History Learning Process Research Articles

Historical Learning Behavior of High School Students During the Covid-19 Pandemic

This article was written with the aim of analyzing the behavior of high school students and all of their factors during history learning during the Covid-19 pandemic, so that knowing the history learning behavior of high school students and responses from high school teachers related to student behavior in the history learning process during the Covid-19 pandemic and analyzing how the reinforcement measures carried out by high school teachers towards students and the effect felt during online learning. The research method used was descriptive qualitative. The subjects of the study were research articles related to students' historical learning behavior during the Covid-19 pandemic, The sample of research articles is 26 journals consisting of national journals and international journals. The results of this study were 1) forms of student behavior in various history lessons; 2) student behavior is influenced by the creativity ability of teachers and the role of the family, and 3) The history teacher provides reinforcement during the online history learning process to students. The conclusion of this study is to maximize the history learning behavior of high school students during the pandemic has 5 (five) aspects learning and management of teaching in the Covid-19 era, know the benefits of learning history using Google classroom, increasing the effectiveness of the teaching and learning process during the Covid-19 Pandemic, the role of families in accompanying student, and increase student activeness in taking online learning.

Schoology effectivity as history learning environment during industrial revolution 4.0 era

History learning experiences dilemmatic issues over Industrial Revolution 4.0. Therefore, it needs excellence abilities to adapt into learning strategies in order to be accord upon students’ needs. Gen Z characteristics posses pros and cons encourage educators to shift the thinking paradigm and teaching technique. Technology utilization as inseparable aspect of students living has become undoubtedly. Technology immense advance has derived learning innovation, both online or offline. This research and development attempts to develop history learning environment that is packed with schoology. Based on preliminary research, teachers engaged 87,91% power point, 2,19% Video and 9,9% without media hence students became less interested during learning. The solution being proposed is utilizing schoology with ASSURE model. Learning Management System (LMS) with schoology allows teacher to generate, manage, and share the contents and resources. Content Expert validation result obtains 80% is qualified very eligible, design expert validation obtains 89% is qualified very eligible and language expert result obtains 90% is qualified for very eligible. Research results indicate that schoology has improved learning outcomes and very effective upon learning process of history. Recommendation of this research and development needs to be optimized regarding students potential through other innovative design which engages technology during learning activities.

Creative History Learning Model Using Digital Storytelling through Cloud Learning to Enhance Analytical Thinking

This research aims to develop a creative history learning model using digital storytelling through cloud learning to enhance analytical thinking. The research methodology is divided into 3 steps involving the use of digital storytelling through cloud learning to enhance analytical thinking. This involves 1) studying the creative history learning process, 2) developing the creative history learning model, 3) comparing the students’ analytical thinking scores before and after learning. The sample consisted of Mathayomsuksa 5 students of the Chonburi Sukkhabot School in the 2nd semester of the academic year 2019. The research instrument was an assessment of the students’ analytical thinking. Data were statistically analyzed with the use of mean and standard deviation measurements. The research findings were as follows 1) The creative history learning process using digital storytelling through cloud learning to enhance analytical thinking consisted of 4 steps: 1) The introductory stage included student orientation, specification of the learning objectives and historical topics; 2) The instruction stage included researching historical information, summarizing historical facts, creating digital storytelling media 3) The summary stage included presenting material by digital storytelling 4) Evaluation. The cloud learning resources used were Facebook Group, Google Drive, Google Form, and YouTube. The suitability evaluation score was at the highest level (x̅= 4.63, S.D. = 0.41) 2) The students who learned through the creative history learning model using digital storytelling through cloud learning had analytical thinking scores after learning (x̅ = 26.13, S.D. = 1.63) which were higher than scores before learning (x̅ = 10.70, S.D. = 2.58). The results were statistically significant at the .05 level.

OPPORTUNITIES TO LEARN HISTORY AND CULTUROLOGY AND TO DEVELOP DIGITAL COMPETENCE IN THE AGE OF INFORMATION TECHNOLOGY

Technological progress, which sets scenarios for the development of humanity, affects the pattern of human behaviour in the most direct way and becomes an integral part of life, serving as progressives and at the same time also as regressive means in the educational process. The school should follow the modern digital age so it is necessary to offer students to learn the content of learning in an interactive, understandable, achievable and educational way. In order to facilitate the interaction of the digital competence of student’s with knowledge-building in the learning process of History and Culturology, two years of development resulted in the creation of a website enabling students to learn more successfully history and culturology. It should also be noted that the European Commission highlights the digital competence as one of the key competences for lifelong learning: it is recommended that the European Union should raise and improve the level of digital competences at all stages of education and training (European Commission, 2018). The aim of this article is, highlighting the importance of digital competence and information technology in the education process, identify students' growth rates in History and Culturology studies using the learning platform developed and tested www.pavelsjurs.lv. The article reflects the introduction of innovation in the History and Culturology subjects through an open interactive learning platform that can be used in daily education at school and for online learning.

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.

History Learning Module Based on Islamic Values on K.H. Hasyim Asy’ari’s Jihad Resolution Material

The purpose of this study was to produce a feasible module. Islamic values-based learning module is an innovation to support educational progress. This module could be utilized as teaching materials to shape the student's religious character through independent learning to achieve the desired competency goals. The research method used was the RD (Research and Development) with the ADDIE procedure as the development model. The data were collected through observation, interviews, and questionnaires. The results showed that the developed module was feasible based on the feasibility assessment by material experts, media experts, teachers, and students. Overall, it met the feasibility criteria with an average score of 4.75 from the material experts, 4.55 from the media experts, 4.28 from the teachers, 4.45 from the limited rial, and 4.61 from the field trial. The module was declared feasible, effective, and practical to be used as teaching materials and learning resources by students in the history learning process. The benefit is that the material in the module is integrated with Islamic values to improve and shape the students’ religious character.

The Students’ Knowledge, Attitudes, and Behavior in Learning History at Pesantren Buya Hamka

This study aims to determine the implementation stage of history learning process for students at the Pesantren Buya Hamka; the stages of knowledge, attitudes, and behavior of students regarding nationalism and patriotism; and the correlation of leadership variables, school climate, teacher performance, and pesantren culture to history learning and also to students’ knowledge, attitudes, and behavior regarding nationalism and patriotism. This study also aims to find out the significant influence of historical learning variables on knowledge, knowledge variables on attitudes and attitudes on students’ behavior. This study combines survey research quantitative approach with descriptive, correlation, and regression methods. The results show there is a significant correlation between independent variables with historical learning variables and student knowledge variables about nationalism and patriotism. Meanwhile, there is no significant correlation between independent variables and student behavior variables. The results also show only the history of learning variables among the five independent variables that significantly influence the knowledge of nationalism and student patriotism. Student knowledge variables about nationalism and patriotism partially also affect changes in student attitudes, while changes in student attitudes do not affect linearly on changes in student behavior.

Pengembangan Media Video Storyline untuk Pembelajaran Sejarah Siswa Kelas X MIPA I di SMAN 3 Kerinci

This study aims to improve the quality of learning of students and provide alternative uses of media in the form of understanding and benefits in using video media in the form of storyline which is motivated by the lack of media use in history learning, especially video media. This type of research is 4-D by using 3 stages from 4 stages of the development model, namely defining, designing, and developing. The design in making this video storyline media using the movavi video editor application and combining it with other applications. The subjects of this study consisted of 2 lecturers namely material experts and media experts, 2 history subjects, and 17 students of Class X MIPA I at SMAN 3 Kerinci. The object of this research is video storyline media. This research data is in the form of primary data that is data obtained from the questionnaire validity and practicality. The data analysis technique of this study was to use qualitative analysis in a descriptive form. This research produces an effective video storyline media used as a medium in learning history and can improve students' understanding in the history learning process based on data analysis obtained from the results of the validity and practicality test.

An evaluation toward the post-certification teacher performance in the natural history learning process for the elementary school degree

The study aims at describing the teacher performance in the Natural History Learning Process for the Elementary School Degree throughout the Province of Yogyakarta Special Region from the four competencies namely personality competency, professionalism competency, pedagogy competence and social competency based on the self-assessment, the principal assessment, the peer assessment, the student assessment and the observation toward the learning process after the certification. The nature of the study is an evaluative study using the descriptive quantitative approach. The study itself was conducted in both the Public Elementary Schools and the Private Elementary Schools throughout the Province of Yogyakarta Special Regions. The subjects of the study were the teachers who had been teaching Natural History in both schools who had passed the certification test in 2007 and 2008 and who had also been receiving the certification allowance. During the conduct of the study, the data gathering instruments that had been implemented were questionnaire, observation sheet and documentation. On the other hand, the data analysis technique that had been adopted was descriptive statistical analysis with percentage. Then, the results of the study show that the post-certification performance of Natural History teachers have been “Very Good” based on the personality, professionalism, pedagogy and social competency and also based on the results of the self-assessment, the principal assessment and the peer assessment. The details on the results of the post-certification teacher performance in this regard might be elaborated as follows: (1) personality competence 96.70%; (2) professionalism competence 76.40%; (3) pedagogy competence 83.30%; and (4) social competence 88.90%. Furthermore, the results of the student assessment assert that the post-certification of Natural History teachers belongs to the “Very Good” category with the assessment rate of 96.70%. Last but not the least, the results of the observation toward the teacher learning process also belong to the “Very Good” category with the following details: (1) pre-learning activities 93.30%; (2) core activities 93.30%; and (3) closing activities 73.30%.

Students Need Analysis of History Lesson Based on a Local Historical Figure of the King Sang Naualuh Damanik

History is a subject that instills students’ enthusiasm to always advance the nation and country as a sense of pride and gratitude for the services of the heroes who had struggled to defend and win Indonesia's independence. Encountering the history of the struggle of the heroes able to encourage younger generation to have a high historical awareness that is reflected in everyday life. Learning history in a school which meets the students’ needs effects a good historical awareness for the students. This study aimed to analyze the students’ needs in learning history based on the local historical figure of the King Sang Naualuh Damanik. This research was conducted at a state high school in Indonesia. Participants in this study were thirty-four of eleventh grade students and a history teacher. This study used a qualitative method by collecting data from questionnaires to thirty-four students and interviews with a history teacher and five students. The results showed that students needed learning media that were integrated with technology in the teaching learning process of history based on local historical figure of the King Sang Naualuh Damanik.

PENERAPAN MODEL PEMBELAJARAN GUIDED NOTE TAKING UNTUK MENINGKATKAN AKTIVITAS BELAJAR SEJARAH DI SMA NEGERI 3 LUBUKLINGGAU

This study aims to determine the effect of the Guided Note Taking learning model on the improvement of students' historical learning activities at SMA Negeri 3 Lubuklinggau. The research method used is a quantitative method. The sample of this study was 33 students of class X IPS 3. Data collection techniques using observation sheet instruments. The data obtained were analyzed using relative frequency percentages. The results showed that the Guided Note Taking learning model applied in the history learning process in class X IPS 3 of SMA Negeri 3 Lubuklinggau was able to increase student learning activities. This is evidenced by the value of the percentage of student learning activities that increased from 81.72% at the first meeting to 91% at the second meeting or increased from the good to very good category.

Pembelajaran Sejarah pada SMAN di Daerah Terdepan Terluar Tertinggal (3T) Kepulauan Tanimbar Provinsi Maluku

Abstract: This study aims to describe teacher preparation before conducting history learning at State Senior High School in the Frontier, Outermost, and Disadvantaged Region (3T) of Tanimbar Islands, and the history learning process at State Senior High School in the Frontier, Outermost, and Disadvantaged Region of Tanimbar Islands. This study uses descriptive qualitative methods, using data collection techniques through observation, interviews and documentation. Informants in this study are Principals, Teachers and Students at State Senior High School of Tanimbar Islands. The results of this study indicate that starting from preparation to the process of history learning in the State Senior High School in Tanimbar Islands has not run optimally. Facility problems negligence of school leaders, unprofessional teachers at work and lazy students are the main factors in the process of history learning in the Frontier, Outermost, and Disadvantaged Region (3T). 
 Key word: Region 3T, Learning Process, History Learning

Historical Education in The Process of Nation Character Building of Indonesia

This paper aims to provide an explanation of the relation of historical education with the process of nation character building in Indonesia. This study uses literature review method. The results show that historical education has a very strategic role to shape the character and identity of the Indonesian nation. To be able to realize it, the curriculum must be considered in historical education, learning process, as well as historical learning materials. The history curriculum must be able to accommodate the interests of the nation character building process. Furthermore, the learning process of history must also be able to optimize the process of internalization and actualization of values in historical events. Finally, historical material must be able to collaborate on academic and pedagogical elements.

독일의 5, 6학년 역사교육

This study analyzes the History Curriculum of Baden-Württemberg for 5th and 6th graders and the History Textbook published by Cornelsen. In Germany, elementary and secondary schools are generally composed of 4 and 8 grades. Therefore the 5th and 6th grades are the first and second grades of the secondary school, while in South Korea, the 5th and 6th grades are the last two years in elementary school level. The results of this study are as follows: First, the 2016 History Curriculum of Baden-Württemberg emphasizes the historical competences of History Learning process to improve pupil

NEEDS ANALYSIS OF MODULE TEACHING MATERIALS OF GORONTALO MUHAMMADIYAH ORGANIZATION IN LEARNING HISTORY AT SMAN 1 GORONTALO

<p>This paper aims to analyze the needs of teaching materials module history of movement organization Muhammadiyah Gorontalo at SMAN 1 Gorontalo.This is done because, in the learning in the school has not used the module as a companion of textbooks. The research method used is descriptive-qualitative, that is by doing observation, interview and document study. The results showed that during the learning process of history at SMAN 1 Gorontalo, less exploration of local history studies, especially related to the movement of the Muhammadiyah organization. On the one hand, students need a new understanding of the local history of Gorontalo. Thus, the use of a module containing the historical material of Muhammadiyah organization movement in Gorontalo becomes important to be compiled, then taught to students. The goal is that students can know that the Gorontalo region also has a variety of history that is not less interesting when compared with other areas in Indonesia. The implications of this study can be used as a guide to the teacher in analyzing the various learning needs required by students during the learning process at school.For students, with the teaching material of this module, more exploring willingness learn according to requirement given by teacher.</p><p> </p><center><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a></center><p> </p>

UTILIZATION OF THE DIENG TEMPLE SITE AS HISTORICAL RESOURCES TO INCREASE HISTORICAL COMPREHENSION STUDENTS (CLASSROOM ACTION RESEARCH IN PUBLIC HIGH SCHOOL 1 WONOSOBO)

Dieng Temple site in the highlands of Central Java has not been used as a source of learning history. The site can be used to bring learners closer to their environment. This study aims to improve the historical comprehension of learners through the use of Dieng Temple site as a source of historical learning. This research is a Classroom Action Research in Public High School 1 Wonosobo. Data were collected by observation, inter-view and documentation. The results showed that the learning process of history through Dieng Temple site can provide the ability to learners to interpret the literal meaning of Dieng Temple by using their own language. This makes students able to understand the history of existing sites in the Dieng area. Understanding the history has been raising awareness of learners to take part in maintaining the sustainability of Dieng temple site.

The Suitability of History Textbook Activities for 5th–8th Grades for Developing Pupils’ Achievements in the Subject of History

After restoring Independence in Lithuania, there has not been a separate research carried out which would contain an in-depth analysis of the quality of activities presented in history textbooks used in general education schools. Therefore, the following research problem is raised in this article: whether the activities presented in the history textbooks for 5th–8th grades that are currently in use in Lithuanian general education schools are suitable for developing the achievements in history subject which are defined in the General Curriculum Framework.
 The aim of this study is to investigate the suitability of history textbook activities for 5th–8th grades for developing pupils‘ achievements delineated in the General Curriculum Framework 2008. To reach this aim the following objectives were raised: 1) to discuss the key achievements in history subject as well as the requirements for history learning process that are highlighted in scientific literature and educational programmes; 2) to reveal the role of a textbook and its activities / activities system for improving pupils’ achievements in accordance to Lithuanian education documents and scientific literature; 3) to analyse the suitability of history textbook activities for 5th–8th grades for improving pupils’ knowledge and skills delineated in the General Curriculum Framework for Basic Education 2008 for the subject of history. Methods of research: analysis of education documents and scientific literature, analysis of textbook content.
 Data of the analysis revealed that more than half of the tasks in the investigated history textbooks for 5th–8th grades require from pupils knowledge and understanding of historical figures, events or cases depicted in a textbook. Fewer than a quarter of the analysed history textbook activities are designed to developing pupils’ ability to put knowledge into practice. Very few tasks presented in textbooks are intended for developing the capacity for more complicated reasoning.
 Whilst analysing the adaptation of activities in history textbooks for 5th–8th grades for developing pupils‘ competencies in the subject, it became clear that the activities are only partially suitable for developing the competencies delineated in the General Curriculum Framework. The greater part of tasks is designed for developing an understanding of historical evolution and ability to engage in historical analysis and interpretation. Only 4.3 percent of tasks induce the pupils to develop an ability to orientate in historical time and space. The analysed textbooks contain few activities that would motivate pupils to take an integral approach towards Lithuanian and world history.

VALUE DEVELOPMENT IN HISTORY LEARNING THROUGH PARIBASA AND BABASAN

This research derived from an anxiety that looked history learning as a subject that was very close with intellectual competences development. In fact, history itself ilustrated value experience which could give such a kind of wisdom, and more over the history also had a big value in it. So, it was thought that there was a need to have a right strategy to understand the value of history. One kind of value that could be internalized to students in history learning was Sundane local wisdom. Sundanese culture had various inheritances, for example was like oral literature (folklore) in paribasa and babasan. The problems in this research were how to identify the values of Sundanese culture in paribasa and babasan, and how the people could use paribasa and babasan in a process of value socialization and internalization, how those values could be applied in history learning. This research used a qualitative approach. It was divided in two phases, the first one was about folklore, and the second one was about naturalistic study on history learning process in the class. The result of this research was also divided in two parts. The first part was related to social values identification that could be extracted on Cireundeu Cultural Village pass through paribasa and babasan. Based on the result of the observation and interview with the villagers, they used paribasa and babasan which generally got the same point with the others Sundanese societies, so there was no specialty in Cireundeu. The main point was they still used paribasa and babasan in their daily life, especially when they counseled their children, interacted to each other, said euphemism critic, and taught Sundanese values to the young generations. Second, this part was related to paribasa and babasan’s value implementation in history learning on SMA Pasundan 1 Bandung. There were two approaches in this implementation, value inculcation approach and value clarification approach. This kind of history learning that put paribasa and babasan as a media of value inculcation passed through appreciation, self-identification, behavior implementation, and habit forming

THE DEVELOPING OF SOCIO-DRAMA MODEL OF LEARNING BY USING THE THEATER MEDIA IN HISTORY EDUCATION PROGRAM STUDY, FKIP UNSRI

This research aimed to develop of history learning process by using the model of sociodrama with the theater media. The method that used by this research was the development and research method with the instructional development model developed by Atwi Suparman. The struggle of emancipation of RA Kartini is the subject which to be developed and packed in model of socio-drama with the theater media. Before the implentation of the instructional activity, the researcher with the help of the expert doing the validation to the script of drama and the instructional design. The script which had been evaluated were experimented to the student one to one and also to small group and continued by revisions. The script which had been already revised re-experimented in the research through by doing some casting to chose the player, and prepare the artistic stuff. The student do the exercise outside the class hour, performance in front of the class and end with the little discussion.

THE DESIGNING OF TECHNOLOGY BASED HISTORY LEARNING (THE APPLICATION OF TECHNOLOGY BASED SURVEY RESULT IN THE LECTURES OF HISTORY EDUCATION STUDY PROGRAM AT UHAMKA AND UNJ)

The 2013 curriculum is developed for anticipating the development of sciences in the age of 21st century, either in the treatment or in the model of teaching and learning. The Model of learning that should be had developed by the teachers was the model which could shape the ability of students to have the competition to access any kind of information, so that they are enable to develop their own knowledges by their selves. The History education is the material subject that was full of the information and could use any kind of sources formally from internet. This research was the survey to the lectures of history education program study in Uhamka and UNJ about the use of technology in learning and supporting the failure from many sides. From the result of the survey was made the design of history learning by the technological basis, so that the students enable to use the sources that could make the history learning process became fun and meaningful.