This study contains a study of the role of virtual reality in learning local history in history learning. The focus of this research is to develop a cultural heritage virtual reality learning media in Pasuruan. The research method used in this article is RAD (Rapid Application Development), including requirements planning (preparation), design and testing, and implementation (implementation stage). The results showed that using learning media on a virtual reality basis can present a real object of cultural heritage in Pasuruan. Learning local history using this virtual reality application provides a better understanding of cultural heritage in Pasuruan. Virtual reality pasuruan cultural heritage can make students and teachers do not have to come directly to the location and facilitate the learning process more contextual.
The development of historical studies with a multidimensional and interdisciplinary approach in Indonesia towards the end of the 20th century has not yet been accommodated in the process of learning history in schools. So far, one of the main objectives of the history subject is to raise awareness in students as part of the Indonesian nation that has nationalism, empathy and tolerant behavior by instilling character values directly through examples. This turned out to be ineffective because it was not in accordance with the moral development of high school students who had reached the conventional stage. Based on these conditions, this research was conducted with the aim of providing new alternatives in history learning, especially for character education through analysis from a sociological point of view of events. The method used in this research is qualitative research methods with data collection techniques in the form of questionnaires and interviews. The data obtained were analyzed through three stages, namely the stage of data reduction, data display, and conclusions. The results of this study recommend the use of sociological concepts in historical explanation for learning in schools so that the internalization process of character education is carried out optimally and allows the growth of critical thinking skills in assessing historical events. The method used in this research is qualitative research methods with data collection techniques in the form of questionnaires and interviews. The data obtained were analyzed through three stages, namely the stage of data reduction, data display, and conclusions. The results of this study recommend the use of sociological concepts in historical explanation for learning in schools so that the internalization process of character education is carried out optimally and allows the growth of critical thinking skills in assessing historical events. The method used in this research is qualitative research methods with data collection techniques in the form of questionnaires and interviews. The data obtained were analyzed through three stages, namely the stage of data reduction, data display, and conclusions. The results of this study recommend the use of sociological concepts in historical explanation for learning in schools so that the internalization process of character education is carried out optimally and allows the growth of critical thinking skills in assessing historical events.
In the modern era, historical education has achieved significant advancements, particularly in the development of learning models. History no longer represents only the past, but also modern living. Engaging, participatory, and contextualized historical learning can improve the effectiveness of student learning. Developing student-centered, interactive learning is a strategy for increasing student learning outcomes. There are numerous cooperative learning models that teachers might implement in the classroom, such as ARIAS and problem-based learning. This study aimed to compare the learning outcomes of students utilizing the ARIAS learning model to problem-based learning on Hindu Buddhist historical sources in Indonesia. The study utilized a quasi-experimental design and instrument analysis using validity, reliability, normality, homogeneity, anova, and t-tests. The study findings showed a statistically substantial variation in learning outcomes between the control class and the experiment as evidenced by a t-test significance value of 0.034. Di era modern, pembelajaran sejarah telah membuat langkah yang cukup besar, utamanya dalam hal pengembangan model pembelajaran. Sejarah tidak lagi terbatas pada masa lalu tetapi juga mencerminkan kehidupan kontemporer. Kehadiran pembelajaran sejarah yang interaktif, kontekstual, dan menarik dapat membantu siswa belajar lebih efektif. Mengembangkan pembelajaran interaktif yang berpusat pada siswa adalah salah satu pendekatan untuk meningkatkan hasil belajar siswa. Ada banyak model pembelajaran kooperatif yang mungkin diterapkan guru di kelas seperti ARIAS dan problem-based learning. Penelitian ini bertujuan untuk membandingkan hasil belajar siswa yang memanfaatkan model pembelajaran ARIAS dengan problem-based learning pada materi sejarah Buddha Hindu di Indonesia. Penelitian ini menggunakan desain kuasi-eksperimen, analisis instrumen menggunakan uji validitas, reliabilitas, normalitas, homogenitas, anova, dan uji t. Temuan penelitian menunjukkan bahwa nilai signifikansi t-test 0,034, dan berdasarkan hal tersebut maka ada perbedaan yang signifikan secara statistik mengenai hasil pembelajaran antara kelas ARIAS dan kelas problem-based learning. Nilai kelas yang menggunakan model pembelajaran ARIAS lebih baik daripada kelas problem-based learning. Kesimpulannya adalah bahwa ada perbedaan substansial dalam hal hasil belajar diantara dua kelas tersebut dengan selisih mean sebesar 7,4.
This article discusses a new concept in history learning with a thematic history approach, namely environmental history. This concept is needed forlearning in schools in order to achieve several SDGs indicators, to welcome Society 5.0, and to meet the needs of learning innovation in the Merdeka Curriculum. This study uses qualitative research methods with data collection techniques through in-depth interviews, documentation, literature, and questionnaires. Data analysis was carried out by: (1) data reduction; (2) data presentation; and (3) data verification. The results of this study consist of theoretical basis for the implementation of thematic history learning in schools; the concept of Ecohistory and its relevance to the achievement of the SDGs to meet Society 5.0; and its implementation at school. Keywords: learner-centered instruction, teacher-centered instruction, English proficiency, student teachers
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