The development of science and technology cannot be separated from the world of education, one component that is affected is the media used in the learning process. The purpose of this study was to identify the process of developing Powtoon-based video media, the quality of Powtoon-based video media developed, and the effectiveness of Powtoon-based video media to improve learning outcomes in social studies. Powtoon-based video media were dev eloped using AS S URE development models, namely: 1) Analyze Learner, 2) State Objectives, 3) S elect Methods, Media and Materials, 4) Utilize Media and Materials, 5) Require Learner Participation, and 6) Evaluate and Revise. The quality of Powtoon-based video media based on expert validation (material and media) and product trials obtained results of 4,23 with very good and appropriate categories for use in learning processes. The research design used was an experimental design. the sample used in the effectiveness test was 58 students in two different elementary schools. S tudents are divided into two, namely 29 students for the experimental class and 29 students for the c ontrol class. The results of the Powtoon-based video media effectiveness test on learning outcomes obtained an average value in the c ontrol class of 65.52 and the average value in the experimental class was 76.90. S ig value (2tailed) obtained at the Independent S ample-T Test of 0.002. The result of the sig value. (2-tailed) 0.002 < 0.05 This indicates that there are significant differences in learning outcomes between the control class and the experimental class.
The rise of issues related to multicultural issues such as tribal wars, separatism and other movements that have the potential to cause national disintegration are urgent and require appropriate solutions. In the Indonesian context, the younger generation (student) becomes a potential subject to break the multicultural conflict. In relation to the issue, one potential form of solution is multicultural education especially through historical learning because of its potential to build a sense of tolerance and mutual respect. Therefore, this article will focus on the discussion of the implementation of multicultural education in history learning at SMAN 3 Surakarta. The methodology used is the Case Study with the design of Robert K. Yin. The results of the study indicate that the strategies used by history teachers in applying multicultural education in learning history is Cooperative Learning with the form of discussion, group work and presentation. The strategy is considered suitable because it is able to figure out the Affective, Cognitive and Psychomotor aspects of students. Obstacles experienced are very diverse include student saturation, dissatisfaction with the group of teachers to the limitations of the cost of learning outside the classroom in the historical site observation activities that match historical learning materials so that the majority of learning done in the class using photo and video media.
The objectives of this research are to find out: (1) the character education values, (2) the inculcation process of the character education values, and (3) the challenges in inculcating the character education values at Polytechnic ATMI Surakarta. This research was conducted using the phenomenological qualitative approach. The data were collected through interview, participative observation, and document analysis. Five educational administrators and four alumni were the respondents of this research. The data analysis was performed by interactive analysis of Miles and Huberman's model. The results of this research are as follows. Firstly, the values inculcated at Polytechnic of ATMI Surakarta character education are based on the Jesuit clergy. Secondly, the inculcation process of character education values at Polytechnic ATMI Surakarta is through micro-context and macro-context. The micro-context includes the integration of each subject, school culture, and self-development activities. The macro-context consists of family, school, and society. Third, the supporting factors and the challenging factors. The supporting elements are the interaction of teaching staff with students, facilities and infrastructure, educators, synergies between the school environment, family, community and industry, and academic and non-academic activities. The challenging factors are time allocation and focus on learning
The most controversial issue in history teaching in Indonesia is the history of the 30 September Movement. History teachers have to deal with seven versions of the narrative presented in history textbooks and a bunch of pseudohistories invented by students from the Internet and social media outlets. This research analyzes the discourse of history teachers in teaching the history of the 30 September Movement in Indonesia. Critical discourse analysis based on the socio-cognitive approach was used to analyze the perception and attitudes of 25 history teachers in five cities in Indonesia. The findings of the research show two typologies of history teachers in dealing with the history of the 30 September Movement. The first is the conformist history teachers who try to accept and confirm the official history but feel confused when dealing with other narratives. The second is the objectivist history teachers who try to criticize the official narrative but are afraid to express it in the learning process. They tend to believe in one narrative to be the historical truth that closely relates to the narratives in history textbooks. Based on the findings, it can be pointed out that history teachers need an appropriate pedagogical approach that accommodates multiple narratives in teaching controversial histories such as the history of the 30 September Movement.
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