Paradigma Baru Pendidikan Dan Pembelajaran Sejarah Dalam Merdeka Belajar-Kampus Merdeka

Kurniawan, Hendra

doi:10.17977/um0330v4i2p128-142

Cited by 4 publications

(4 citation statements)

References 12 publications

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“…By referring to the achievements of history learning in the Merdeka Curriculum, teachers are required to train students to have historical thinking skills. These historical thinking skills are standard instructions in the Merdeka Curriculum on how to teach students to be skilled in thinking history (Kurniawan, 2021). This challenge is also an opportunity for teachers to think independently by sharing many other learning tactics that can be used to instill historical thinking skills.…”

Section: Merdeka Curriculum Reform In Training Historical Thinking Sk...mentioning

confidence: 99%

The Merdeka Curriculum Reform on Aspects of Historical Thinking Skills in History Subjects in Senior High Schools

Kuwoto,

Yulifar,

Ma’mur

2024

Scaffolding

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The aims of this research are (1) to plan history learning using the Merdeka curriculum for historical thinking skills, (2) to improve the Merdeka curriculum in relation to aspects of history learning for historical thinking skills, and (3) As an evaluation of history teaching and learning activities based on thinking skills. Merdeka Curriculum Aspects of Historical Thinking Skills in SMA Pasundan 2 Cimahi, Especially in Schools that Implement the Merdeka Curriculum. This research applies qualitative methods with a case study approach. The data sources are informants: teachers, students, documents, curriculum, and historical thinking skills. Research findings show that (1) Merdeka Curriculum history learning planning is carried out by teachers who prepare their own ATP and learning modules; However, one of the schools where he could use KOSP was closed, and the teachers at both schools did not know the whereabouts and contents of his KOSP. (2) Implementation of history learning depends on student performance. There are several learning processes that do not follow learning principles, such as Education modules that are not prepared. PLP students take classes based on a unique curriculum. There are no student teaching evaluations for teachers. There are also monotonous learning methods, less situational learning, and unused social studies books. (3) In evaluating teaching and learning activities, there are several cases where the implementation does not follow the principles of teaching and learning evaluation based on the Merdeka Curriculum. Teaching and learning activities in history classes are not in line with assessment principles. There are no student self-assessments or peer assessments, no in-module assessment rubrics, and no post-test quizzes. However, teachers have tried to adhere to some principles and implement their own curriculum as closely as possible. Implementing the Merdeka Curriculum from the perspective of historical thinking skills in history education can be adapted to the implementation of the Merdeka Curriculum established by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia.

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Section: Merdeka Curriculum Reform In Training Historical Thinking Sk...mentioning

confidence: 99%

The Merdeka Curriculum Reform on Aspects of Historical Thinking Skills in History Subjects in Senior High Schools

Kuwoto,

Yulifar,

Ma’mur

2024

Scaffolding

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“…Cangkok merupakan teknik perbanyakan yang dilakukan dengan cara membuat perakaran baru pada media cangkok yang menempel di cabang. Setelah akar yang muncul pada cangkok cukup banyak kemudian cabang dipangkas dan ditanam menjadi individu baru dengan sifat unggul yang dimiliki oleh tanaman induknya (Kurniawan et al, 2021). Akar-akar akan tumbuh ketika cabang yang dicangkok masih berada pada pohon induknya (Prameswari et al, 2014).…”

Section: Abstrakunclassified

Pengaruh Panjang Keratan terhadap Keberhasilan Cangkok Pamelo (Citrus maxima (Burm.) Merr

Latifah

Susanto

Hapsari

2023

AGROB

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Pamelo (Citrus maxima (Burm) Merr.) sangat potensial untuk dikembangakan karena memiliki karateristik yang khas. Pamelo (Citrus maxima) merupakan salah satu tanaman buah yang dapat diperbanyak dengan perbanyakan vegetatif cangkok. Tujuan penelitian ini adalah untuk mempelajari pengaruh panjang keratan terhadap keberhasilan cangkok dan memperoleh informasi mengenai panjang keratan optimal dalam mencangkok tanaman jeruk pamelo. Penelitian ini dilaksanakan di Kebun Percobaan Cikabayan, Departemen Agronomi dan Hortikultura, Fakultas Pertanian IPB dan Laboratorium Pasca Panen IPB dari Februari hingga Juni 2022. Rancangan percobaan yang digunakan yaitu Rancangan Kelompok Lengkap Teracak (RKLT) faktor tunggal pengaruh panjang keratan diantaranya 1,5 cm, 3 cm, 4,5 cm, dan 6 cm. Hasil percobaan menunjukkan perbedaan yang nyata antar perlakuan pada variabel pengamatan jumlah daun muda cangkok, luas daun total cangkok, tingkat kehijauan daun, bobot basah akar, panjang akar rata-rata, dan jumlah tunas setelah pindah tanam. Panjang keratan 6 cm menunjukkan nilai beberapa parameter pengamatan yang lebih tinggi dibandingkan perlakuan lainnnya, walaupun demikian secara umum pada kenyataannya panjang keratan 1,5 cm, 3 cm, 4,5 cm, dan 6 cm merupakan panjang keratan yang cukup optimal karena menghasilkan persentase hidup yang tinggi, baik saat masih berada pada pohon induk maupun setelah ditanam ke dalam polibag. Kata kunci: perbanyakan, vegetatif, akar, daun, rutaceae

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“…Melalui pembelajaran sejarah memberikan dorongan dalam mencapai cita-cita dari pengalaman terdahulu yang mengandung penghayatan nilai luhur, nilai kearifan, dan nilai perjuangan. Nilai-nilai tersebut dapat melatih kemampuan berpikir, membentuk sikap dan kepribadian siswa (Darmawan & Mulyana, 2017). Pembelajaran sejarah tidak hanya dipandang sebagai proses transfer ide, tetapi juga proses mendewasakan diri dan pola pikir siswa.…”

Section: Pendahuluanunclassified

Potensi Muatan Sejarah Lokal Perjuangan Abdul Manan Wijaya Dalam Mempertahankan Kemerdekaan Di Malang 1945-1948 Pada Pembelajaran Sejarah Kurikulum Merdeka

Setia,

Ayundasari

2023

JPSI

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History learning is often embedded with negative stigma due to the lack of approach to student’s environment. Local history content can be a means of teaching environmentally-oriented history. The Merdeka Curriculum provides an opportunity integrate local history content in learning. The purpose of this study is (1) to describe the potential for local content in history learning in the Merdeka Curriculum, (2) to describe Abdul Manan Wijaya's struggle to defend independence in Malang 1945-1948 as local history content and, (3) to integrated the material raised can be into the Merdeka Curriculum. This article was written using literature study. The results of the research show that local history content is one of the learning achievements that students must master and the material on Abdul Manan Wijaya's struggle to defend independence in Malang 1945-1948 has the potential to be integrated into history learning because it explains the form of the Indonesian people's struggle in an effort to maintain independence which is also appropriate with the scope of material in Phase F.Abstrak:Pembelajaran sejarah identik dengan stigma negatif karena kurangnya pendekatan dengan lingkungan. Muatan sejarah lokal dapat menjadi sarana untuk mengajarkan pembelajaran sejarah berwawasan lingkungan. Kurikulum Merdeka memberikan posisi tersendiri terkait perlunya pembelajaran dengan mengintegrasikan muatan sejarah lokal. Penelitian ini bertujuan (1) mendeskripsikan potensi muatan sejarah lokal dalam pembelajaran sejarah pada Kurikulum Merdeka, (2) mendeskripsikan perjuangan Abdul Manan Wijaya dalam mempertahankan kemerdekaan di Malang 1945-1948 sebagai muatan sejarah lokal dan, (3) mengintegrasikan materi muatan sejarah lokal yang diangkat pada Kurikulum Merdeka. Penulisan artikel ini menggunakan studi kepustakaan. Hasil penelitian menunjukkan bahwa muatan sejarah lokal menjadi salah satu capaian pembelajaran yang harus dikuasai siswa dan materi perjuangan Abdul Manan Wijaya dalam mempertahankan kemerdekan di Malang 1945-1948 berpotensi untuk diintegrasikan dalam pembelajaran sejarah karena menjelaskan tentang bentuk perjuangan bangsa Indonesia dalam upaya membertahankan kemerdekaan yang sesuai dengan lingkup materi pada Fase F.

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Paradigma Baru Pendidikan Dan Pembelajaran Sejarah Dalam Merdeka Belajar-Kampus Merdeka

Cited by 4 publications

References 12 publications

The Merdeka Curriculum Reform on Aspects of Historical Thinking Skills in History Subjects in Senior High Schools

The Merdeka Curriculum Reform on Aspects of Historical Thinking Skills in History Subjects in Senior High Schools

Pengaruh Panjang Keratan terhadap Keberhasilan Cangkok Pamelo (Citrus maxima (Burm.) Merr

Potensi Muatan Sejarah Lokal Perjuangan Abdul Manan Wijaya Dalam Mempertahankan Kemerdekaan Di Malang 1945-1948 Pada Pembelajaran Sejarah Kurikulum Merdeka

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