One of the problems in learning history is that the students could only understand the contents of learning material without understanding it in depth. Such circumstance makes the students less able to think critically in interpreting historical events. This article examines how discovery learning model and CTL learning model become a solution to develop students' critical thinking skills in historical learning. This descriptive qualitative approach was used in this research. The data was conducted by interviews and literature review of previous studies, research journals, books and other reliable sources. From our analysis, the discovery learning and Contextual Teaching and Learning (CTL) are learning models that provide a systematical learning process to improving student`s critical thinking skill. Discovery learning and CTL help teachers to make a connection between learning materials and student`s real-world situations and encourage students to connect their knowledge and praxis in their lives as a family or the member of society. The concept of learning models is not exclusive, but it can be combined with other learning models, such as process skills learning, experiment learning, demonstrations, discussions, and so on. The implementation of students` activities, which tend to construct their knowledge, educate the student to think critically through inquiry process or find their own problems, freedom of questioning, and applying learning community.
The purpose of this paper is to find educational values of Piil Pesenggiri. Qualitative methods are used to describes and analyze of Piil Pesenggiri by collected the books, articles, journals, etc. The findings show that Piil Pesenggiri consists of four pillars; (1) juluk adok, (2) nemui nyimah, (3) nengah nyappor, and (4) sakai sambayan. The four pillars are framing two dimensions; personal and social. The personal dimension relates to being a good people to constructing the self-student and self-respect. The social dimension relates to the solidarity of individual and each other. Based on the analysis, the findings of educational values of Piil Pesenggiri are morality, religiosity, solidarity, and tolerance. It can be used to prevent social problems in human life.
Th e study aims to develop a portfolio assessment to measure the student's skill of using primary source evidence in historical learning. Th e portfolio assessment was developed based on Seixas' concept of historical thinking. Th e portfolio assessment consists of essay test and interview guide, which has proved to be valid and reliable. Th e developed portfolio assessment can be used to depict the student's skills to organize information from historical documents or other written resources, and then reconstruct it as historical narratives. Th e developed portfolio assessment can be posited as an alternative evaluation mode for history teachers.
Tujuan penelitian ini untuk mengetahui wacana pendidikan multikultural dan pendidikan nilai dalam buku teks pelajaran sejarah SMA. Penelitian ini menggunakan metode studi analisis wacana kritis dari Norman Fairclough yang terdiri dari tiga tahap. Pertama analisis teks, kedua analisis praktik diskursif, Ketiga praksis sosial. Analisis penelitian dilakukan dengan menggunakan cara deskripsi, interpretasi dan eksplanasi. Peneliti melakukan analisis terhadap buku teks Sejarah Indonesia kelas X revisi tahun 2017. Hasil penelitian menunjukan ditemukan sebelas narasi teks yang merepresentasikan pendidikan multikultural dan pendidikan nilai. Pada bab I Menelusuri Peradaban Awal Di Kepulauan Indonesia terdapat satu wacana toleransi terhadap keberagaman suku bangsa di Indonesia. Pada bab II Pedagang, Penguasa Dan Pujangga Masa Klasik (Hindu Dan Budha) terdapat wacana toleransi terhadap keberagaman etnis dan agama. Pada bab III Islamisasi dan Silang Budaya di Nusantara terdapat wacana gotong royong, akulturasi dan humanisme. Simpulan penelitian peranan guru menjadi penting untuk menghadirkan pembelajaran yang berorientasi pada pembentukan karakter. Melalui proses pembiasaan dan keteladanan yang diambil dari muatan buku teks tentang nilai multikulturalisme dan pendidikan nilai guna dijadikan pedoman bagi siswa untuk berperilaku dalam kehidupan sehari-hari.
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