Kontekstualisasi Pandemi Covid-19 dalam Pembelajaran Sejarah

Amboro, Kian

doi:10.30872/yupa.v3i2.203

Cited by 16 publications

(16 citation statements)

References 13 publications

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“…Teachers maintain habits during face-toface learning that are in accordance with online learning patterns such as lectures and the provision of alternative reading materials. This study also supports Amboro [4] opinion that contextual history learning is part of a teaching strategy that can be developed in a pandemic situation. History teachers with different ranges of teaching experience have a point of view on the same historical contextually, which is a process of developing learning subjects by paying attention to developing situations.…”

Section: Discussionsupporting

confidence: 85%

“…It makes learning situations run monologue and formalistic. Amboro [4], in its findings, shows the positive impact of the Pandemic. The concept of repeated history will be contextual in certain situations.…”

Section: Proceedings Of the 6th International Conference On Education And Social Sciences (Icess 2021)mentioning

confidence: 88%

“…Second, the psychological aspect of learning, both teachers and students, weakens along with the length of time the implementation of DL. And third, the development of learning quality which is hampered by technical and theoretical problems [4]. This problem has a direct impact on learning.…”

Section: Introductionmentioning

confidence: 99%

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History Teacher Initiative Improves the Quality of Digital-Based Learning in the Covid-19 Pandemic

Utomo¹,

Kurniawan²,

Ria³

2021

Proceedings of the 6th International Conference on Education &Amp; Social Sciences (ICESS 2021)

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This study aims to analyse the initiatives of history teachers in improving the quality of digital-based learning during the Pandemic. The research questions are (i) how do teachers plan history learning during the Pandemic? (ii) How do history teachers develop their learning? And (iii) what are the obstacles faced by history teachers in implementing digital-based learning? This research is a qualitative project with a survey. The research data were collected from eighteen history teachers in Semarang. Participants come from public and private schools, are divided into a balanced quantity of gender and have diverse work experiences. The results showed that learning preparation was adjusted to government recommendations and school policies during the Pandemic, activities were carried out through digital technology. Teachers use several digital applications to conduct meetings, discussions and manage assignments so that students do not get bored quickly. Constraints appear to be more visible in senior history teachers who are slow in adapting to technology. The obstacle faced by junior teachers is mastering the material and its delivery to students through the online system.

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Section: Discussionsupporting

confidence: 85%

Section: Proceedings Of the 6th International Conference On Education And Social Sciences (Icess 2021)mentioning

confidence: 88%

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History Teacher Initiative Improves the Quality of Digital-Based Learning in the Covid-19 Pandemic

Utomo¹,

Kurniawan²,

Ria³

2021

Proceedings of the 6th International Conference on Education &Amp; Social Sciences (ICESS 2021)

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“…For example, besides society lives. This kind of thinking is called best practice, where historical events can be branding in developing a better life (Amboro, 2019). Basically, the concept of best practice is in line with the educational function of history (Ahmad, 2012).…”

Section: Methodsmentioning

confidence: 99%

Quality improvement model of history education at university

Pramono

Yanto

Melati

2021

pegegog

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The implementation of history education at universities has not yet seen able to give optimal results. This study aims to propose a model for improving the quality of history education in higher education. It poses the primary research question: what is the quality improvement model of history education like according to the needs analysis? The research was conducted via a descriptive qualitative method. Data sources consisted of learning activities and documents related to the implementation of history education. Data analysis was carried out using interactive analysis models procedures. The results have revealed that history learning is currently only a transfer of information activity so that it cannot produce good-quality graduates who think deeply and critically. Methods that stimulate discussion of knowledge and hone critical thinking skills are not yet considered. Therefore, the quality of history education is relatively low and has no impact on improving the quality of graduates. The proposed model is relevant to be applied at universities, and has the characteristics of a problem-based learning approach and interactive discussion. If applied consistently, it has potential to promote critical thinking and problem-solving skills of students.

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“…History teachers must be open so that online and offline learning is not monotonous [30]. Meanwhile, according to [31], suggests that history learning must be able to adapt according to the situation that occurs. As the government's appeal that learning during the Covid-19 pandemic can be inserted knowledge about the pandemic.…”

Section: History Lessons During the Covid-19 Pandemicmentioning

confidence: 99%

Creative Learning Through Google Classroom in History Learning During the Covid-19 Pandemic

Nela¹,

Supriatna²

2021

Proceedings of the 6th International Conference on Education &Amp; Social Sciences (ICESS 2021)

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This research is motivated by creativity which has not been a priority in learning. In fact, teacher's creativity can actually be a support to grow and develop learning skills of students. Being innovative and creative in using technology and information media is a required skill in the teaching and learning process especially during the situation of Covid-19 Pandemic. The purpose of this research is to find out specifically about creative learning through Google Classroom in history learning. This study uses the literature review method, namely by tracing readings in the form of books, journals, research reports and news as well as other relevant and published sources from 2015 to 2020. The results from these sources found that with the phenomenon of Covid-19 pandemic, creative learning models through Google Classroom can have an effective role in developing learning abilities, especially social sciences lessons, make it easier for teachers and students to carry out teaching and learning activities, and assist learning activities to be done anywhere and anytime. Creative learning through Google Classroom also supports the 21st century learning strategies so that students are able to develop creative thinking skills and the skills to produce ideas or works.

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Kontekstualisasi Pandemi Covid-19 dalam Pembelajaran Sejarah

Cited by 16 publications

References 13 publications

History Teacher Initiative Improves the Quality of Digital-Based Learning in the Covid-19 Pandemic

History Teacher Initiative Improves the Quality of Digital-Based Learning in the Covid-19 Pandemic

Quality improvement model of history education at university

Creative Learning Through Google Classroom in History Learning During the Covid-19 Pandemic

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