The Evaluation of the History Education Curriculum in Higher Education

Setiawan, Risky; Aman, Aman

doi:10.15294/paramita.v32i2.34535

Cited by 3 publications

(3 citation statements)

References 17 publications

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“…If students are able to pour it into an interesting and sophisticated format, it means that students have developed creative thinking skills. Thus, there is still a way for teachers to train students in historical thinking skills (Setiawan & Aman, 2022). Any material content can be used to hone the skills of the student.…”

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

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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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“…The material in learning Indonesian history that is unique and full of value will have the potential to be introduced to students about the nation and its aspirations in the past (Inayatillah, 2022). This will be able to develop the potential that exists within students to be able to recognize the values of the nation that are fought for, maintained, and even developed for present and future life (Hasan, 2012).…”

Section: Potential Materials For Indonesian History and Local History...mentioning

confidence: 99%

The values of struggle character education K.H. Ahmad Hanafiah and its implementation in local history learning

2023

pegegog

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Local history has its point in providing information to local communities for the exemplary process. However, there are not many studies of local history to be implemented in history learning. Thus, the purpose of this study was to find the values of character education in the material for the struggle of K.H. Ahmad Hanafiah in defending Indonesian independence in the Lampung Residency and its implementation in learning local history. The method used is a qualitative research method with historical studies. This study uses primary and secondary sources and uses interviews as reinforcement. The results of the study are: (1) K.H. Ahmad Hanafiah as a local figure who fought to defend Indonesia's independence in Lampung Residency, (2) The values of character education contained in the material include: religious attitude, hard work, curiosity, love for the homeland, national spirit, and independence, (3) These character values can be implemented in local history learning through the Class XI lesson plans covering the stages of planning, implementation, and evaluation in high school. It is hoped that students can imitate the figure of a K.H. Ahmad Hanafiah, especially for those who live in the Lampung area, and apply it in their lives both now and in the future. History learning has a central role in instilling the values of national character because the scope of the material taught contains heroic, exemplary, patriotism, and nationalism values.

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“…The distinctive characteristics of history have great potential to develop character education for students [5,6]. From history, students can study events that occurred in the past with a critical analysis of causality and the challenges faced.…”

Section: Introductionmentioning

confidence: 99%

Learning History Activities on Site (LHAOS) Based on Videography Technology

Sulistyo¹,

Nafi’ah²,

Khakim³

et al. 2023

IJIET

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The learning model is an important and strategic aspect that affects the implementation of learning. Therefore, the learning model used must be varied and innovative to create effective and optimal learning outcomes. The first innovation in learning is the incorporation of technology and the second innovation is the use of historical sites in learning. This has a lot of potential and can solve many problems in history classes. This article presents a videography-based learning history activities on site (LHAOS) learning model that utilizes the Negeri Baru Temple site. The research method used is the research and development (R&D) method, following the analyze, design, develop, implement, and evaluate (ADDIE) approach, which includes the stages of analysis, design, development, implementation, and evaluation. The literature review is also conducted with descriptive analysis. The sources used include books, articles, archives, and other relevant sources. The results of this study include: first, a study of the Negeri Baru Temple site in Ketapang Regency, West Kalimantan, and second, a videography-based LHAOS learning model that utilizes the Negeri Baru Temple site. This learning model consists of three stages: observation, exploration, and reflection. This study reached an average score of 90 from the four aspects of the validator's assessment. The implementation results for the practical test and the effectiveness of the media consisting of seven aspects of the assessment, show an average score of 93.4. From these figures, it can be concluded that the product of the LHAOS model is an effective product.

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The Evaluation of the History Education Curriculum in Higher Education

Cited by 3 publications

References 17 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

The values of struggle character education K.H. Ahmad Hanafiah and its implementation in local history learning

Learning History Activities on Site (LHAOS) Based on Videography Technology

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