Analisis Kebutuhan pada Bahan Ajar Penelitian dan Penulisan Sejarah di Sekolah Menengah Atas (SMA)

Krismawati, Nia Ulfia; Warto, Warto; Suryani, Nunuk

doi:10.28926/briliant.v3i3.202

Cited by 4 publications

(4 citation statements)

References 3 publications

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“…Each section of learning activities includes several learning instructions, learning competencies, goals, indicators of learning, presentation of problems, subject matter, deepening of the material with questions and assessments. Teaching materials that are developed based on the learning criteria comprehensively so it shows high flexibility based on analysis of curriculum needs, student conditions, and needs in the learning process [9]. With the course that focuses on assessment, educators or lecturer are ready to assess students comprehensively including cognitive, affective and psychomotor assessment with the right learning process and methods [10].…”

Section: Discussionmentioning

confidence: 99%

Construct Validity on Teaching Materials of Language Assessment Based on Problem-Based Learning

Santi¹,

Sa’idah²,

Hayu³

2019

Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018)

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This research is aimed at finding out the content and construct validity of teaching materials of language assesment course based problem-based learning (PBL) approach. The construct validity is conducted by using factor analysis and assessment persentage of teaching materials.The verification of content validity is conducted through rational judgement and expert judgement.The assessment instrument indicators of teaching materials are: the content feasibility, the presentation appropriateness with the learning approach, the conformity with didactic conditions, the conformity with the construction terms (language), and the conformity with technical requirements (graph). The analysis results show that the value of KMO 0,559 and all of the test called Barlett,s test of Sphericity are significant (sig<0,05). The charge of the assessment factor of this teaching materials is greater than 0.5 so that the assessment instrument is declared valid. The persentages of the teaching material assessment by reviewers show the value 64,375% produced by the first expert and 89,375 produced by the second expert. Besides, it is 86,875% produced by user practitioner. The values show that the teaching materials has good criteria and proper to be implemented in language assessment course based on PBL approach for students of English department.

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Section: Discussionmentioning

confidence: 99%

Construct Validity on Teaching Materials of Language Assessment Based on Problem-Based Learning

Santi¹,

Sa’idah²,

Hayu³

2019

Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018)

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“…Teaching materials contain the entire learning technique designed by the teacher and implemented in the learning process. Teaching materials are made based on curriculum needs and student conditions and must be according to the times (Krismawati et al 2018).…”

Section: Infographic Teaching Materials Developmentmentioning

confidence: 99%

Community Empowerment through Research, Innovation and Open Access

Sayono¹,

Taufiq²,

Sringernyuang³

et al. 2021

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Digital technologies are widely used in various settings, including in translator training. The advancement of digital technologies, particularly translation technologies, has altered both translator training and professional setting. The present study investigates how these technologies can empower students in their learning environment. A group of 21 undergraduate translation students at Sultan Sharif Ali Islamic University conducted a series of 12-week media translation projects, consisting of social media translation and subtitling. The study results were made based on their project reports and a questionnaire to determine their attitudes towards technologies, such as Aegisub and Memsource. Based on the findings, the students showed positive attitudes towards projects and technologies. Most of them see improvements in their confidence. The projects prepared them with sufficient translation and technical skills to become professional translators, including critical thinking and teamwork skills.

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“…Darwati (2011) menyarankan guru juga harus mampu untuk melakukan pengayaanpengayaan materi dari sumber-sumber belajar yang mutakhir agar informasi kesejarahan selalu up to date. Krismawati, Warto, & Suryani (2018) mengungkapkan materi pengayaan adalah solusi untuk memfasilitasi peserta didik dalam mendapatkan pemahaman secara mendalam. Bahkan terdapat Enrichment Triad Model yang merupakan suatu model belajar yang adaptif yang diperuntukkan untuk peserta didik yang dianggap cerdas dan dapat diterapkan pada berbagai tingkat pendidikan dan berbagai mata pelajaran (Surya & Nurdin, 2021).…”

Section: Materi Pengayaan (Enrichment)unclassified

Dwifungsi ABRI dalam Politik Indonesia sebagai Materi Pengayaan Pembelajaran Sejarah Indonesia Kelas XII

Hasudungan

2021

THJE

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Materi pengayaan menjadi materi tambahan bagi peserta didik yang telah menguasai materi dasar yang disebutkan pada Kompetensi Dasar. Membuat materi pengayaan harus memperhatikan kompetensi dasar yang dipelajari dan waktu pemberiannya. Materi pengayaan mengenai Sejarah Campur Tangan ABRI (Militer) dalam Politik Indonesia untuk siswa kelas XII mata pelajaran sejarah Indonesia terdapat pada Kompetensi Dasar (KD) 3.3, 3.4 dan 3.5 pada silabus kurikulum 2013 revisi. Perlu kiranya menampilkan sosok militer bukan saja sebagai elemen bangsa yang menjadi garda terdepan dalam merebut dan mempertahankan kemerdekaan republik Indonesia tetapi juga terlibat dalam politik kekuasaan dalam sejarah republik Indonesia. Sifat kepahlawan sangat melekat pada diri seorang tentara. Oleh karena hal tersebut, banyak peserta didik ingin bercita-cita seorang tentara dengan seragam yang gagah dan wibawa. Penelitian ini dilakukan dengan metode penelitian studi pustaka. Penelitian studi pustaka dilakukan berdasarkan telaah pustaka, yang mengkaji secara khusus tentang pendidikan serta beberapa tulisan yang ada relevansinya dengan objek kajian. Pengumpulan data dilakukan dengan cara memanfaatkan literatur (kepustakaan), baik berupa buku, dokumen silabus, artikel jurnal, maupun laporan hasil penelitian terdahulu. Diharapkan melalui pemberian materi pengayaan peserta didik mampu mengembangkan kemampuan berpikir kritis (critical thinking), berpikir historis (historical thinking), kesadaran sejarah (historical consciousness). Bahkan dalam hal pragmatis, peserta didik dapat menjawab soal-soal HOTS (Higher Order Thinking Skills) dan menguasai materi tingkat lanjut.

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Analisis Kebutuhan pada Bahan Ajar Penelitian dan Penulisan Sejarah di Sekolah Menengah Atas (SMA)

Abstract: Kata Kunci: bahan ajar pengayaan, projectbased learning, metode penelitian dan penulisan sejarah, sekolah menengah atas, ponorogo.,

Cited by 4 publications

References 3 publications

Construct Validity on Teaching Materials of Language Assessment Based on Problem-Based Learning

Construct Validity on Teaching Materials of Language Assessment Based on Problem-Based Learning

Community Empowerment through Research, Innovation and Open Access

Dwifungsi ABRI dalam Politik Indonesia sebagai Materi Pengayaan Pembelajaran Sejarah Indonesia Kelas XII

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