Learning Outcomes Of History Research Articles

Pengaruh Model Pembelajaran dan Kecerdasan Emosional Terhadap Hasil Belajar Sejarah di SMAI Al-Azhar 4 Kemang Pratama Kota Bekasi

This aim of this research is to find out the effect of instructional model and emotional intelligence to history learning outcomes in SMAI AL AZHAR 4 Kemang Pratama Bekasi City. This research is quantitative which using experiment design treatment method by level 2x2. The population in this research are all the students in elevent grade,Sampel of research are XI iis 2 and XI iis 3 people a mount 68. Instrument that used to measure the emotional perspicacity is questioner, and instrument that used to measure the learning outcomes multiple choice. The result of this research shows that (1) the student that using cooperative learning type jigsaw is higher than student that using direct learning, (2) there is effect of interaction between instructional model and emotional intelligence, (3) History learning outcomes that using cooperative learning type jigsaw with emotional intelligence is higher than student’s direct learning. (4) History learning outcomes that using cooperative learning type jigsaw with emotional intelligence is lower than student’s direct learning.

Pengaruh Model Pembelajaran dan Kecerdasan Sosial Terhadap Hasil Belajar Sejarah

The purpose of this research is to know the difference of learning result of history between students studying with cooperative learning model of group investigation type with conventional learning model, the influence of interaction between learning model with social intelligence to historical learning result, difference of historical learning result between students who have social intelligence High learning group model investigation with students who have high social intelligence learning with conventional learning model, differences in historical learning outcomes between students who have low social intelligence who learn with group investigation model with students who have low social intelligence learning by model of learning Conventional. The research method used experimental method with factorial design 2x2 by level. The population of this research is students of SMA Negeri 1 Jatisari class XI (eleven) IPS. The sample of research is two classes taken randomly by technique (cluster random sampling). The research instrument uses questionnaires and test results of learning. The result of the research shows that there is influence and difference of the result of history learning between the students who have high social intelligence and low social intelligence that study with cooperative learning model of group investigation type and conventional learning model.

Pengaruh Model Pembelajaran dan Gaya Kognitif Terhadap Hasil Belajar Sejarah Siswa di SMAN 28 Kab. Tangerang

The research aim to investigate the influence of instructional models cognitive style toward history learning outcome of students at SMA Negeri 28 Kab. Tangerang. This research is quantitative research using design treatment by level 2x2. The population of this research is all students of X IIS grade. The sample consist of two classes that X IIS 2 and X IIS 4 with 67 people amount. For the experimental class X IIS 2 are 32 student and from control class X IIS 4 are 35 student will be selected. The instrument used to assess students achievement is in the multiple choice form, while the instrument used to assess students cognitive style is in test GEFT. Among the result of the research are: (1) History learning outcome of students who follow TGT instructional models higher than the student who studied with direct instruction model, (2) History learning outcome of students who have Field Independent cognitive style higher than student who have a Field Dependent cognitive style, (3) There is interaction effect between models of instructional and cognitive style on history learning outcome of student.

The Effect of Learning Media and Self Regulation to Elementary Students’ History Learning Outcome

The Effect of Learning Media and Self Regulation to Elementary Students’ History Learning Outcome

Peningkatan Berpikir Kritis pada Mata Pelajaran Sejarah Melalui Pendekatan Pembelajaran Konstruktivistik

This study aims to determine the effect of constructivist learning approach on improving critical thinking skills and learning outcomes of learners history . The method used in this study is action research method to the design of the spiral model Kemmis and Taggart . The instruments used are the guidelines for the observation of critical thinking skills and learn the history of the test results . Subjects were students of class XII IPS 3 SMA Negeri 42 Jakarta totaling 33 people . The results are: (1) Application of constructivist learning approach can improve critical thinking skills and learning outcomes of the History of learners ; (2) Planting material concepts through constructivist learning model can accelerate and facilitate the understanding of the learners; (3) Through the constructivist learning approach learners are becoming increasingly active in finding and exploring new knowledge; (4) In the process constructivist learning approach to attract learners in studying the history lesson .

Stepping into other people’s shoes proves to be a difficult task for high school students: assessing historical empathy through simulation exercise

In 2011, the Finnish National Board of Education assessed the learning outcomes of history with a study whose results raised doubts about the fulfilment of the goals of history education. This article seeks to expand awareness about Finnish adolescents’ understanding of historical empathy. The study assessed twenty-two 16–17-year-old high school students’ ability to understand predecessors’ actions in particular historical situations. The study also examined how well a simulation exercise works as a tool of empathy teaching and evaluation. Students participated in the simulation and afterwards the students were interviewed. They also participated in a survey that measured their attitudes before and after the exercise, and wrote an essay at the end of the course. The results of the study show that most of the high school students did not reach the goals set for history teaching. The weak performance of students is explained by the strong tradition of history teaching which has been continuing in Finnish schools despite the curriculum reform. Teaching still concentrates on passing a meta-narrative on to students who have not yet enough experience of explaining historical events from a multiperspective point of view.

PENGARUH MODEL PEMBELAJARAN PPSI (PROSEDUR PENGEMBANGAN SISTEM INSTRUKSIONAL) TERHADAP HASIL BELAJAR SEJARAH

The problem in this research is the low of students’ learning outcomes of history. It is caused by the students’ initiative in teaching and learning process. The purpose of this study was to determine the learning model ITS (Instructional Systems Development Procedure) learning model towards students’ learning outcomes of history at tenth grade of SMA PERSADA Bandar Lampung in academic year 2014/2015. The population in this research was 110 students and the sample was 27 students. In getting the sample, the writer used a cluster random sampling. The data in this research were collected by using experimental methods and testing technique as the main method, as well as technical documentation and study of literature as the supporting method. In analyzing the data, the writer used t-test formula.Based on the analysis of data, it is obtained t_hit = 5.24, while for the significant level of 5% t-daf = 2.00. The average score of the students who learn history through ITS (Instructional Systems Development Procedure) learning model is 83. While the average score of students who learn history through conventional technique is 73. It can be concluded that, there is influence of learning model using ITS (Instructional Systems Development Procedure) towards students’ learning outcomes of history at tenth grade of SMA PERSADA Bandar Lampung in academic year 2014/2015.

Pengaruh Metode Pembelajaran dan Kreativitas Terhadap Hasil Belajar Siswa di SMA 7 PSKD Depok

Abstract
 The purpose of this study was to determine the impact of the task of learning methods, and its relation to the creativity of the students to the history learning outcomes at SMA 7 PSKD Depok. The research method used was experimental. test instruments are also used to measure the learning outcomes of history, and questionnaires used to measure the creativity of students in learning history. A total of 32 participants will be randomly selected. Data analysis will be performed by using two way variance analysis. The findings of the study will be demonstrate: 1) a higher student’s history learning outcome of those who were taught by Recitation instructional methodology compared to those who were taught by conventional method. 2) There is an interaction effect between instructional methodology and student’s creativity level on history learning outcome. 3) History learning outcome of students who has higher creativity level and were taught by Recitation method are higher than those with the same level of creativity but were taught by conventional method. 4) History learning outcome of students who has lower creativity level and were taught by Recitation methodology are not below those with the same creativity level but were taught by conventional method.
 Keywords : history learning outcome, history instructional methodology, student’s creativity level.

Pengaruh Metode Pembelajaran dan Kemandirian Belajar Terhadap Hasil Belajar Sejarah Siswa di SMAN 7 Cirebon

Abstract
 The aim of the study is to reveal the impact of instructional method and learning autonomy on the outcome of history learning students. This research is conducted in SMAN 7 Cirebon academic year 2013/2014. The result of the research: (1) From the history learning outcome of students who used instructional method of Think Pair Share were higher than those who used learning conventional method; (2) There were interactions between instructional method and learning autonomy on history learning outcome; (3) The History learning outcome of students were taught by Think Pair Share and who has higher and learning autonomy level has higher than were taught by conventional method; (4) The history learning outcome of students were taught by Think Pair Share and who has lower learning autonomy level has lower than were taught by conventional method.
 Keywords : history learning outcome, instructional method, learning autonomy

Pengaruh Metode Pembelajaran dan Berpikir Kreatif Terhadap Hasil Belajar Sejarah Siswa SMA

Abstract
 This research aims to investigate the impact of learning methods and creative thinking skills toward history learning outcome of students at Al-Azhar Kelapa Gading Islamic Senior High School. The method used in this research is experimental research method with the treatment design by level 2 x 2. The instrumen used to assess students creative thinking’s skills is in quesionnaire form, while the instrument used to assess students achievement is in the multiple choice form. The result show that: 1) history learning outcome of students using mind mapping learning methods are higher than those history learning outcomes of students using conventional learning methods, 2) there is interaction effect between learning method and creative thinking on history learning outcome of students, 3) history learning outcome of students who has high creative thinking and using mind mapping learning method are higher than students using the conventional learning method, 4) history learning outcome of students who has low creative thinking and using mind mapping method are lower than students using the conventional learning method.
 Keywords : learning methods, mind mapping, conventional, history learning outcomes, creative thinking

Pengaruh Metode Pembelajaran dan Pemahaman Konsep Sejarah Terhadap Hasil Belajar Sejarah Mahasiswa FIPS Program Studi Pendidikan Sejarah IKIP-PGRI Pontianak

Abstract
 This aims to find out effect of intructional methods and concept understanding on the outcomes of history learning on the student. The research was conducted in IKIP-PGRI Pontianak.The methodology used is the experiment was conducted using treatmen by level 2x2. The research date was taken from the observation, tests and questionnaires Sample size 44 student selected randomly. The results showed that. 1). History learning outcome of students using inkuiri intructional method are higher than those students using conventional intructionalmethod, 2). There is interaction effect between intructional method and understanding on history learnig outcome of students; 3 ). Results studied history student given method of intructionalinkuiri with have understanding concept high higher of the students given method of intructional conventional with have understanding concept high. 4 ). Results studied history student given method of intructional inkuiri with haveunderstanding concept lower of lower of student who uses the method of intructionalconventional with have understanding concept low.
 Keywords : Concept Understanding, Intructional Methods, Outcome Learning

PENINGKATAN HASIL BELAJAR SEJARAH POKOK BAHASAN ZAMAN PENDUDUKAN MILITER JEPANG DI INDONESIA MELALUI MODEL PEMBELAJARAN PICTURE AND PICTURE KELAS XI IPS4 DI SMAN 1 BARABAI TAHUN PELAJARAN 2013/2014

The purpose of this research is to find out the increase of the activities and learning outcomes of history at eleven 4 of SMAN 1 Barabai in the School Year of 2013/2014. One of the ways to get students interested in and be able to apply it in everyday life, a different model of learning, that is, more interactive, non-monotonous, giving more freedom for the students to think, as well as involving the students in the teaching-learning process more directly is needed. So that the teaching and learning can involve students directly and make students as the center of learning.wich can be improved by using picture and picture as teaching strategy. The approach which used on this classroom action research is qulitative analysis, which emphasizes on the research problem especially in improving the motivation and study result of students in history. Therefore, the problem can be identified and analyzed then found alternative solutions, there 34 students as samples on XI IPS 4 classteaching SMA Negeri 1 Barabai. The results of this study reveal that student learning outcomes are increased. In cycle I,of the 32 students, there are 6 people or 19 % of students who achieve complete mastery level and in cycle II, the mastery level which is attained by all of the students is as expected that is 100%.Key Words : Learning Outcomes , History , learning Model Picture and Picture

Pengaruh Pendekatan Pembelajaran dan Gaya Belajar Terhadap Hasil Belajar Sejarah Siswa

Abstract
 The aim of the study is to reveal the empirical data about the effect of learning approach and and learning styles on the outcome of history learning of SMA Negeri 35 Jakarta The methodology used is the experimental method with a 2x2 factorial design.. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1) The history learning outcome of the students who take the teaching methods CTL was higher than students who take conventional teaching methods . 2) The history learning outcome between students who have a visual learning style was higher than students who have auditory learning style. 3) There is an interaction effect between learning approach and learning style of the history learning outcome. 4) The history learning outcome of the students who take the teaching approach of CTL and have a visual learning style higher than students who take conventional teaching approach and have a visual learning style . 5) The history learning outcome of the students who take the teaching approach of CTL and auditory learning style is lower than students who take conventional teaching approach and have auditory learning styles. 6) The history learning outcome of the students who take the teaching approach of CTL and have a visual learning style was higher than students who take the teaching approach of CTL and have auditory learning styles. 7) The history learning outcome of the students who take conventional teaching approach and have a visual learning style is lower than students who take conventional teaching approach and have auditory learning styles
 Keywords : Learning approach, learning style and history learning outcome.

Differences between In-Field and Out-of-Field History Teachers Influence on Students Learning Experience in Malaysian Secondary Schools

The focus of this study was to investigate whether there were differences between the way in-field and out-of-field teachers in Malaysian secondary schools perceived and practiced History education, and the way their students perceived the teaching and learning of History.Both, teacher and student data were examined. A statistical analysis was conducted to validate the survey and test the relationships between variables. The results showed that there were significant differences between in-field and out-of-field teachers in the teacher characteristics of experience and student variables of classroom climate and History learning outcomes, but not on teaching approaches and methods.

The effecting eye: An integrated approach to teaching history of photography

This article describes and evaluates the curricular design and learning outcomes of History and Practice of Photography. This is an undergraduate course that integrates creative and theoretical components, which are traditionally taught separately, and often in different departments, in the study of the history of photography. Through interrogating contemporary visual culture with their eyes, words and cameras, students simultaneously study history and theory, examine divergent representational strategies through photographic assignments and deploy digital technologies as crucial tools for effecting personal, cultural and socio-political change. As such, the course offers a pedagogical shift away from the conventional delivery of art history surveys, in which lectures, examinations and research papers tend to predominate. This integrated approach sets out to create a multifaceted learning experience that fosters students' visual literacy, critical thinking, creative exploration and technological proficiency, all in the context of one class. The author proposes this curricular design as a template that could be extrapolated from, and applied to, other areas of visual studies in higher education.