Learning history, teaching history

2017 ◽  
pp. 26-36
Author(s):  
Parimal Ghosh
Keyword(s):  
History Teaching ◽  
Learning History ◽  
Teaching History

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 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  

BUDAYA LOKAL DALAM PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN KESADARAN SEJARAH DI DAERAH BIMA

2018 ◽  
Author(s):  
faidin faidin Baharuddin
Keyword(s):  
Lesson Plan ◽  
Local Culture ◽  
Dominant Culture ◽  
Learning History ◽  
Culture Area ◽  
Teaching History ◽  
The World ◽  
Result Show ◽  
The Government ◽  
Book Publishers

This Writing is important because the dominant culture currently is globalization which has given the worse impact for the local culture. People are already hegemonized by materialistic lifestyle cause of globalization, however the complex problems necessarily require reasoning power, pure thinking to get out of the decline in the world today especially in education. The biggest challenge is against a habit that does not reflect a native of east culture. Now, learning history which full from meaning where still used a textbook which provided, rarely local culture area is lifted, because the textbooks created by the book publishers even though there are books written by the government but still a bit that explains the local culture in each of the area. In the year of 2016, now, there is improvement for all of the subjects should be contained a local issue because it is still new, of course that the application has been processed whether from lesson plan although Syllabus, from some of these problems, the purpose of this writing would like to express the important of local culture in creating a sense of students history in Bimanesse at Senior High School. While the discussion in this writing. First, about the local culture. Second, local culture of bimanesse. Third, the teaching of history. Fourth is a sense of history. The writer use some literature that support in this writing such as books, journals, and others. The result show that the local culture is to be applied in teaching history in increasing a sense of students history.

METHODOLOGY FOR USING LOCAL SOURCES IN TEACHING HISTORY IN SECONDARY SCHOOLS

2021 ◽  
Vol 4 (7) ◽  
pp. 29-33
Author(s):  
Nazokat M. Bozorova ◽  
Keyword(s):  
Secondary Schools ◽  
History Teaching ◽  
Teaching History ◽  
Local Sources ◽  
Creative Spirit

oday it has been scientifically proven that the use of the latest methods in the study of history leads to very good results. The use of local sources is becoming more and more important, especiallywhen teaching history in schools. Since the use of local sources in the classroom helps to increase the interest of students in a particular period of history, to expand their imagination. At the same time, it helps to develop a creative spirit in students. This article describes a methodology for using local sources in history teaching

Using Sources In History Teaching

2021 ◽  
pp. 54-67
Author(s):  
Seema S.Ojha
Keyword(s):  
Deductive Reasoning ◽  
Primary Source ◽  
Primary Sources ◽  
Historical Knowledge ◽  
History Teaching ◽  
Secondary Sources ◽  
The Past ◽  
Teaching History ◽  
The World ◽  
Source Materials

History is constructed by people who study the past. It is created through working on both primary and secondary sources that historians use to learn about people, events, and everyday life in the past. Just like detectives, historians look at clues, sift through evidence, and make their own interpretations. Historical knowledge is, therefore, the outcome of a process of enquiry. During last century, the teaching of history has changed considerably. The use of sources, viz. textual, visual, and oral, in school classrooms in many parts of the world has already become an essential part of teaching history. However, in India, it is only a recent phenomenon. Introducing students to primary sources and making them a regular part of classroom lessons help students develop critical thinking and deductive reasoning skills. These will be useful throughout their lives. This paper highlights the benefits of using primary source materials in a history classroom and provides the teacher, with practical suggestions and examples of how to do this.

scholarly journals PARADIGMA PENDIDIKAN SEJARAH DALAM MENGHADAPI TANTANGAN MASA DEPAN

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Suswandari Suswandari
Keyword(s):  
Social Sciences ◽  
Human Life ◽  
Modern Human ◽  
Moral Values ◽  
History Teaching ◽  
Teaching History ◽  
Financial Benefits ◽  
Future Challenges ◽  
Short Run ◽  
Teaching Paradigm

Abstract:  The History  Teaching  Paradigm  Facing  Future  Challenges.  Teaching history is an interesting topic to be discussed, especially when modern human life becomes more materialistic and pays almost no attention to moral values. History, and especially history teaching, as a part of social sciences becomes dry because it provides no financial benefits in the short run as in the case of other social sciences. However, history and history teaching play an important role in the existence of a nation with regard to moral values. By studying history everybody can understand better about himself or herself, his or her existence, and how  life always changes through experiences. History teaches people to be wise and not to repeat mistakes. Therefore, history teaching plays an important role in the existence of a nation. Keywords: paradigm, history teaching, future challenges

scholarly journals Rancang Bangun Game Dreamcatcher : War Of Surabaya Dengan Permodelan Scrum

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Boby Ferdianza
Keyword(s):  
Teaching And Learning ◽  
Science Learning ◽  
Educational Game ◽  
Learning History ◽  
The Past ◽  
Teaching History ◽  
New Learning ◽  
History Of ◽  
Main Factors ◽  
Games Teaching

History belongs to a compulsory element in the teaching and learning at school. It can help students to know and more appreciate the past events. The number of history materials taught at school sometimes causes difficulty for students to learn. The lack of facilities and learning media which can attract student’s interest becomes the main factors of student’s difficulty in learning Social Science. Learning medium is very vital to determine what materials students can learn. One of solutions to solve difficulty in learning history is by creating new learning medium in the form of educational game as it can arouse student’s ability in thinking. One of the games teaching history particularly the history of Surabaya is Dreamcatcher: War of Surabaya. This game was designed based on historical events in Surabaya composed in an attractive story. It is completed with quiz to improve student’s memory. Game “Dreamcatcher: War of Surabaya” can be played with android platform and it is considered successful in teaching the history of Surabaya as it could improve students’ abilities on Surabaya history by 113.7% based on the results of pre-and post-tests.

Teaching History

2020 ◽  
pp. 168-217
Author(s):  
Yoni Furas
Keyword(s):  
Educational Aspirations ◽  
Historical Evolution ◽  
History Instruction ◽  
History Teaching ◽  
Pedagogical Discourse ◽  
Intellectual Elite ◽  
Teaching History

Chapter 6 examines the teaching of history through an administrative and pedagogical prism. It discusses the historical evolution of the Mandate’s curricula and history syllabi and traces their origins. The history syllabus is viewed as a complex colonial document that reflects the pedagogical negotiations, negations, and oversights in history instruction. The pedagogical characteristics of history teaching are surveyed in pedagogical articles and books published during the Mandate period. The chapter concludes with the problematic intersection between the educational aspirations reflected in the syllabus and the pedagogical discourse of the intellectual elite with the ‘normal’ or peripheral classroom, and the challenges facing rank-and-file teachers, while trying to comply with both.

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