This paper aims to describe the use of gamification in history learning. Gamification is the use of games and their elements in classroom learning activities. The implementation of gamification requires a platform that teachers and students can access. The platform can use an existing platform or create your own. Gamification is needed as a way to solve problems found in the classroom. The research method used in this paper is a literature review, which is research that critically examines the knowledge, ideas, or findings contained in academic-oriented literature and formulates theoretical and methodological contributions to specific topics. Gamification literature has been widely used in contributing to learning activities, including history learning. Several studies have attempted to explain how the use of gamification in historical learning activities and measure the effect of the use of gamification in history learning. As research findings, we identified several effects of using gamification in historical education, including the learning process, gamification components, teacher perceptions, interests, understanding material, student involvement in learning, motivation and interests, and student perceptions.
Educational world has long demanded History teacher to abandon teacher-centered learning approach (expository), but the fact says that most of the teachers are reluctant to abandon the conventional approach. Therefore, the use of lecture method often dominates the delivery of historical learning. It is not surprising that History is suspected as a boring and uninteresting subject. The condition encourages researcher to observe History teacher at public senior high school in Bandung who use historians as their learning resources and implementing student-centered learning approach through action research which is studied in natural setting by the researcher to answer research questions related to teacher's effort in designing learning, syntax of design implementation in utilizing the historians, thrust and obstacles along with its implementation. Research methodology used is naturalistic inquiry. The research findings describe teacher's effort in implementing student-centered learning to overcome the problems of boredom and undesirable on History subject as well as the impact or result of the teacher's effort with learning material on students' Historical writing skill.
Realita di lapangan menunjukkan bahwa pada umumnya guru masih memiliki kesulitan dalam mengembangkan media pembelajaran Sejarah. Kendala ini disebabkan diantaranya karena kurangnya pendidikan dan pelatihan yang efektif untuk pengembangan profesionalisme guru dalam hal mengembangkan dan memanfaatkan media pembelajaran. Media pembelajaran berupa: 1) replika benda-benda sejarah, manusia purba dan peta elektronik pen (e-pen) persebaran situs pra sejarah di Indonesia, 2) replika benda-benda sejarah pada masa Hindu Budha dan peta e-pen pada masa Hindu Budha, 3) replika benda-benda sejarah pada masa Islam dan peta e-pen pada masa Islam. Setiap masa/babak dijadikan satu set/kit. Metode pelatihan ini menggunakan model In/On Training Service. Kegiatan pengabdian ini juga merupakan tindak lanjut dari kepakaran tim pengusul dan penelitian yang dilaksanakan bekerjasama dengan pihak MGMP Sejarah dan Dinas Pendidikan Kabupaten Sukabumi. Hasil pelatihan pengembangan media pembelajaran Sejarah dilaksanakan secara daring dengan tahap IN-ON service. Pelatihan diikuti oleh 60 peserta yang berasal dari Kabupaten Sukabumi. Pelatihan media pembelajaran Sejarah Indonesia yang dihasilkan berupa: replica dan peta e-pen. Setiap masa/babak dijadikan satu set/kit, sehingga pada kegiatan pelatihan guru-guru dikelompokkan menjadi 3 pembabakan dalam membuat media pembelajaran. Penyelenggaraan pelatihan media pembelajaran Sejarah dibagi menjadi empat tahap dilakukan oleh Tim Pengabdian dan Panitia Penyelenggara, yaitu Tahap Persiapan, Tahap Pelaksanaan Pelatihan, Tahap Evaluasi, dan Tahap Rencana Tindak Lanjut yang dilakukan secara daring. Pelatihan ini melibatkan MGMP Sejarah Kabupaten Sukabumi, LPPM UPI, IKA Departemen Pendidikan Sejarah, dan mahasiswa Departemen Pendidikan Sejarah.
Pangeran Aria Soeria Atmadja was a Sumedang’s Regent figure who came from a royal family. When he became Sumedang’s Regent in 1883-1919, he received a lot of prizes from Netherland Colonial Government. This research highlighted the question, “How was the Role of Pangeran Aria Suriaatmadja as a Sumedang’s Regent in 1883-1919?”. During his leadership, Pangeran Aria Soeria Atmadja issued various policies to the Sumedang’s people, such as school development policy in the entire villages of Sumedang Regency, planting Palawija policy, the making of protected forest policy, themaking of upper-class bank and coaching for Sumedang civil servant dan its people. During 32 years of leadership, the prosperity of Sumedang’s people increased and had lots of impacts. Nevertheless, it is interesting to conduct a deeper study of Pangeran Aria Soeria Atmadja’s policies that brought prosperities to Sumedang’s people. This study is expected become a reference for other researchers that will conduct a study about the Role of Pangeran Aria Soeria Atmadja when he became Sumedang Regent because there are lots of aspects that have not explored further by the researcher.
Tradisi Bubur Suro di Rancakalong Kabupaten Sumedang merupakan kearifan lokal sebagai wujud syukur masyarakat kepada Sang Pencipta serta memiliki fungsi dalam menjaga dan memelihara kesinambungan alam (suistainability). Penelitian yang dilakukan bertujuan untuk mengidentifikasi nilai-nilai kearifan ekologi yang terdapat dalam tradisi Bubur Suro. Masalah penelitian dirumuskan dalam dua pertanyaan penelitian yaitu: (1) Bagaimanakah proses pelaksanaan tradisi Bubur Suro? (2) Nilai-nilai kearifan ekologi apa yang terdapat dalam tradisi Bubur Suro? Metode penelitian adalah deskriftif kualitatif dengan model etnografi. Hasil yang diperoleh menunjukkan terdapat nilai-nilai kearifan lokal dalam tradisi Bubur Suro yang berhubungan dengan upaya masyarakat dalam menjaga kesinambungan hubungan antara manusia dengan manusia, manusia dengan alam, serta manusia dengan sang pencipta. Upaya menjaga kesinambungan alam tampak dalam memelihara keanekaragaman hayati (sarebu rupa), kesinambungan (babasan sarereaeun), hidup hemat dan sederhana (konsep patih goah), hidup tertib dan teratur (tataliparanti, dawegan dipares), gotong-royong serta simbol kersa nyai sebagai bentuk perlindungan terhadap tanaman lokal. The Bubur Suro tradition in Rancakalong Sumedang is one of the local wisdoms which has a function as an expression of the gratitude of the people to the Creator for mantaining the suistainabality of the cosmos. This research's aims is to identify the values of ecological wisdom contained in Bubur Suro tradition. The problem is formulated into two research questions, namely: (1) How is the Bubur Suro tradition being perfomed? (2) What ecological wisdom values are found in it? The method used is descriptive qualitative method with ethnografic model. The results show that there are local wisdom values in the Bubur Suro tradition which was related to humans efforts to maintain the sustainability of harmonious relationship among fellow human beings, nature, and the Creator. Efforts to preserve the sustainability of nature are evident in maintaining biodiversity (sarebu form), sustainability (babasan sarereaeun), frugal and simple living (patih goah), well-ordered living (tataliparanti, dawegan dipares), mutual cooperation and the symbol of kersa nyai as a form of protection of local plants.
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