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All Journal Socius (Jurnal Pendidikan dan Pembelajaran Ilmu Pengetahuan Sosial) (Edisi Elektronik)
Mohamad Zaenal Arifin Anis
Historical education Study Program of Lambung Mangkurat University
Education Environmental Science Social Sciences

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HISTORICAL LEARNING THROUGH THE HISTORICAL THINKING LEARNING MODEL (MPBH) BASED ON ISSUE CENTERED HISTORY BRINGS STUDENTS CAN THINK CRITICAL THINKING REALITY AND EXPECTATIONS Mohamad Zaenal Arifin Anis; fitri mardiani; Erlina Wiyanarti
JURNAL SOCIUS Vol 10, No 1 (2021): JURNAL SOCIUS
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jurnalsocius.v10i1.10323

Abstract

The phenomenal development of history learning in developed countries has made history education experts in Indonesia train students to think historically and believe that learning history must be based on historical central issues. However, the implementation of historical thinking is based onissuehistorical centre as a powerful way to achieve critical historical learning is not without challenges. Many historical education experts admit that historical thinking is the best way to teach students to learn the critical history and be able to relate problemscontemporaryto historical phenomena to carry out successfully. This study aims to investigate the effectiveness of the learning model think historically (MPBH) based issue central history in the European History course. Data obtained from 2 classes with a population of 70 people. This study uses a quantitative approach with a quasi-experimental method. The research findings are significant differences between the experimental and control classes in improvement ability think critical student. Conclusione ffectiveness MPBH based on the central historical issue in this research has not been able to generalize still needed to expand the research by increasing the population and a wider area.
SISI ABU-ABU KAUSALITAS DAN EVALUASINYA DALAM PEMBELAJARAN SEJARAH Mohamad Zaenal Arifin Anis; Sriwati Sriwati; Fitri Mardiani
JURNAL SOCIUS Vol 9, No 2 (2020): JURNAL SOCIUS
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jurnalsocius.v9i2.9317

Abstract

The development of historical science in exploring the causes of historical phenomena or causality with monocausal and multicausal approaches has progressed rapidly. However, it is inversely proportional to the study of history which still often explains historical causality with a single one (monocausality) or a centric logo without a scientific approach with a cognitive assessment only. Whereas the causes of history can be explained by the approach of a science (monocausality) and various (multi causality) with a multidimensional approach. The purpose of this study is to provide an alternative for teachers who teach history so that students can analyze various historical causality so that they are not only able to think critically but also be creative and adults so they can get used to the differences. Likewise, the assessment must be directed towards authentic assessment that can bring students to be creative and mature so that they are familiar with differences. The source of this study is through literature studies. The results of the writing are an alternative for history teachers so that students are accustomed to analyzing causality in seeing historical phenomena both mono under the demands of the 2013 curriculum.
Co-Authors Erlina Wiyanarti Fitri Mardiani Sriwati Sriwati