Teacher’s Effort in Improving Historical Writing Skill by Presenting Historian as Resources Person on Historical Learning

Yulifar, Leli

doi:10.2991/icoie-18.2019.52

Cited by 3 publications

(3 citation statements)

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“…The results of observations made by Yulifar (2019) revealed that history teaching in high school used a method approach and took place according to a pattern with a teacher providing information, and students listening and writing. In addition, there were question-and-answer sessions and assignments (Yulifar, 2019). The normative type of teacher also still applied teacher-centered learning.…”

Section: Discussionmentioning

confidence: 99%

Typology of History Teachers in 21st-Century Learning (Grounded Theory Study in Senior High School in Indonesia)

Agustina

Saripudin

Yulifar

et al. 2023

IJLTER

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The teaching styles of history teachers should be more heterogeneous and varied in 21st-century learning. The purpose of the study was to determine the types of history teachers that conform to the requirements of the history teaching function and the characteristics of 21st-century learning. Grounded theory was used to formulate a typology of high school history teachers in Indonesia. Interviews, observations, document analysis, and literature studies were conducted as data collection techniques regarding history teachers. A total of 10 participants were selected from 10 schools. Open coding, axial coding and selective coding were used for data analysis. The results of the study show that history teachers in high schools in Indonesia have various styles in teaching history, such as conservative teachers, normative teachers, inspirational teachers, imaginative teachers, and innovative teachers. These various typologies are understood through aspects of student motivation, curriculum, teaching styles, student roles, and learning evaluation. Through these findings, history teachers can identify their own styles and try to improve their quality and competence in their readiness to become part of 21st-century learning. Therefore, this research has implications for developing the characteristics and competencies of history teachers according to their type so that teaching activities become more effective. Future studies could conduct in-depth research on each type of history teacher or to formulate a history teacher typology through different perspectives and indicators from the research that has been conducted in order to enrich theories about history teacher typologies.

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Section: Discussionmentioning

confidence: 99%

Typology of History Teachers in 21st-Century Learning (Grounded Theory Study in Senior High School in Indonesia)

Agustina

Saripudin

Yulifar

et al. 2023

IJLTER

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“…This shows that the teacher is still conventional and does not arouse creative imaginative students. Conventional history learning will cause serious problems, considering that students are increasingly critical in the midst of developing information [2]. Learning methods such as discussion and question and answer sharpens students critical thinking but does not hone students creativity.…”

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

confidence: 99%

Growing Imaginative Creativity of Students Through Video Making with The Brainstorming Method in History Learning

Utami¹,

Supriatna²,

Yulifar³

2021

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

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This study aims to look specifically at the brainstorming method and project based learning as historical learning methods to increase students imaginative creativity. This research uses the literature study method, namely by tracing reading sources in the form of books and journals, which later on the results of a study of various literatures will provide an explanation of the use of brainstorming methods and project based learning in history learning. The results from these sources found that imagination can develop well if teachers can facilitate students through a learning process that stimulates them to develop their imagination. The combination of project-based learning methods making creative videos with the brainstorming method can stimulate the imaginative power of vocational students. The implication of this research is that the video making project is relevant to the association and the tendency of today's vocational students who have an interest in making videos. So that the combination of the project based learning method with the brainstorming method facilitates the potential and talents of students who will ultimately be able to produce a creative and innovative product during the Covid-19 pandemic.

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“…Even some history teachers revealed that learning history has not been attractive to students because of the lack of creativity in learning. However, according to [8] with creativity, learning objectives will be achieved optimally through fun ways that include three domains of knowledge, attitudes and skills. This is in line with the teacher's efforts in designing and implementing history learning with a scientific approach so that classical problems in history learning can be resolved, expository becomes student-centred, the phenomenon of boredom becomes fun learning.…”

Section: Introductionmentioning

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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Teacher’s Effort in Improving Historical Writing Skill by Presenting Historian as Resources Person on Historical Learning

Cited by 3 publications

References 0 publications

Typology of History Teachers in 21st-Century Learning (Grounded Theory Study in Senior High School in Indonesia)

Typology of History Teachers in 21st-Century Learning (Grounded Theory Study in Senior High School in Indonesia)

Growing Imaginative Creativity of Students Through Video Making with The Brainstorming Method in History Learning

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

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