 (12) ◽  
pp. 632-634
Author(s):  
ISAAC M. MARKS
Keyword(s):  
Scientific Approach ◽  
Will Power

IMPLEMENTASI KURIKULUM 2013 DALAM PEMBELAJARAN BAHASA INGGRIS DI SMP KOTA TERNATE

EDUKASI ◽  
2018 ◽  
Vol 16 (1) ◽  
Author(s):  
Naniek Jusnita ◽  
Anwar Ismail
Keyword(s):  
Scientific Approach

Penelitian dilakukan untuk mencari tahu proses penerapan pendekatan saintifik dalam pembelajaran dan pengajaran bahasa Inggris dan kesulitan-kesulitan yang di hadapi oleh guru dalam proses pengajaran dikelas. Penelitian ini berfokus pada proses pengajaran dan pembelajaran khususnya pada implementasi pendekatan saintifik (Scientific Approach). Penelitian ini dilaksanakan di tiga sekolah menengah yang berbeda di Kota Ternate. Peserta dalam penelitian ini adalah sembilan guru SMP bahasa Inggris dari keterwakilan tiga SMP dan dari kelas 1, 2, dan 3. Penelitian ini menggunakan metode deskriptif dan desain kualitatif. Data dalam penelitian ini dikumpulkan lewat analisis dokumen, wawancara dan Observasi. Data dianalisis dengan analisis tema dan di presentasikan berdasarkan pertanyaan penelitian. Data kemudian divalidasi lewat tringulasi dan member cek.Hasil penelitian menunjukan bahwa penerapan pendekatan saintifik approach dalam kurikulum 2013 sudah sesuai dengan kaidah dan disusunanya. Dalam format Rencana Pelaksanaan Pembelajaran (RPP), guru-guru bahasa Inggris mendiskripsikan secara jelas langkah-langkah pendekatan saintifik (scientific Approach) dengan menggunakan metode, strategi atau tekhnik pembelajaran secara variatif. Namun dalama proses pengajaran dan pembelajaran bahasa Inggris di kelas, guru masih jarang menerapkan pendekatan tersebut. Dalam sistimatis pendekatan saintifik, guru sering tidak mengikuti tahapan langkah-langkah penerapan pendekatan tersebut karena lebih menyesuaikan kondisi kelas. Guru-guru belum maksimal menerapkan pendekatan tersebut karena ada beberap faktor yang mempengaruhinya.Kesulitan yang dihadapi oleh guru dalam penerapan pendekatan saintifik adalah: 1) kurangnya pelatihan atau workshop yang melibatkan banyak guru di setiap sekolah 2) terbatasnya media pembelajaran di sekolah-sekolah tersebut.

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