Historia Jurnal Pendidikan Sejarah FKIP UM Metro最新文献

{"title":"Integrasi Sosiokultural Siswa Dalam Pendidikan Multikultural Melalui Pembelajaran Sejarah","authors":"Y. Perdana, S. Sumargono, Valensy Rachmedita","doi":"10.21009/jps.082.01","DOIUrl":"https://doi.org/10.21009/jps.082.01","url":null,"abstract":"this research aims to cultivate the values ​​of multiculturalism in historical learning through the integration of students' social-cultural conditions, describing students' understanding of the students' social-cultural conditions and the implementation of multiculturalism values ​​by students in their daily lives. This research is qualitative with a phenomenological approach, namely by conducting a critical analysis of social phenomena. The technique of data collection is done by observation, interview, and documentation. The validity of data analysis techniques uses triangulation techniques and sources. The data analysis used is an interactive analysis model. Based on the results of the study, it was explained that in the SMAN 3 Surakarta the history teacher had integrated sociocultural students in multicultural education through historical learning. Historical teachers and students feel the benefits of historical learning through multicultural education by remembering and studying the riots triggered by differences to other historical events backed by ethnic conflicts such as Riots in Surakarta to the opposite of the Youth Oath which was pioneered by various ethnic, ethnic and religion throughout Indonesia.","PeriodicalId":31253,"journal":{"name":"Historia Jurnal Pendidikan Sejarah FKIP UM Metro","volume":"195 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72425109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dinamika Pelajaran Sejarah Indonesia dalam Kurikulum 2013 pada Jenjang SMK/MAK","authors":"Rinaldo Adi Pratama, Maskun, N. Lestari","doi":"10.21009/jps.082.02","DOIUrl":"https://doi.org/10.21009/jps.082.02","url":null,"abstract":"This study aims to explain the dynamics of Indonesian History subject in the 2013 Curriculum at Vocational High School. Implementation of the 2013 Curriculum, the Indonesian History subject had a special place at the Vocational High School level. But, revision of 2013 Curriculum effected on the existence of Indonesian History subject in Vocational High School. This study used a library research method that used library resources in research without field research. The results showed that Indonesian History subject at the beginning of the 2013 Curriculum implementation got allocation 216 hours for six semester in 10th, 11th, and 12th grade. Decreased to 144 hours for four semester in 10th and 11th grade after revised in 2016, and decreased again to 108 hours of time allocation for two semester only in 10th grade in 2017 and changing nomenclature from Indonesian History become History.   Tulisan ini bertujuan untuk memaparkan mengenai dinamika pelajaran Sejarah Indonesia dalam Kurikulum 2013 di jenjang SMK/MAK. Seperti diketahui bahwasanya awal penerapan Kurikulum 2013, Sejarah Indonesia mendapatkan tempat istimewa pada jenjang SMK/MAK, namun seiring perkembangan waktu, terjadi revisi yang dilakukan terhadap Kurikulum 2013 yang berdampak pada keberadaan mata pelajaran Sejarah Indonesia yang semakin berkurang jumlah jamnya. Penelitian ini menggunakan metode historis yang mencakup heuristik, kritik, interpretasi dan historiografi. Hasil penelitian menunjukan bahwa Sejarah Indonesia pada awal penerapan Kurikulum 2013 mendapatkan alokasi waktu 216 jam pelajaran, semakin berkurang menjadi 144 jam pelajaran setelah terjadi revisi kurikulum pada 2016 dan semakin berkurang lagi menjadi 108 jam pelajaran serta perubahan komenklatur dari Sejarah Indonesia menjadi sejarah setelah perbaikan struktur kurikulum untuk SMK/MAK pada tahun 2017.","PeriodicalId":31253,"journal":{"name":"Historia Jurnal Pendidikan Sejarah FKIP UM Metro","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89264192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Museum Musik Indonesia sebagai Wisata Edukasi di Kota Malang","authors":"Mochamad Nurfahrul Lukmanul Khakim","doi":"10.21009/jps.081.06","DOIUrl":"https://doi.org/10.21009/jps.081.06","url":null,"abstract":"Malang as a city with many tourist destinations, has advantages in every field of tourism. Of the many tourist destinations, research on museums is very rare, even though museums can be interesting educational facilities for students or the general public. One of the museums in Malang City is the Indonesian Music Museum, this museum is relatively new so it is interesting to study. This museum has 26000 music collections. The details, as many as 16,718 are cassettes; 3,118 compact discs (CDs); 3,108 printed materials such as posters, books and leaflets; 2,985 LPs; 108 musical instruments (guitars, drums, etc.); 55 artist clothes; and 13 audio equipment. The Indonesian Music Museum can be used as an educational tour for the people of Malang to get to know the history of music in Indonesia. In addition, the potential to become one of the leading tours in Malang City is very open as long as it is done with active and attractive promotions. \u0000Malang sebagai salah satu kota dengan destinasi wisata yang cukup banyak, mempunyai keunggulan dalam setiap bidang wisata. Dari sekian banyak destinasi wisata tersebut, penelitian tentang museum sangat jarang, padahal museum bisa menjadi sarana edukasi yang menarik untuk para pelajar ataupun masyarakat umum. Salah satu museum yang ada di Kota Malang adalah Museum Musik Indonesia, museum ini tergolong baru sehingga menarik untuk diteliti. Museum ini memiliki 26000 koleksi musik. Rinciannya, sebanyak 16.718 adalah kaset; 3.118 buah compact disc (CD); 3.108 barang cetakan seperti poster, buku, dan leaflet; 2.985 piringan hitam; 108 instrumen musik (gitar, drum, dan lain-lain); 55 baju artis; dan 13 peralatan audio. Museum Musik Indonesia dapat dijadikan sebagai wisata edukasi bagi masyarakat Malang untuk mengenal sejarah musik di Indonesia. Selain itu potensi untuk menjadi salah satu wisata unggulan di Kota Malang sangat terbuka luas asalkan dilakukan dengan promosi yang giat dan menarik.","PeriodicalId":31253,"journal":{"name":"Historia Jurnal Pendidikan Sejarah FKIP UM Metro","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86787302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Akses Pendidikan bagi Pribumi pada Periode Etis (1901-1930)","authors":"Muhammad Fakhriansyah, Intan Ranti Permatasari Patoni","doi":"10.21009/jps.082.03","DOIUrl":"https://doi.org/10.21009/jps.082.03","url":null,"abstract":"This article examines the dynamics of the indigenous people of the Dutch East Indies' access to education during the Dutch Etichal Policy period. Considering that, the Netherlands was the longest-running country exploiting the Indies, the country was obliged to bear the burden of reciprocation on their colony. The burden of reciprocity was realised through an Ethical Policy that has three programs. They are irrigation, transmigration, and education. Of the three, Education was the program that had major impacts on the Indonesian national movement. This research used historical method. The result of this research showed us that although education had succeeded in undermining the Dutch colonial domination, the education during the Dutch Etichal Policy period was not fully given as a whole by the colonial government. Instead, it was very limited. The Dutch colonial policies, especially the one concerning education were driven by their interest of economic benefits for themselves over the improvement of the indigenous people of the Dutch East Indies' welfare. \u0000  \u0000Artikel ini membahas mengenai dinamika akses pendidikan bagi pribumi saat berlangsungya Politik Etis. Seperti yang diketahui, Belanda sebagai negara yang terlama mengeksploitasi Hindia Belanda membuat negara tersebut menanggung beban balas budi terhadap koloninya. Beban balas budi tersebut terwujud melalui program Politik Etis yang memiliki tiga program, yakni irigasi, transmigrasi, dan edukasi. Dari ketiga itu, pendidikan merupakan salah satu program Politik Etis dan salah satu program yang memiliki dampak besar bagi pergerakan nasional. Penelitian ini menggunakan metode historis dengan analisis studi kepustakaan. Hasil penelitian menunjukan meskipun pendidikan berhasil meruntuhkan dominasi kolonial, pendidikan saat periode Etis pun tidak serta merta langsung diberikan begitu saja oleh pemerintah kolonial meskipun tujuan Politik Etis adalah balas budi, pemberian pendidikan diberikan secara serba terbatas. Kebijakan-kebijakan pemerintah kolonial, khususnya di bidang pendidikan didorong oleh kepentingan keuntungan ekonomi bagi mereka sendiri alih-alih oleh motif untuk meningkatkan kesejahteraan rakyat setempat. \u0000 ","PeriodicalId":31253,"journal":{"name":"Historia Jurnal Pendidikan Sejarah FKIP UM Metro","volume":"122 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77652453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrasi Nilai-Nilai Kearifan Lokal Kalosara dalam Pembelajaran Sejarah di SMA sebagai Penguatan Karakter Siswa","authors":"R. Rispan, A. Sudrajat","doi":"10.21009/jps.082.04","DOIUrl":"https://doi.org/10.21009/jps.082.04","url":null,"abstract":" This study aims to examine the values ​​contained in kalosara local wisdom, so that these values ​​can be integrated into historical learning as a reinforcement of student character. The method used in this research is descriptive qualitative method. This is based on the problem being studied in a qualitative descriptive manner which requires observation, interviews, reviewing documents, testing the validity of the data through the stages of triangulation, in revealing interpretative significance as answers in solving research problems. The results showed that kalosara is a guide that affects the lives of the Tolaki people from ancient times to the present. The existence of empowerment if reflected in the form of behavior in various sectors of life, thus making if as a guide as well as controlling the behavior in creating a harmonious social environment. As for the values ​​contained in the Kalosara local wisdom, among others: the value of leadership which consists of unity and unity (medulu mepoko'aso), harmony of harmony, purity, justice (ate pute penao moroha), security, peace, justice, welfare (morini mbu'umbundi) monapa mbu'undawaro), shame (kohanu), mutual cooperation (samaturu), and manners (meiro'u) which include mutual respect (mombekapona-pona'ako), and mutual love (mombekamei-meiri'ako). Integrating Kalosara local wisdom values ​​in history learning is very important, in addition to making history learning more interesting and meaningful, it can also function as a tool for strengthening students' character in facing current and future challenges. So students have moral knowledge, moral feelings, and moral actions in understanding the noble values ​​in their culture. \u0000  \u0000Penelitian ini bertujuan untuk mengkaji nilai-nilai yang terkandung dalam kearifan lokal kalosara, sehingga nilai tersebut dapat di integrasikan kedalam pembelajaran sejarah sebagai penguatan karakter siswa. Metode yang digunakan dalam penelitian ini adalah metode kualitatif desktiftif. Hal tersebut didasari oleh masalah yang diteliti bersifat deskriftif kualitatif yang membutuhkan observasi, wawancara, mengkaji dokumen, menguji keabsahan data melalui tahapan triangulasi, dalam mengungkap kebermaknaan secara interpretatif sebagai jawaban dalam pemecahan masalah penelitian. Hasil penelitian menunjukan bahwa kalosara merupakan suatu pedoman yang mempengaruhi kehidupan masyarakat Tolaki dari zaman dahulu hingga sekarang. Eksistensi keberdayaan kalo terefleksikan dalam wujud perilaku pada berbagai sektor kehidupan, sehingga menjadikan kalo sebagai pedoman sekaligus pengontrol perilaku dalam menciptakan lingkungan sosial yang harmonis. Adapun nilai yang terkandung dalam kearifan lokal kalosara antara lain: nilai kepemimpinan yang berintikan persatuan dan kesatuan (medulu mepoko’aso), keserasian keharmonisan, kesucian, keadilan (ate pute penao moroha), keamanan, kedamaian, keadilan, kesejahteraan (morini mbu’umbundi monapa mbu’undawaro), rasa malu (kohanu), gotong royong (sa","PeriodicalId":31253,"journal":{"name":"Historia Jurnal Pendidikan Sejarah FKIP UM Metro","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77186466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluasi Program Pembelajaran Sejarah Indonesia di SMKN 57 Jakarta","authors":"Nur Fajar Absor, Kurniawati, Umasih","doi":"10.21009/jps.082.05","DOIUrl":"https://doi.org/10.21009/jps.082.05","url":null,"abstract":"Penelitian ini bertujuan untuk menganalisis dampak positif dan negatif dari program pembelajaran sejarah di SMKN 57 Jakarta. Desain penelitian yang digunakan adalah evaluasi yang terdiri dari proses pemilihan model evaluasi dan selanjutnya memilih metode penelitian yang digunakan. Model penelitiannya sendiri, peneliti menggunakan Model Evaluasi Bebas Tujuan (Goal Free Evaluation Model) yang dikembangkan oleh Michael Scriven, sedangkan untuk metode penelitiannya, peneliti menggunakan metode penelitian kualitatif. Sampel yang digunakan adalah wakil kepala sekolah bidang kurikulum, guru, dan peserta didik. Penelitian ini menggunakan teknik pengumpulan data triangulasi, yakni observasi, wawancara, informan kunci dan informan spesialis, serta dokumentasi. Hasilnya ditemukan bahwa terdapat: (1) Dampak positif yang sesuai dengan harapan pembuat program seputar tujuan program yang dipahami dari aspek kognitif, peserta didik berminat untuk mempelajari Sejarah Indonesia, dan pelaksanaan pembelajaran sudah berlangsung dengan baik; (2) Dampak positif yang tidak termasuk tujuan pembuat program seputar peserta didik menjadi aktif, kreatif, dan kritis dalam pembelajaran, penggunaan metode dan media pembelajaran yang kreatif dan inovatif, serta penanaman pendidikan karakter; (3) Dampak sampingan negatif akibat dari program yang dilaksanakan seputar munculnya ketidakpastian hukum di Indonesia, tujuan program dipahami hanya sebatas pada aspek kognitif, kesulitan dalam membuat perangkat pembelajaran, materi pembelajaran banyak dan padat, serta kegiatan pembelajaran tergantung kepada profesionalitas guru.","PeriodicalId":31253,"journal":{"name":"Historia Jurnal Pendidikan Sejarah FKIP UM Metro","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82112558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lontarak; Sumber Belajar Sejarah Lokal Sulawesi Selatan","authors":"Bahri Bahri, A. Tati","doi":"10.21009/jps.081.05","DOIUrl":"https://doi.org/10.21009/jps.081.05","url":null,"abstract":"Lontarak is a text that contains various aspects of Bugis culture from ancient times to the present. The function of lontarak is to inherit cultural customs in their original form. Lontarak is one of the mediums that has survived the inheritance of culture in its authenticity. Lontarak, consisting of various types which have contents of a pappangajak or message related to various fields of life. Lontarak is a source of learning history because it contains historical events that have values that can be integrated in various lives. The recommendation of this study is that Lontarak can be used as a source of learning for the people of South Sulawesi at all levels of education. \u0000Lontarak adalah naskah yang memuat berbagai aspek kebudayaan Bugis sejak zaman dahulu sampai sekarang. Lontarak berfungsi mewariskan adat kebudayaan dalam bentuk asli. Lontarak salah satu media yang bertahan mewariskan kebudayaan dalam keasliannya. Lontarak, terdiri dari berbagai jenis dan isi Lontarak adalah pappangajak atau pesan yang terkait dengan berbagai bidang kehidupan. Lontarak merupakan sumber belajar sejarah karena berisi tentang peristiwa sejarah yang memiliki nilai-nilai yang dapat diintegrasikan dalam berbagai kehidupan. Rekomendasi dari penelitian ini adalah lontarak dapat dijadikan sumber belajar bagi masyarakat Sulawesi Selatan pada semua jenjang pendidikan.","PeriodicalId":31253,"journal":{"name":"Historia Jurnal Pendidikan Sejarah FKIP UM Metro","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75636640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pembelajaran Sejarah pada SMAN di Daerah Terdepan Terluar Tertinggal (3T) Kepulauan Tanimbar Provinsi Maluku","authors":"Boni Marian","doi":"10.21009/JPS.081.04","DOIUrl":"https://doi.org/10.21009/JPS.081.04","url":null,"abstract":"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). \u0000Key word: Region 3T, Learning Process, History Learning","PeriodicalId":31253,"journal":{"name":"Historia Jurnal Pendidikan Sejarah FKIP UM Metro","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84607302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perkembangan Pembelajaran Sejarah Pasca Kemerdekaan-Reformasi","authors":"Ulfah Nury Batubara, A. Aman","doi":"10.21009/JPS.081.02","DOIUrl":"https://doi.org/10.21009/JPS.081.02","url":null,"abstract":"Abstract: This article aims to examine the development of historical learning from post-independence Indonesia to the Reformation period. During that period, Indonesia has made 9 (nine) curriculum changes. Learning history at the beginning of independence was characterized by a spirit of nationalism, considering that this time, Indonesia still had to struggle to maintain its independence. Entering the Suharto government, historical learning directions and policies also changed along with political interests, namely strengthening the legitimacy of Suharto's power. Furthermore, the Reformation period marked by the end of Suharto's rule, the direction and purpose of historical learning also changed, namely preparing the younger generation to have human resources that are equal to other countries. Learning of the history of the reform era made many changes and reviewed various past events that did not exist in the history books of the New Order. The research method used is descriptive method, which describes the problem to obtain answers. The results of the study show that learning from time to time changes color following the color of government politics. This is because history learning has a very strategic role in supporting government programs. \u0000  \u0000 Artikel ini bertujuan untuk mengkaji perkembangan pembelajaran sejarah mulai dari pasca kemerdekaan Indonesia hingga masa Reformasi. Selama periode itu, Indonesia sudah melakukan perubahan kurikulum sebanyak 9 (sembilan) kali. Pembelajaran sejarah di awal kemerdekaan diwarnai dengan semangat nasionalisme, mengingat masa ini, Indonesia masih harus berjuang mempertahankan kemerdekaannya. Memasuki pemerintahan Soeharto, arah dan kebijakan pembelajaran sejarah juga berubah seiring dengan kepentingan politik, yakni memperkuat legitimasi kekuasaan Soeharto. Selanjutnya masa Reformasi yang ditandai dengan berakhirnya kekuasaan Soeharto, arah dan tujuan pembelajaran sejarah ikut berubah, yakni menyiapkan generasi muda untuk memiliki SDM yang sejajar dengan negara lain. Pembelajaran sejarah era reformasi banyak melakukan perubahan dan mengkaji berbagai peristiwa masa lalu  yang tidak ada pada buku-buku sejarah masa Orde Baru. Metode penelitian yang digunakan adalah metode deskriptif, yaitu menggambarkan masalah untuk memperoleh jawaban. Hasil penelitian menunjukkan bahwa pembelajaran dari masa ke masa berubah warna mengikuti  warna politik pemerintah.  Hal ini disebabkan karena pembelajaran sejarah memiliki peran yang sangat strategis dalam mendukung program pemerintah.","PeriodicalId":31253,"journal":{"name":"Historia Jurnal Pendidikan Sejarah FKIP UM Metro","volume":"310 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73877246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pemanfaatan Media Komik Digital Melalui Unsur PPR (Paradigma Pedagogi Reflektif) Pada Matakuliah Sejarah Asia Barat Modern","authors":"Brigida Intan Printina","doi":"10.21009/JPS.081.01","DOIUrl":"https://doi.org/10.21009/JPS.081.01","url":null,"abstract":"The Use of Digital Comic Media in Modern West Asian History Courses has been developed as an effective medium in learning. For this reason, this study aims to analyze about 1) Digital Comic Media Through the Elements of PPR (Reflective Pedagogy Paradigm); 2) Results of action from Digital Comic Media. The method used is qualitative research that describes activities or information about ongoing class conditions. The research data was collected through observation with a sampling technique known as purposive sampling. The sample used is one of the informants to get information about the right media. The results showed that 1) the use of digital comic media in Modern West Asian History courses was carried out through 3 elements, namely Competence including mastery of one of the material in the subject of Modern West Asian History, Concern described through reflection in digital comics, and Compassion extracting action through the use of digital comics that are in accordance with the relevance of learning regional history for the progress of the nation; 2) of the 50 students who take the Modern West Asian History course there are 60% of students who get A grade, get B score as much as 28% of students, and get C score of 6% of students, and the rest do not take lectures from the beginning. \u0000Pemanfaatan Media Komik Digital Pada Matakuliah Sejarah Asia Barat Modern  telah dikembangkan sebagai media yang efektif dalam pembelajaran. Untuk itu, penelitian ini bertujuan menganalisis tentang 1) Media  Komik Digital Melalui Unsur PPR (Paradigma Pedagogi Reflektif) ; 2) Hasil aksi dari Media  Komik Digital. Metode yang digunakan adalah penelitian kualitatif yang menggambarkan tentang kegiatan atau informasi tentang kondisi kelas yang sedang berlangsung. Data penelitian dikumpulkan melalui observasi dengan teknik cuplikan yang dikenal dengan purposive sampling. Sampel yang digunakan adalah salah satu informan untuk mendapatkan informasi mengenai media yang tepat. Hasil penelitian menunjukan bahwa 1) pemanfaatan media komik digital pada mata kuliah Sejarah Asia Barat Modern telah dilakukan melalui 3 unsur yaitu Competence meliputi penguasaan salah satu materi pada mata kuliah Sejarah Asia Barat Modern, Concience  yang diuraikan melalui refleksi di komik digital,dan  Compassion penggalian aksi melalui pemanfaatan komik digital yang sesuai dengan relevansi pembelajaran sejarah kawasan bagi kemajuan bangsa; 2) dari 50 mahasiswa yang mengikuti mata kuliah Sejarah Asia Barat Modern ada 60% mahasiswa yang mendapat nilai A, mendapat nilai B sebanyak 28% mahasiswa,   dan mendapatkan nilai C sebanyak 6% mahasiswa,  dan sisanya tidak mengikuti perkuliahan sejak awal.","PeriodicalId":31253,"journal":{"name":"Historia Jurnal Pendidikan Sejarah FKIP UM Metro","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85955406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}