A moral crisis has occurred in this nation. If you look at the reality in today's life, there are many cases that show that the nation's morale has declined. This study aims to analyze the challenges faced by teachers and the efforts made in the implementation of character-based history learning. The type of research conducted is a case study. The samples of this research are history teachers, students of class X and class XI. Data collection method used by observation, interview guide, framework as research instrument. Data analysis method is qualitative data analysis. The technique of collecting data is triangulation and then data analysis through three paths, namely data reduction, data presentation, and drawing conclusions. The results of the study indicate that the difficulties faced by history teachers in character education-based learning are difficulties in including the value of the proposition-based character according to the KD, dominant learning is not interactive, and students' character or behavior is difficult to monitor. On the other hand the competence/skills of teachers need to be improved, and the learning designs made by teachers are still weak in supporting character education. Efforts to answer this challenge can be overcome by increasing teacher understanding/mastery of the concept of character education. So it can be concluded that teachers have challenges in integrating character education in students. The implications of this research can have an impact on students in improving their character for the better.
Learning during the COVID-19 pandemic has become less effective because of a pandemic that requires students not to come to school. In addition, many parents complain about the fate of their children who never get a proper education. It also happens in historical subjects, where historical material taught in general must be delivered directly. This study aims to analyze the effectiveness of E-Learning learning during the pandemic in history learning. This type of research is a case study. The samples of this study were history teachers and students of class XI science. Data collection methods are interview, observation (observation), and study documentation. The sampling technique used is a purposive technique. The population of this study amounted to 143 students. Research instruments used as data collection tools such as interview guidelines and questionnaires. The data analysis technique used is qualitative analysis. The results of the study indicate that the planning and implementation of E-Learning learning as a solution to history subjects is in the excellent category because E-Learning learning can help the history learning process more broadly, for example, in the use of virtual museums and local museums. Cultural heritage tourism.
This research aims to describe the management, which includes planning, implementation, and evaluation of learning history since the Covid-19 pandemic era. This research, which was conducted at SMAN 73 Jakarta, used a qualitative research approach with a case study method. Techniques of data collection were observation, in-depth interviews, and documentation. The data analysis technique, referred to as the Miles and Huberman technique, consists of reducing data, presenting data, and verifying/ making a conclusion. The results showed that the distance learning process went well. Starting with planning for history learning, the teacher designed an emergency lesson plan that the government adjusted. The teacher implemented history learning using learning media that supported the online learning process using WhatsApp groups, Google Classroom, Google Meet, and Zoom meetings. The final learning method is that the teacher evaluates the assessment orally and in writing. The study's results regarding history learning during the Covid-19 pandemic at SMAN 73 Jakarta had quite good preparations in dealing with the Covid-19 emergency. It means that the suitability of the curriculum during the pandemic, the use of methods and learning media during the pandemic, the current learning process evaluation, and supervision of learning have been carried out by school principals and teachers.
This article aims the lifestyle community of Jakarta in terms of clothing fashion young women elite in Jakarta in 1950 – 1972. The research method used in this study is a historical research method, the steps consist of heuristics (source collection), source criticism (verification), interpretation, and writing (historiography). Changes that occurred in the lifestyle of the youth in Jakarta from 1950 to 1972 had quite a drastic in changing women's clothing switched to mini fashion. The development of clothing is more directed to a modern lifestyle that is undergoing changes or commonly known as clothing fashion. Fashion clothing is included in the form of a person's lifestyle which in this period there is a shift in lifestyle in urban society in Jakarta. The urbanization who settled in Jakarta changed themselves to suit their environment. Usually they adjust in terms of lifestyle namely in fashion. Penulisan artikel ini bertujuan untuk mengkaji gaya hidup masyarakat Jakarta dalam hal mode pakaian remaja wanita kalangan atas di Jakarta pada tahun 1950 - 1972. Metode penelitian yang digunakan adalah metode penelitian sejarah, yang terdiri dari heuristik (pengumpulan sumber), krtitik sumber (verifikasi), interpretasi, dan penulisan (historiografi). Perubahan yang terjadi pada gaya hidup masyarakat remaja di Jakarta sejak tahun 1950 hingga 1972 memiliki perbedaan yang cukup drastis pakaian wanita yang beralih kepada mode mini. Perkembangan pakaian lebih mengarah kepada gaya hidup modern yang mengalami perubahan atau biasa dikenal dengan mode pakaian. Mode pakaian termasuk kedalam bentuk gaya hidup seseorang yang mana pada periode ini terjadinya pergeseran gaya hidup dalam masyarakat urban di Jakarta. Para pendatang yang menetap di Jakarta mengubah diri mereka untuk menyesuaikan lingkungannya. Biasanya mereka menyesuaikan diri dalam hal gaya hidup yakni dalam mode berpakaian.
The purpose of this study is to evaluate the effectiveness of TSP courses by EDI UNJ. The TSP Program Evaluation by the EDI Center UNJ focused on four aspects including: (1) context, (2) input, (3) process, and (4) product between the 2011/2012 academic year and the 2015/2016 academic year. Viewed from the context, this research is classified as research using qualitative and quantitative approaches. The evaluation model used is the CIPP evaluation model. This evaluation model was developed by Daniel Stufflebeam. Result of research (1) Evaluate the Context component. The evaluation of the context component carried out was the legal basis / UNJ Rector's Decree and the objectives of the educational development institution. It can be concluded that context evaluation is in the high category; (2) Evaluate the Input component. Evaluation of Input components includes supervisors, student competencies, requirements to take part in TSP, information about TSP, and development, Guidebooks, training and assignments of Faculty TSP coordinators. Of the eight components the input of information from the development team relating to partner schools is in the unfavorable criteria (43.8%); (3) Evaluate Process components. Evaluation of Process components includes aspects of readiness of supervisors, ability of supervisors, introduction of partner schools, guidance to students, socialization of TSP programs and monitoring. Of the six aspects all are in very precise and very good criteria; (4) Evaluation of product components. Product evaluation is an evaluation conducted to determine the success and achievement of program objectives in the three aspects evaluated, namely the TSP assessment, the ability of the lecturer to assess and the results of the TSP. Of the three aspects evaluated all were in the very good, very precise and very high category.
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