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Angklung Tradisional Sebagai Sumber Belajar Sejarah Lokal M. Maman Sumaludin
Prabayaksa: Journal of History Education Vol 2, No 1 (2022): Prabayaksa: Journal of History Education (March)
Publisher : Lambung Mangkurat University

Traditional angklung in the life of sundanese people bequeathed local wisdom that deserves to be studied amid globalization today. The study describes traditional angklung as a non-material cultural heritage in local historical learning. Learn this method of using descriptive qualitative approaches with data collection techniques using interviewing, observation, and literature studies. Research results show that angklung as a non-material World Heritage designated by UNESCO on November 16, 2010, is a tool art traditional at first as part of the ritual ceremony later keep going evolved and adapt with changing times to become art that is functional for entertainment. Traditional angklung with pentatonic tones can still be found in some indigenous villages or indigenous peoples as well as traditional angklung art groups in West Java and Banten such as Angklung Kanekes, Angklung Dogdog Lojor, Kacang Angklung, Angklung Badeng, Angklung Gubrag, and Angklung Bungko, and Angklung Dodod. Angklung is a form of non-material culture that has the potential as a source of local history whose values deserve to be passed on to the millennial generation. Values in traditional angklung such as religion, cooperation, discipline, responsibility, tolerance, and caring become the basis of character formation in harmony with the skills needed in the 21st century, namely the ability to think (critical thinking, creativity, problem-solving), the ability to cooperate (collaboration, communication), the ability to behave (feeling management), as provisions for future Millennials.

CHALLENGES OF TEACHING INDONESIAN FOR FOREIGN SPEAKERS (BAHASA INDONESIA BAGI PENUTUR ASING/BIPA) IN AUSTRIA DURING THE PANDEMIC COVID-19 Robita Ika Annisa; M. Maman Sumaludin
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10, No 2 (2022)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v10i2.7226

Out of the 41 countries that run the Indonesian Language Learning Program for Foreign Speakers, in collab with the Language Development and Cultivation Agency under the auspices of the Ministry of Education and Culture of the Republic of Indonesia, Austria is one of them. When the learning went online due to the Covid-19 pandemic, teachers, students, and Indonesian Language for Foreign Speakers class organizers, the Indonesian Embassy in Vienna together with the University of Vienna, faced challenges. Based on this background, this study aims to describe the challenges of Indonesian Language teachers for Austrian when they implement the learning by online. This research uses a qualitative approach with the type of case study research. The writer got the data through interviews and questionnaires to Indonesian Language teachers for Austrian from winter 2020 to winter 2021 and was strengthened by literature studies. As a result, teachers face various challenges such as technical issues with the devices and internet networks, and time gaps between Indonesia and Austria. Online classes are widely open for everyone in Austria, but at the same time amount of students is also rising because some of them preferred to do it face to face, and the difficulty of managing online classes with high heterogeneity. The efforts made by teachers in responding to these challenges include varying learning activities, opening communication spaces with students through various platforms, utilizing various online platforms that are relevant to learning topics, and organizing and inviting guest lecturers for speaking class and cultural topics.

CHALLENGES OF TEACHING INDONESIAN FOR FOREIGN SPEAKERS (BAHASA INDONESIA BAGI PENUTUR ASING/BIPA) IN AUSTRIA DURING THE PANDEMIC COVID-19 Robita Ika Annisa; M. Maman Sumaludin
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10, No 2 (2022)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v10i2.7226

Out of the 41 countries that run the Indonesian Language Learning Program for Foreign Speakers, in collab with the Language Development and Cultivation Agency under the auspices of the Ministry of Education and Culture of the Republic of Indonesia, Austria is one of them. When the learning went online due to the Covid-19 pandemic, teachers, students, and Indonesian Language for Foreign Speakers class organizers, the Indonesian Embassy in Vienna together with the University of Vienna, faced challenges. Based on this background, this study aims to describe the challenges of Indonesian Language teachers for Austrian when they implement the learning by online. This research uses a qualitative approach with the type of case study research. The writer got the data through interviews and questionnaires to Indonesian Language teachers for Austrian from winter 2020 to winter 2021 and was strengthened by literature studies. As a result, teachers face various challenges such as technical issues with the devices and internet networks, and time gaps between Indonesia and Austria. Online classes are widely open for everyone in Austria, but at the same time amount of students is also rising because some of them preferred to do it face to face, and the difficulty of managing online classes with high heterogeneity. The efforts made by teachers in responding to these challenges include varying learning activities, opening communication spaces with students through various platforms, utilizing various online platforms that are relevant to learning topics, and organizing and inviting guest lecturers for speaking class and cultural topics.

Pengaruh Metode Sosiodrama Terhadap Hasil Belajar Siswa dalam Pembelajaran Sejarah di Masa Tatap Muka Terbatas M. Maman Sumaludin
Prabayaksa: Journal of History Education Vol 2, No 2 (2022): Prabayaksa: Journal of History Education (September)
Publisher : Lambung Mangkurat University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/pby.v2i2.6254

Less effective learning during the Covid-19 pandemic also affects student learning outcomes. So with the limited direct learning policy, it provides the opportunity for all parties to make maximum use of direct learning to improve student learning outcomes, one of which is through the sosiodrama method. This study aims to determine the effect of the sosiodrama method on student learning outcomes in history learning during the limited direct learning period. This research is a quasi experimental research with a non-equivalent group pretest-posttest design. Data collection techniques through observation, field notes, questionnaires, and documentation in the form of student learning outcomes. The population in this study is Class XI SMAN 4 Bandung with research samples Class XI IPS 1 as the experimental class and Class XI IPS 3 as the control class. This research was conducted in the even semester of the 2021/2022 academic year when limited direct learning was implemented. Data analysis used normality test, gain test, and descriptive data analysis. Based on the results of the analysis that there is an effect of the sosiodrama method on student learning outcomes in history learning during the limited direct learning period. The effectiveness is influenced by the learning method applied by the teacher is fun but still trains the cognitive, psychomotor, and affective aspects of students.

Implementation of Merdeka Belajar through Museums as a Learning Resource in Differentiated Project Based History Learning M. Maman Sumaludin
Riwayat: Educational Journal of History and Humanities Vol 5, No 1 (2022): February 2022, Local History and Learning Media
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v5i2.26643

This study aims to describe the implementation of Merdeka Belajar through museums as a learning resource in differentiated project based history learning in class XII of Social Studies at Senior High School 4 Bandung. This research method uses descriptive qualitative methods with data collection techniques through observation, documentation, interviews and equipped with a questionnaire. The results of the study indicate that: The need to design differentiated project based learning through museum as a learning resource in a systematic and planned; The implementation of differentiated project based learning is carried out in the classroom and visits to the Museum of the Asian African Conference as a learning resource; In practice, the teacher gives students freedom within certain limits to choose the type of project, participation in the work, to the type of social media as a means of publishing student work; The results obtained in project based learning are differentiated, namely students become active, students can find out so they can make works from museums as educational and inspirational learning resources; In addition, teachers can develop the potential of different students through differentiation projects. This research is expected to be an input for further research and can be implemented in differentiated project based learning.

Implementation of Merdeka Belajar through Museums as a Learning Resource in Differentiated Project Based History Learning M. Maman Sumaludin
Riwayat: Educational Journal of History and Humanities Vol 5, No 1 (2022): February 2022, Local History and Learning Media
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v5i2.26643

This study aims to describe the implementation of Merdeka Belajar through museums as a learning resource in differentiated project based history learning in class XII of Social Studies at Senior High School 4 Bandung. This research method uses descriptive qualitative methods with data collection techniques through observation, documentation, interviews and equipped with a questionnaire. The results of the study indicate that: The need to design differentiated project based learning through museum as a learning resource in a systematic and planned; The implementation of differentiated project based learning is carried out in the classroom and visits to the Museum of the Asian African Conference as a learning resource; In practice, the teacher gives students freedom within certain limits to choose the type of project, participation in the work, to the type of social media as a means of publishing student work; The results obtained in project based learning are differentiated, namely students become active, students can find out so they can make works from museums as educational and inspirational learning resources; In addition, teachers can develop the potential of different students through differentiation projects. This research is expected to be an input for further research and can be implemented in differentiated project based learning.

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