Dinamika Pelajaran Sejarah Indonesia dalam Kurikulum 2013 pada Jenjang SMK/MAK

Maskun, Maskun; Lestari, Nur Indah

doi:10.21009/jps.082.02

Cited by 5 publications

(8 citation statements)

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“…Sejarah merupakan mata pelajaran yang memberikan penekanan pada aspek pendidikan nilai dan bukan menyampaikan informasi semata (Kurniawan, 2020). Mata pelajaran sejarah diajarkan kepada siswa dengan harapan dapat memperkokoh solidaritas nasional, membangkitkan kebanggaan nasional yang mampu memberi inspirasi pada generasi muda lainnya serta menumbuhkan aspirasi mengenai masa depan yang gemilang (Harsiwi, 2017) (Pratama et al, 2019).…”

Section: Pendahuluanunclassified

“…Pembelajaran daring mata pelajaran sejarah di SMK Negeri 2 Sampit menggunakan kurikulum Tahun 2013 Revisi Tahun 2017. Terdapat 13 KD untuk mata pelajaran sejarah (Pratama et al, 2019). Namun penerapan di sekolah menyesuikan dengan kondisi masing-masing sekolah, dan untuk di SMK Negeri 2 Sampit diterapkan 10 KD.…”

Section: Respon Siswa Dan Guru Mengenai Efektivitas Pembelajaran Dari...unclassified

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Efektivitas Pembelajaran Daring pada Mata Pelajaran Sejarah di SMK Negeri 2 Sampit, Kabupaten Kotawaringin Timur

Amalia

Rahmawati

2021

JPIPS

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In Indonesia, the Covid-19 pandemic has transformed the learning process. Learning, which is generally performed offline (conventionally), must now be conducted online. This is performed to slow the spread of the Covid-19 virus. Sampit Vocational High School, one of the education providers in East Kotawaringin Regency, also offers online learning. The goal of this study was to obtain an overview of the effectiveness of online learning in history subjects at SMKN 2 Sampit. This study employs a qualitative approach with a descriptive method. Purposive sampling was used. There are a total of 12 subjects represented in the samples. In this study, data was gathered through an online survey created with Google Forms, as well as direct and online interviews conducted with the Zoom Cloud Meeting application. The Miles and Huberman model is used in the data analysis technique. The study's conclusion is that the implementation of online learning in history subjects is declared effective, and it is described in three aspects: (1) aspects of the facilities and infrastructure owned by teachers for online learning, (2) aspects of student and teacher responses regarding the effectiveness of online learning in history subjects, and (3) aspects of student and teacher responses regarding the effectiveness of online learning in history subjects. (3) The final aspect is the use of online learning for history subjects to break the Covid-19 chain.

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Section: Pendahuluanunclassified

Section: Respon Siswa Dan Guru Mengenai Efektivitas Pembelajaran Dari...unclassified

Efektivitas Pembelajaran Daring pada Mata Pelajaran Sejarah di SMK Negeri 2 Sampit, Kabupaten Kotawaringin Timur

Amalia

Rahmawati

2021

JPIPS

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“…Sedangkan mata pelajaran Sejarah Peminatan hanya diajarkan kepada peserta didik dari kelas IPS dengan alokasi tiga jam pelajaran. Berdasarkan Peraturan Menteri Pendidikan dan Kebudayaan Nomor 70 tahun 2013, mata pelajaran Sejarah Indonesia menjadi mata pelajaran wajib yang harus ditempuh oleh semua peserta didik di jenjang pendidikan menengah, tanpa memandang penjurusan atau peminatan yang diambilnya termasuk di jenjang sekolah vokasional (Pratama, Maskun, and Lestari 2019).…”

Section: Pembelajaran Sejarah Membentuk Profil Pelajar Pancasilaunclassified

Independent Learning: Forming The Pancasila Learner Through Historical Learning In Senior High School

Hasudungan¹,

Abidin²

2020

SHEs

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<p>In the midst of the industrial revolution 4.0 and the rise of identity politics and populism. Therefore, a policy is needed that brings back Pancasila as the identity of the nation. Through the concept of Free Learning education, the Minister of Education and Culture (Mendikbud) of the Republic of Indonesia strives to generate profiles of Pancasila students. The Ministry of Education provides six indicators of pancasila student profile. Namely, noble morality, creativity, mutual assistance, global diversity, critical reasoning, and self-reliance. Historical subjects are considered as subjects capable of shaping the profile of Pancasila students. Especially in high school, historical subjects have a relatively large share in terms of time allocation. Besides, the relevance between Pancasila and history lessons gives space for teachers to explore and instil Pancasila values in students. The purpose of this research is to describe the formation of Pancasila Student Profile through historical learning. This research uses qualitative research methods of descriptive analysis. Data collection methods use literature and document studies. It is hoped that through historical learning both through the content of the content and the learning process and its relevance to Pancasila, the establishment of Pancasila Student Profile becomes an inevitable.</p>

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“…Social skill merupakan keterampilan yang memungkinkan seseorang untuk berkomunikasi, berhubungan, dan bersosialisasi dengan orang lain (Pratama, Maskun, & Lestari, 2019). Berdasarkan hasil penelitian dilapangan dan teori diatas siswa MAN 1 maupun MAN 4 Kota Pekanbaru sudah baik, hal itu dapat dilihat dari kecakapan inter-personal terdiri dari 2 (dua) indikator, yakni kecakapan kerjasama (Collaboration Skill) dan kecakapan berkomunikasi.…”

Section: Social Skillunclassified

Evaluasi Program Pembelajaran Sejarah Pada Madrasah Aliyah Negeri (Man) Di Kota Pekanbaru

Hendri

Kurniawati

Umasih

2020

JPSI

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The purpose of this research was to determine how the implementation of the teaching of history in schools (Madrasah Aliyah Negeri) MAN 1 and 4 of Pekanbaru. The research method used in this study is amixed methodology. Mixed methods produce more comprehensive facts in researching research problems, because this researcher has the freedom to use all data collection tools according to the type of data needed. The analysis technique uses a qualitative data analysis approach carried out interactively and continues continuously until completion. Activities in this data analysis include data reduction, data display, and conclusion drawing / verification. The results of this study using the EKOP model on (1) Evaluation of the quality of learning among Teachers in the Classroom Performance is already good with maximum score results above 80.00%, Learning Facilities are quite above 60.00%, Class climate is enough above 60.00%, Learning Attitudes are quite good above 70.00%, and (5) Student learning motivation in student learning is quite good above 70.00%. Furthermore, the evaluation of learning outputs in terms of academic skills, which are taken from the results of formative and summative tests in both madrasas are also quite good. The average score raport of the Mapel History in MAN 1 was 84.34, while in MAN 4 Pekanbaru City it was 82.08. Thus it can be concluded that the evaluation of history learning programs in Madrasah Aliyah Negeri (MAN) in Pekanbaru City by using the EKOP learning model is very effective for evaluation of learning in schools.

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Dinamika Pelajaran Sejarah Indonesia dalam Kurikulum 2013 pada Jenjang SMK/MAK

Cited by 5 publications

References 1 publication

Efektivitas Pembelajaran Daring pada Mata Pelajaran Sejarah di SMK Negeri 2 Sampit, Kabupaten Kotawaringin Timur

Efektivitas Pembelajaran Daring pada Mata Pelajaran Sejarah di SMK Negeri 2 Sampit, Kabupaten Kotawaringin Timur

Independent Learning: Forming The Pancasila Learner Through Historical Learning In Senior High School

Evaluasi Program Pembelajaran Sejarah Pada Madrasah Aliyah Negeri (Man) Di Kota Pekanbaru

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