The role of the media cannot be separated from the learning process. Along with the development of science and technology, teachers can use it in the learning process. The development of powtoon-based video learning media in social studies subjects is motivated by the lack of instructional media used by teachers in learning activities. This study aims to: 1) develop video learning media on IPS subjects for five elementary school classes, and 2) determine the feasibility of learning video media based on experts and students. This study uses a type of research and development (R & D) developed using the ASSURE model. The steps of this study are 1) Analysing the characteristics of the learner, 2) Stating objectives, 3) Selecting Methods, media, and materials 4) Utilising materials 5) Requiring the participation of learners, and 6) Evaluation and revision. This study was conducted in four of the six stages of ASSURE. The results of research are 1) the media developed in the form of the powtoon-based video learning device. 2) the result of validation of media experts developed is 4.20 with good category, 3) the result of material validation on media is 4.19 with good category, 4) validation of product test result one-to-one is 4.07 with a very good category, small group trials 4.32 with a very good category; and field trials at 4.19 with a good category. Thus, the powtoonbased video learning media developed is feasible to be used as a learning medium.
Historical learning has not reached optimal in the learning process. It is caused by the history teachers’ learning model has not used the innovative learning models. Furthermore, it supported by the perception of students to the history subject because it does not become final exam (UN) subject so it makes less improvement and builds less critical thinking in students’ daily learning. This is due to the lack of awareness of historical events and the availability of history books for students and teachers in the library are still lacking. Discovery learning with scientific approach encourages students to solve problems actively and able to improve students' critical thinking skills with scientific approach so student can build scientific thinking include observing, asking, reasoning, trying, and networking.
Tulisan ini berupaya mengumandangkan kembali warisan pemikiran Sartono Kartodirdjo sebagai kerangka filosofi pendidikan sejarah (philosophical framework of history education) dan historigrafi sekolah (school historiography). Metode peninjauan dilakukan dengan pembacaan terhadap tulisan dan karya Sartono Kartodirdjo untuk mengungkap logika narasi (narrative logic) yang dikembangkannya untuk menarasikan sejarah Indonesia. Berdasarkan pembacaan karya Sartono Kartodirdjo, peneliti menggaris bawahi pendekatan gerak sejarah integratif berperspektif multidimensional sebagai jalan tengah bagi kontestasi filosofi Pendidikan sejarah di Indonesia. Melalui pendekatan ini setidaknya dua arah landasan filosofis Pendidikan sejarah yaitu penguatan kebangsaan dan tuntutan pengembangan pengetahuan kesejarahan bagi masyarakat Indonesia dapat disejajarkan secara proporsional dalam ruang Pendidikan Sejarah. Dalam konteks pendidikan sejarah di era Society 5.0, gagasan gerak sejarah integratif dan perspektif multidimensional tersebut dapat menjadi landasan filosofis dan arah pembelajaran sejarah yang memberikan ruang seimbang bagi penguatan identitas nasional dan kemampuan berfikir ilmiah peserta didik.Kata kunci: Pendidikan Sejarah, Sartono Kartodirdjo, filosofi pendidikanThis paper seeks to reiterate the legacy of Sartono Kartodirdjo's thought as a philosophical framework of historical education (philosophical framework of history education) and school history (school historiography). The review method was carried out by reading the writings and works of Sartono Kartodirdjo to reveal the narrative logic he developed to narrate the history of Indonesia. Based on the reading of Sartono Kartodirdjo's work, the researcher underlined the multidimensional perspective of integrative historical motion approaches as a middle ground for the contestation of the philosophy of historical education in Indonesia. Through this approach, at least two directions of the philosophical foundation of historical education, namely the strengthening of nationality and the demand for thedevelopment of historical knowledge for the Indonesian people, can be aligned proportionally in the Historical Education space. In the context of history education for Society 5.0, the concept of integrative historical movement can be a philosophical foundation that lead future direction of history learning to give an equal opportunity to strengten the national identity as well as the scientific thinking skills of the students.Keywords: Historical Education, Sartono Kartodirdjo, Philosophy of Education
Kemajuan teknologi telah mendorong perubahan buku ke era digital. Bahkan pemerintah Indonesia dalam hal ini Kementerian Pendidikan dan Kebudayaan telah menerapkannya dalam bentuk buku elektronik sekolah atau biasa disebut BSE. Akan tetapi, e-book atau BSE di sekolah-sekolah sekarang ini, masih memiliki kelemahan-kelemahan yang patut disempurnakan. Salah satunya melalui e-book dalam format flipbook. Tujuan penelitian ini yaitu untuk mendeskripsikan penggunaan media sains flipbook dalam pembelajaran IPA di Sekolah Dasar. Penelitian ini merupakan penelitian deskriptif kualitatif yang dilaksanakan di kelas V SDN Cemara Dua Surakarta, SDN Mangkubumen Lor No.15 Surakata, dan SDN Mangkubumen Kidul No.16 Surakarta tahun pelajaran 2016/2017. Teknik pengumpulan data dilakukan dengan menggunakan triangulasi data atau sumber yaitu melalui observasi, wawancara, dan studi dokumenter. Analisis data yang dilakukan dimulai dari tahap pengumpulan data, pereduksian data, penyajian data, sampai dengan verifikasi data. Hasil penelitian menunjukkan bahwa penggunaan media sains flipbook dalam pembelajaran IPA di Sekolah Dasar dapat digunakan secara maksimal apabila Sekolah Dasar tersebut memiliki fasilitas atau sarana yang mendukung, seperti PC, LCD, dan sound sistem serta sumber daya guru dan siswa yang baik dalam bidang teknologi minimum menguasai keterampilan dasar pengoperasian komputer. Selain itu, penggunaan media flipbook harus digunakan sesuai dengan tujuan pembelajaran yang ingin dicapai, sehingga keefektifan penggunaan media flipbook dapat dirasakan secara optimal
In the globalization era, technology development grows rapidly. The development of technology accompanied with the decreasing of states defend attitude among Indonesian. This phenomenon evidenced by development of life that has been influenced by foreign culture, of sectarian solidarity, individualism, primordial, and the moral degradation of Indonesian which can threaten the integration of the nation. Education has an important role to deal with these problems. Teachers must be able to find instructional innovations that can be used to improve state defend attitude of students, because very important for future of the nation. Instructional innovation can be used by revive characters which it contains the values of state defend in the form of digital books. Lafran Pane is one of the Indonesian heroes who have thoughts about an intellectual's attitude towards the progress of the nation and state, especially students. Lafran Pane emphasized that student must be able to love their homeland, be hold on their beliefs, reform of thought in all fields, create harmony between religions, and be aware of their obligations as a fighter to elevate national dignity. Lafran Pane’s thought contain the values of state defense and moral can be integrated in education. This paper aims to provide learning innovations to improve state defend attitude of students.
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