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THE ROLE OF SOCIAL STUDIES AND HISTORY LEARNING IN JUNIOR HIGH SCHOOL IN STRENGTHENING THE STUDENTS CHARACTER Agung S., Leo
Paramita: Historical Studies Journal Vol 25, No 2 (2015): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v25i2.5134

Nowadays, in Indonesia a variety of violence and moral degradation event still occur. The moral degradation phenomenon (among others) is indicated with the spread of violence, criminality, drug abuse, free sexual-intercourse and other misbehaviors. Multidimensional crisis and nation deterioration originates essentially in self-esteem, and failure in developing nationâs character education. Essentially, Social Science learning aimed to develop personal, social, and intellectual behavior. Thus, Social Science learning in Junior High Schools becomes a means and opportunity of strengthening the student characters such as sense of critical, discipline, environment awareness, social care, religious, having reading interest, loving to homeland, willing to sacrifice, creative, honest, independent, and hard work, in order to build the nation and the state better, more prosperous, secure, and peaceful.Â Dewasa ini, di Indonesia terjadi beragam keke-rasan dan degradasi moral yang masih terus terjadi. Fenomena degradasi moral diindikaisikan dengan beragam kekerasan, kriminalitas, penggunaan narkotika, pergaulan bebas, dan berbagai penyimpangan perilaku. Krisis multidimensional dan berbagai kerusakan tersebut pada dasarnya berasal dari harga diri, serta kegagalan dalam pengembangan pendidikan karakter bangsa. Di satu sisi secara esensial Pendidikan IPS bertujuan untuk membangun kemampuan personal, sosial, dan intelektual. Dengan demikian pembelajaran IPS di SMP menjadi sarana dan kesempatan untuk memperkuat karakter siswa, seperti sikap kritis, disiplin, peduli lingkungan, peduli sosial, agama, memiliki minat baca, cinta ke tanah air, rela berkorban, kreatif, jujur, independen, dan kerja keras, dalam rangka membangun bangsa dan negara yang lebih baik, lebih sejahtera, lebih aman, dan damai.Â Â

PENGEMBANGAN MODEL KKBB SEBAGAI UPAYA PENINGKATAN KUALITAS PEMBELAJARAN SEJARAH SMA DI SOLO RAYA Agung S., Leo
Paramita: Historical Studies Journal Vol 24, No 1 (2014): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v24i1.2869

This paper was aimed providing training assistance KKBB models to history teachers in high schools; Doing trials, extensive testing and the effective test of KKBB models; promoting a model of KKBB Solo Raya. The subjects of those research are teachers and high school students in Solo Raya. Data collection use some techniques, namely Â observation, interview, and test. The method of data analysis uses quantitative analysis by t test. It can be concluded that: (1) the team has successfully conducted training assistance to high school history teachers Solo Raya KKBB model, (2) Trial in High School 1 Ngemplak with Classroom Action Research, extensive testing in 2 High school Boyolali and 3 High School Kartasura, effective trials in 2 KarangnyarÂ High School, 8 High SchoolÂ Surakarta, andÂ 2 High SchoolÂ SukoharjoÂ KKBB is able to improve the quality of learning noted by the development of competence and strengthen of character values among students in the various school groups. In the other words, KBBImodel is more effective than the KKBB Varied-Lecture model. Keywords: teaching history, KKBB models, character educationÂ Penelitian ini bertujuan memberikan pelatihan pendampingan model KKBB kepada guru-guru Sejarah SMA, melakukan uji coba, uji luas dan uji efektivitas modelÂ KKBB, danÂ mensosialisasikan model KKBB se Solo Raya. Subjek penelitian guru-guru dan siswa SMA Solo Raya. Teknik pengumpulan data menggunakan observasi, wawancara, dan test. Adapun metode analisis data menggunakan analisis kuantitatif dengan uji t. Hasil penelitian dapat disimpulkan bahwa tim telah berhasil melakukan pelatihan pendam-pingan kepada guru-guru Sejarah SMA Solo Raya dengan model KKBB. Uji coba di SMA 1 Ngemplak dengan PTK, uji luas diÂ Â SMAÂ 2 BoyolaliÂ dan SMAÂ 1 Kartasura,Â uji efektivitas di SMAÂ 2 Karangnyar, SMAÂ 8 Surakarta, dan SMA 2 Sukoharjo terbukti pembelajaran modelÂ KKBB mampu meningkatkan kualitas pembela-jaran yang ditandai dengan meningkatnya kompetensi dan menguatnya nilai-nilai karakter siswa di berbagai SMA. Dengan kata lain, modelÂ KKBB lebih efektif dibandingkan dengan model Ceramah Bervariasi. Kata kunci: pembelajaran sejarah, model KKBB, pendidikan karakter Â Â

PENGEMBANGAN MODEL KKBB SEBAGAI UPAYA PENINGKATAN KUALITAS PEMBELAJARAN SEJARAH SMA DI SOLO RAYA Agung S., Leo
Paramita: Historical Studies Journal Vol 24, No 1 (2014): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v24i1.2869

This paper was aimed providing training assistance KKBB models to history teachers in high schools; Doing trials, extensive testing and the effective test of KKBB models; promoting a model of KKBB Solo Raya. The subjects of those research are teachers and high school students in Solo Raya. Data collection use some techniques, namely Â observation, interview, and test. The method of data analysis uses quantitative analysis by t test. It can be concluded that: (1) the team has successfully conducted training assistance to high school history teachers Solo Raya KKBB model, (2) Trial in High School 1 Ngemplak with Classroom Action Research, extensive testing in 2 High school Boyolali and 3 High School Kartasura, effective trials in 2 KarangnyarÂ High School, 8 High SchoolÂ Surakarta, andÂ 2 High SchoolÂ SukoharjoÂ KKBB is able to improve the quality of learning noted by the development of competence and strengthen of character values among students in the various school groups. In the other words, KBBImodel is more effective than the KKBB Varied-Lecture model. Keywords: teaching history, KKBB models, character educationÂ Penelitian ini bertujuan memberikan pelatihan pendampingan model KKBB kepada guru-guru Sejarah SMA, melakukan uji coba, uji luas dan uji efektivitas modelÂ KKBB, danÂ mensosialisasikan model KKBB se Solo Raya. Subjek penelitian guru-guru dan siswa SMA Solo Raya. Teknik pengumpulan data menggunakan observasi, wawancara, dan test. Adapun metode analisis data menggunakan analisis kuantitatif dengan uji t. Hasil penelitian dapat disimpulkan bahwa tim telah berhasil melakukan pelatihan pendam-pingan kepada guru-guru Sejarah SMA Solo Raya dengan model KKBB. Uji coba di SMA 1 Ngemplak dengan PTK, uji luas diÂ Â SMAÂ 2 BoyolaliÂ dan SMAÂ 1 Kartasura,Â uji efektivitas di SMAÂ 2 Karangnyar, SMAÂ 8 Surakarta, dan SMA 2 Sukoharjo terbukti pembelajaran modelÂ KKBB mampu meningkatkan kualitas pembela-jaran yang ditandai dengan meningkatnya kompetensi dan menguatnya nilai-nilai karakter siswa di berbagai SMA. Dengan kata lain, modelÂ KKBB lebih efektif dibandingkan dengan model Ceramah Bervariasi. Kata kunci: pembelajaran sejarah, model KKBB, pendidikan karakter Â Â

THE ROLE OF SOCIAL STUDIES AND HISTORY LEARNING IN JUNIOR HIGH SCHOOL IN STRENGTHENING THE STUDENTS CHARACTER Agung S., Leo
Paramita: Historical Studies Journal Vol 25, No 2 (2015): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v25i2.5134

Nowadays, in Indonesia a variety of violence and moral degradation event still occur. The moral degradation phenomenon (among others) is indicated with the spread of violence, criminality, drug abuse, free sexual-intercourse and other misbehaviors. Multidimensional crisis and nation deterioration originates essentially in self-esteem, and failure in developing nationâ€™s character education. Essentially, Social Science learning aimed to develop personal, social, and intellectual behavior. Thus, Social Science learning in Junior High Schools becomes a means and opportunity of strengthening the student characters such as sense of critical, discipline, environment awareness, social care, religious, having reading interest, loving to homeland, willing to sacrifice, creative, honest, independent, and hard work, in order to build the nation and the state better, more prosperous, secure, and peaceful.Â Dewasa ini, di Indonesia terjadi beragam keke-rasan dan degradasi moral yang masih terus terjadi. Fenomena degradasi moral diindikaisikan dengan beragam kekerasan, kriminalitas, penggunaan narkotika, pergaulan bebas, dan berbagai penyimpangan perilaku. Krisis multidimensional dan berbagai kerusakan tersebut pada dasarnya berasal dari harga diri, serta kegagalan dalam pengembangan pendidikan karakter bangsa. Di satu sisi secara esensial Pendidikan IPS bertujuan untuk membangun kemampuan personal, sosial, dan intelektual. Dengan demikian pembelajaran IPS di SMP menjadi sarana dan kesempatan untuk memperkuat karakter siswa, seperti sikap kritis, disiplin, peduli lingkungan, peduli sosial, agama, memiliki minat baca, cinta ke tanah air, rela berkorban, kreatif, jujur, independen, dan kerja keras, dalam rangka membangun bangsa dan negara yang lebih baik, lebih sejahtera, lebih aman, dan damai.Â Â

IMPLEMENTASI KURIKULUM 2013 DALAM PEMBELAJARAN IPS (STUDI KASUS DI SMP NEGERI 1 MIRI) Sarwiyati, S.; Joebagio, Hermanu; Agung S., Leo
HISTORIKA Vol 17, No 2 (2015): Pembelajaran Sejarah di Sekolah
Publisher : Sebelas Maret University (UNS)

This research aimed: (1) to describe the Social Science teachersâ€™ and studentsâ€™ knowledge; (2) to analyze the Social Science learning plan and implementation by the teachers; (3) to describe the evaluation of Social Science learning by teachers; and (4) to analyze the obstacles in the implementation of Social Science learning. This research employed a descriptive qualitative method,. The data source employed was informant or resource (Social Science teachers and students), place and event (Social Science learning activity in the class), document and archive (RPP, score book, etc).Techniques of collecting data used were in-depth interview, observation and content analysis. with purposive sampling technique. The data validation was conducted using source, researcher, method and theory triangulations. Technique of analyzing data used was an interactive model.The results of research showed that: (1) the knowledge of teachers and students in SMP Negeri 1 Miri on Curriculum 2013 was sufficiently good but had not been applied maximally; (2) teachers developed RPP (Learning Implementation Plan) inconsistent with Permendikbud RI (Education and Culture Minister of Republic of Indonesiaâ€™s Regulation) Number 103 of 2014, scientific approach and student-centered learning had been implemented, discovery learning, problem based learning and project based learning had not been implemented; (3) evaluation of knowledge competency had been conducted but evaluation of attitude and skill competencies had not been conducted maximally; (4) the obstacles in learning lied on teacher motivation, scientific learning with student-centered learning and evaluation of attitude and skill competencies.

THE DEVELOPMENT OF MATERIAL BASED HISTORY OF PERISTIWA FRONT LANGKAN TO IMPROVE PEOPLE NASIOANLISM STUDENTS IN SMA NEGERI PULAU RIMAU Satria, Nusiandi Embo; Djono, D.; Agung S., Leo
HISTORIKA Vol 22, No 1 (2019): Peningkatan Kualitas Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

Research development aims to: (1) described teaching history in senior high school district Pulau Rimau; (2) described the development of material based history of Peristiwa Front Langkan to improve people nationalism; (3) described the effectiveness of material based history the front ledge to improve people nationalism students.Research conducted is research development (Research and Development) using methods of Borg and Gall .The method includes: (1) the study introduction , namely the literature study, field studies, and findings teaching needs; (2) developmental stage covering the prototype design, validation expert, the trial one by one, and trial to more participants; (3) the step of experiment the effectiveness of covering test whether material and feasibility history.The research results show that: (1) teaching history still focused on one source the textbook without any additional or other sources a supporting, the curriculum is using KTSP curriculum, teachers have not have sufficient knowledge about the development of teaching materials; (2) The teaching materials developed with follow a procedure the development of which adapted to a syllabus, validation three experts who put a value the average score 4 for a category â€œgoodâ€;Â trial one by one done on five students and fifteen students, the revision related the literature and grammar; the results of the tryouts broad shows differences in average between class control and class experiment where class experiment more better in terms of achievement and nasioanlisme; (3) the implementation of teaching materials history based Peristiwa Front Langkan to improve nasioanlism proven effective, proven from the acquisition value post-test on class control and experiment to aspects level of achievement with significant 0,000 < 0,025 and than nasionalism aspect with significant 0,000 < 0,025. Shows that Ho rejected which means there is a difference in positive and significant .

PENERAPAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN MINAT DAN PRESTASI BELAJAR SEJARAH PADA KELAS XI IPS 1 SMA NEGERI 3 WONOGIRI KABUPATEN WONOGIRI TAHUN 2015/2016 Harjanti, Noor; Joebagio, Hermanu; Agung S., Leo
HISTORIKA Vol 17, No 2 (2015): Pembelajaran Sejarah di Sekolah
Publisher : Sebelas Maret University (UNS)

This Research Classroom action research that apply in learning Problem Based Learning in History can increase interest for studying the history of class XI IPS1 SMA Negeri 3 Wonogiri 2015/2016 has been completed in three cycles. This research aims to determine the applicaton of interest learning Problem Based Learning in History can increase interest for studying the history of class XI IPS1 SMA Negeri 3 Wonogiri 2015/2016.This research method In each cycle there are four stages: planning, action, observation and reflection. The failure in the cycle will be corrected in the next cycle. The activities of teachers in learning the history of the application of learning Problem Based Learning in class XI IPS 1 SMA Negeri 3 Wonogiri in Cycle I, II and III have increased, so the final result is achieved in Cycle III.Â Student activity in learning the history of the application of learning Problem Based Learning in class XI IPS 1 SMA Negeri 3 Wonogiri in Cycle I, II and III have increased, so the final result is achieved in Cycle III. Students' interest in learning the history of the application of learning Problem Based Learning in class XI IPS 1 SMA Negeri 3 Wonogiri in Cycle I, II and III will be increased, thus achieved the final result in Cycle III students who have interest in learning history is high and very high-achieving 82.14% so in accordance with the expectation that student interest is high over 80%. Student achievement in learning the history of the application of learning Problem Based Learning in class XI IPS 1 SMA Negeri 3 Wonogiri in Cycle I, II and III have increased, so the final result is achieved in Cycle III contained 89.29% had values above the KKM or has been completed, so that the percentage of classical completeness in Cycle III is in conformity with the expectations that have reached more than 80% of the total number of students.The aplication of Problem Based Learning model can increase historycal interestÂ and Learning achievement of student.

IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) UNTUK MENINGKATKAN MINAT DAN PRESTASI BELAJAR IPS SISWA KELAS VII B SMP NEGERI 1 KEDAWUNG KABUPATEN SRAGEN TAHUN PELAJARAN 2014/2015 Setiyawati, Heni Rina; Joebagio, Hermanu; Agung S., Leo
HISTORIKA Vol 16, No 1 (2015): Peningkatan Kualitas Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

Â Â Â Â Â Â Â Â Â Â Â This aimed of the researceh is to descript: (1) The implementation of cooperative learning model STAD in IPS learning can improve learning increase of the students in gradeÂ VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015, (2) The implementation of cooperative learning model STAD inÂ IPSÂ learning can improve learning Achievement of student in grade VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015.Â Â Â Â Â Â Â Â Â Â Â This research use classroom action research method. Subjects of this research are theÂ students ofÂ grade VII B SMP Negeri 1 Kedawung Sragen. Data collection technique in this research are interviews, tests, observations, and questionnaires. Mechanical checks the validity of the data by the methodÂ triangulation techniques. Technical analysis has done by means of data collection, data reduction, data presentation, and drawing conclusions. The process of research carried out three cycles, in each cycle includes four stages of action planning, action, observation and reflection.Â Â Â Â Â Â Â Â Â Â Â The results showed that: (1) The implementation of cooperative learning model STAD in IPS learning can improve learning increase student of the students in gradeÂ VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015, (2) TheÂ implementation of cooperative learning model STAD in IPS learning can improve learning Achievement of the students in grade VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015. The increase students learning interest can be seen from the results of student interest questionnaire after implementation of the action, in the first cycleÂ reaches 50%, the second cycle increased to 68.75%, and the third cycle increased to 87.50 %. While student achievement on initial conditions shows that the average value of 68.28 with classsical completeness ofÂ 53.12%, after the action on the first cycle increased the average value becomes 74.53 with classical completeness of 65.62%, second cycle increased with an average value of 76.56 with classical completeness of 78%, and the third cycle has increased again, with an average value of 81.56 reached with classical completeness reached 87.50%

PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DENGAN MEDIA MUSEUM KARS DALAM PEMBELAJARAN IPS UNTUK MENINGKATKAN PEMAHAMAN TERHADAP SITUS SEJARAH PADA SISWA KELAS VII SMP NEGERI 1 NGADIROJO KABUPATEN WONOGIRI TAHUN 2015/2016 Sutarjo, S.; Sariyatun, S.; Agung S., Leo
HISTORIKA Vol 19, No 2 (2016): Inovasi Pembelajaran Sejarah
Publisher : Sebelas Maret University (UNS)

The objectives of this action research is to know (1) The implementation of Problem Based Learning in teaching of Social studies with Kars Museum as the media can improve the students understanding of history site of VII IPS students of SMP Negeri 1 Ngadirojo academic year 2015/2016. (2) The implementation of Problem Based Learning in teaching of Social studies with Kars Museum can improve the students achievement learning of VII IPS students of SMP Negeri 1 Ngadirojo academic year 2015/2016. The methods of this study is Classroom Action Research in two cycles. The subject of this research is the students of VIIE of SMP Negeri 1 Ngadirojo sub-province Wonogiri academic year 2015/2016. Object of the research is teaching learning process that consist of creativity and students activities in teaching learning process, the implementation in history site and the achievement learn of students.The result of this study shows that the implementation of Problem Based Learning in the teaching of Social Studies with Kars Museum as the Media of the students of VIIE class of SMP N 1 Ngadirojo sub-province Wonogiri that held in two cycles (1) result of the study show that the implementation of Problem Based Learning in the teaching of Social Studies with Kars Museum as the media of the students of VIIE class of SMP N 1 Ngadirojo sub-province Wonogiri can improve the students understanding of history site. In cycle I, student which have understanding of history site pertained high and very high is 60,71% then there is an improvement to the history site in cycle II, the students which have understanding of history site pertained high and very high about 85,71% so the students understanding to the history site pertained high more than 85%. (2) There are 10 students that increase on the score of the achievement learning of the students passing grade from the cycle pre that get score as the passing grade or more from the passing grade, in the cycle I increase become 21 students (75,00%), in the cycle II increase become 25 students (89,29%). The average value increase from cycle I 74,64 to 79,64 in cycle II.

PENGARUH KREATIVITAS DAN PROFESIONALISME TERHADAP KEGIATANPEMBELAJARAN GURU IPS SEJARAH SMP DI KAB SUKOHARJO Hariyani, Sri; Waluyo, Herman J.; Agung S., Leo
HISTORIKA Vol 18, No 1 (2016): Pembelajaran Sejarah dan Nation Building
Publisher : Sebelas Maret University (UNS)

The quality of education has been only in the spotlight in the eyes of our society. Professionalism and creativity of teachers considered to be a variable that has a relationship with the quality of education. The purpose of this study to analyze the level of professionalism and creativity of teachers in learning activitiesIn this study, experiments were conducted on a social studies teacher at the junior high school history Sukoharjo in the year 2011/2012. The samples in this study is done by using the all populations. The data analysis technique used is a two way analysis of variance.Results: In this study indicate that: 1) there was no significant effect on the level of creativity of learning activities on social studies teacher of History in Sukoharjo; 2) there is a significant effect on the activity level of professionalism of teachers teaching in social studies teachers in the history of Sukoharjo year 2011/2012; 3) there was no significant effect of the interaction level of creativity and professionalism of teachers on learning activities History Social Studies teacher in Sukoharjo 2011 / 2012.Implikasi this study by its level of creativity and professionalism can improve the learning activities in a social studies teacher of History. Thus the learning achievement History IPS can be improved through enhanced learning activities organized by the teacher.

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