History Learning In Schools Research Articles

Perjalanan Haji Abad XIX dalam Menumbuhkan Kesadaran Nasionalisme dan Relevansinya dalam Pembelajaran Sejarah di Sekolah

Perjalanan Haji Abad XIX dalam Menumbuhkan Kesadaran Nasionalisme dan Relevansinya dalam Pembelajaran Sejarah di Sekolah

Best practice when engaging with the many aspects of the written word in history teaching

AbstractThe purpose of this paper is to present a theoretical examination on the importance of writing in history teaching in schools to age groups 7–16 year old. It presents a discussion and an overview of best and meaningful practice in history teaching when using written historical sources as evidence for analyses in the classroom. It also looks at how educators can support pupils' own writing in history lessons in effective ways. The paper attempts to do this by reporting on various pedagogical research work conducted specifically on writing in history and its many facets when it comes to history learning in schools. The author offers various pedagogical recommendations based on her own as well as others' research work on the written word in history teaching. The paper looks at written sources from four different aspects. It discusses written sources as primary historical sources in themselves and how they can be made more palpable, that is more tangible and easier to use for pupils. It then looks at Secondary written sources, that is, historians' interpretation of history and how these can be presented to pupils, followed by how Primary written sources can also produce opportunity to practice the skill of detecting bias. Lastly pupils' own writing is discussed and how their writing in history can be made better.

Ecohistory: The Concept of Environmentally Learning and Disaster Mitigation to Realize Society 5.0

This article discusses a new concept in history learning with a thematic history approach, namely environmental history. This concept is needed forlearning in schools in order to achieve several SDGs indicators, to welcome Society 5.0, and to meet the needs of learning innovation in the Merdeka Curriculum. This study uses qualitative research methods with data collection techniques through in-depth interviews, documentation, literature, and questionnaires. Data analysis was carried out by: (1) data reduction; (2) data presentation; and (3) data verification. The results of this study consist of theoretical basis for the implementation of thematic history learning in schools; the concept of Ecohistory and its relevance to the achievement of the SDGs to meet Society 5.0; and its implementation at school.
 Keywords: learner-centered instruction, teacher-centered instruction, English proficiency, student teachers

Persepsi Siswa terhadap Penggunaan Buku Digital pada Pembelajaran Sejarah

History learning in schools needs to adapt to information technology in the era of the industrial revolution 4.0. The purpose of this study is to describe students' perceptions of digital books in history lessons in high school. This research method uses descriptive qualitative using research instruments in the form of questionnaires and interviews. This research was conducted in a school in Lampung Province with 20 students as research subjects. The results showed that most students agreed with digital books in implementing history learning in class. Digital books are expected to be teaching materials that can increase students' success in learning history. The implication of this research is that teachers need to be able to adapt to technological and information developments in the current industrial revolution era.

Socio-Edu -Eco-Tourism: An Integrated History Learning Design to Foster Entrepreneurship Awareness

The challenges in the 21st century should be an important factor in developing learning in schools, including learning history. Historical learning that emphasizes the concepts of space and time must be required to be relevant to the times so that students are able to face the challenges of change. Research that discusses the design of history learning is important to do by utilizing the tourism potential in the surrounding environment. This study uses a qualitative approach located in Dampit District. Dampit Subdistrict is one of the areas in Malang Regency which has the potential for natural, cultural, and artificial tourism, but it is not explored further and even students sometimes don’t know it. Even though the tourism potential can be optimized in fostering entrepreneurial interest, so that it can improve people’s welfare. Therefore, to realize this goal, it can be started by designing history learning in schools based on socio-edu-eco-tourism so that it can foster student interest in entrepreneurship by optimizing tourism potential in the surrounding environment.

Realizing Multicultural Education in History Learning: Strengthening Character to Increase National Competitiveness

<p>Indonesia is a multicultural country that has various ethnicities, races, religions and cultures. However, the sense of mutual respect, respect and tolerance among Indonesians is now starting to diminish. This is of course a threat in itself for the Indonesian people, especially it will have an impact on the characteristics of the younger generation as the next generation who will determine the fate of the Indonesian people in the eyes of the world. Therefore, education is the main solution in dealing with these problems. Through multicultural education in history learning given in schools, it is hoped that a young generation of Indonesian character will emerge with character in order to increase the competitiveness of the Indonesian nation. This writing method uses a qualitative descriptive method. This writing aims to provide an idea or a new concept in the field of education, especially multicultural education in history learning in schools as an effort to strengthen the character of the nation. The conclusion of this writing is that through multicultural education in history learning, later we will have a young generation with character and uphold multicultural values. It is hoped that with this, the younger generation can be useful and participate in the efforts of the Indonesian people to face global competition in the international world.</p>

The history learning module integrated character values

The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (RD) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.

The megalitic site in Pandan village Bondowoso as learning sources for historical learning

This research is historical research. This study aims to provide information on how to use megalithic sites as a source of history learning in schools. The results of this study indicate that there is relevance between the Pandan source site and the 2013 curriculum. The site as a source of historical learning can display pictures or videos of megalithic objects at the Sumber Pandan site in Grujugan Regency, Bondowoso Regency in the classroom. Of course this media is very useful to make students more eager to analyze the material taught not only to listen from the teacher’s explanation but also to be able to find out based on the pictures or videos displayed by the teacher so that learning becomes more enjoyable. Another way is to do tourism at the Sumber Pandan site, Grujugan District, Bondowoso Regency, this tourism work is carried out by the teacher by bringing students directly to the Sumber Pandan site environment. This tourism work is one of the methods carried out by teachers in teaching and learning history activities. This tourism work is more focused on presenting historical subject resources by bringing students to subjects that will be studied outside the classroom. This method makes learning creative. On these sites students are free to ask the site sitter or subject teacher for information.

DEMOCRATIC EDUCATION THROUGH HISTORY LEARNING USING SOCIAL HISTORY TEACHING MATERIALS

The democracy practice could grow when the nation’s generation had history awareness and be a good citizen. So the democratic education should be developed, one of the ways was through history learning in schools. Social history teaching materials, especially regarding women and ethnic was full of democratic values, there were freedom and egalitarian. Various experiences and problems of democracy could not be separated from society life since ancient era. By understanding the social dynamics through history learning, the young generation was expected to be wise in determining the democracy continuity for nation’s future.

History Teacher Certification Standards in the States

DURING THE LAST TWENTY YEARS, history educators have noted a sea change in the concern expressed by scholars, policymakers, and the general public about the teaching and learning of history in schools. The 1983 report, A Nation at Risk, was a catalyst for this movement with its focused attention and support for a core curriculum based on academic subjects. Subsequent movements for national goals, national standards, and history specific testing in the National Assessment of Educational Progress (NAEP) illustrated the influence of A Nation at Risk and the growing concern for inclusion of history in a substantive, strengthened academic core curriculum. In concert with a rising interest in history education, concern developed about the quality of teacher education and teacher certification. Many researchers, theorists, and specialists voiced their perspective on the issue of teacher certification.' Of particular interest for history educators is the extent to which teachers of history are to teach the discipline and specifically what being certified entails. Given this context, in the spring of 2002 John J. Patrick, now professor emeritus at Indiana University, and I began to investigate the state of history education nationwide. Our study addressed teacher certification in history; content standards for teachers; content standards for students; high school graduation and exit examination requirements in