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All Journal Journal of Educational Research and Evaluation International Journal of Social Science and Business
Nurzengky Ibrahim
Universitas Negeri Jakarta, Jakarta, Indonesia
Humanities Education Public Health Social Sciences Other

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Buya Hamka: Nationalism in Islamic Education in Indonesia Muhammad Panji Gozali; Kurniawati; Nurzengky Ibrahim
International Journal of Social Science and Business Vol. 6 No. 4 (2022): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijssb.v6i4.46968

Abstract

Strengthening and building the nation is a vital role of nationalism which is also a means of improving human living standards. Islamic education that is nationalistic can result in a pattern of Islamic education that deviates from Islamic teachings. This study aims to analyze the thought and relevance of the values ​​of Nationalism in Buya Hamka's Islamic education thought in Indonesia. This research method uses historical research methods. This research will be presented using descriptive-analytic history writing. The technique used to analyze the data is descriptive qualitative analysis. The results of this study indicate that a sense of nationalism can be obtained through Hamka's view of the world of education, especially in Islam. The principal value of nationalism through Islamic education is an effort to strengthen national values ​​as individual human beings who are part of a large society in the formation of the state. The meaning of Hamka's nationalism related to collective awareness in Islamic Education thought can be seen in the idiom recognition based on the first principle of Pancasila. The practice of religious values ​​will be able to fortify the nation's next generation from deviant acts.
STEAM: Science, Technology, Engineering, Art, and Mathematics on History Learning in the 21st Century Dea Lestari; Nurzengky Ibrahim; Corry Iriani
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.44172

Abstract

Implementation of STEAM, both teachers and students, are still a little confused with the concept of STEAM. This article discusses how to apply STEAM and what difficulties educators face when implementing STEAM. This study aims to analyze how the implementation of STEAM in history learning in the 21st century. This study uses qualitative research with a case study research design. Observation data collection techniques, and interviews. The validity of the data was tested through triangulation of sources and using descriptive analysis. The results of this study indicate that STEAM has been applied in history learning. In addition, the implementation of STEAM is an effort to integrate STEAM into one with history learning, by linking the elements of STEAM, so students are given a holistic understanding of the interrelationships of the fields of science through 21st century learning experiences. STEAM is one of the important concepts that must be mastered by history teachers to integrate history material with other sciences, then make students have high thinking and analytical power in the learning process.
The Use of Learning Methods in Learning History During the Covid-19 Pandemic Frensen S Hiskiya; Sarkadi; Nurzengky Ibrahim
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.44270

Abstract

During the Covid-19 pandemic, online learning was carried out so that learning had to be done from home to break the Covid-19 chain. This study aims to analyze the use of the history learning method used during the Covid-19 pandemic. The research method used was descriptive qualitative. By using a case study approaches so that data collection in the research process uses observation, interviews, and documentation techniques. Furthermore, the data and sources of this research data come from the schools studied. The results of the study found that several history learning methods were used during the Covid-19 pandemic, such as the audiovisual method, the indirect learning method, the project method, and the group work method. This learning method is most often used by teachers in conducting history lessons during the Covid-19 pandemic. By using various learning methods in learning history, students are very happy because the method used is not boring during learning hours by using learning methods and materials carried out by the teacher, students are also very quick to understand the material conveyed by the teacher in carrying out learning.
Application of Microsoft Teams Applications in History Learning Mevi Bozed Tanikwele; Sarkadi; Nurzengky Ibrahim
Journal of Education Reseach and Evaluation Vol 7 No 2 (2023): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i2.44309

Abstract

The Microsoft Teams application is one of the learning applications that can be applied to online distance learning during the covid-19 pandemic, with the application of the Microsoft Teams learning application, teachers can increase students' interest/motivation in learning while they are at home. This study aims to analyze the implementation of history learning, the application of the Microsoft Teams application, and the obstacles encountered by history teachers using the Microsoft Teams application in learning history. This type of research uses qualitative research with a case study approach. The subjects in this study were 1 history teacher and 5 students in class XII IPS 5 whose learning was done through the Microsoft Teams application. The trial of this research was in class XII IPS 5 with 35 students. Data collection methods used interviews, observations and take notes. Analysis of the data used is the Analysis Interactive model of Miles and Huberman. The results showed that learning history during distance learning using the Microsoft Teams application can still run smoothly, but this condition can also affect the interaction of teachers and students in learning. The teacher has been able to apply the Microsoft Teams application in learning because there are media that support the teacher during online learning, the learning media in question are the meter, quiz, padlet and group room. The obstacles encountered by the teacher in learning history by implementing the Microsoft Teams application were mainly on the internet network so that students were quite passive in carrying out history learning.
Co-Authors Corry Iriani Dea Lestari Frensen S Hiskiya Kurniawati Kurniawati Mevi Bozed Tanikwele Muhammad Panji Gozali Sarkadi, Sarkadi