Articles
<![CDATA[Pengembangan Media Teka-Teki Silang sebagai Media Pembelajaran Sejarah di Kelas XI SMA ]]>
<![CDATA[Gusmita Ul Husna]]>;
<![CDATA[Hera Hastuti]]>
<![CDATA[ Jurnal Halaqah Vol 1 No 4 (2019): JURNAL HALAQAH, Publishing October 2019 ]]>
Publisher : <![CDATA[RC-INSTITUT ]]>
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DOI: 10.5281/zenodo.3514461
<![CDATA[Latar belakang penelitian ini dilakukan yaitu kurangnya variasi penggunaan media pembelajaran sejarah Indonesia, dan belum adanya media khusus untuk mengingat fakta dan konsep dalam pembelajaran sejarah. Salah satu solusi mengatasi persoalan tersebut, yaitu pengembangan Teka-Teki Silang (TTS) sebagai media pembelajaran. TTS ini dapat memuat gambar pada pembelajaran sejarah, serta dapat membantu peserta didik dalam mengingat fakta maupun konsep yang ada pada pembelajaran sejarah Indonesia. Kemudian TTS tidak hanya dapat digunakan pada saat proses pembelajaran di sekolah, akan tetapi juga dapat digunakan pada saat belajar di rumah, dengan ukuran yang praktis dan mudah dibawa kemana-mana sehingga TTS ini sangat efektif untuk mempermudah peserta didik dalam pembelajaran sejarah. Jenis penelitian ini adalah Research and Development (R&D), dengan menggunakan model pengembangan 4-D. Hasil dari penelitian ini menjelaskan bagaimana proses perkembangan media TTS memulai dari beberapa tahapan, yaitu: 1) mengumpulkan sumber bacaan terkait materi sejarah Kelas XI berdasarkan Kurikulum 2013; 2) mengumpulkan fakta dan konsep yang berkaitan dengan KI dan KD berdasarkan sumber bacaan yang telah dikumpulkan sebelumnya; 3) Mencari pertanyaan beserta jawaban dan menyusunnya dalam suatu word, yang nantinya dipindahkan pada aplikasi Discovery Education’s-Puzzlemaker, pembuat TTS. Setelah media dirancang selanjutnya dilakukan hasil uji kelayakan dan kepraktisan, skor rata-rata hasil kelayakan dan kepraktisan media Teka-teki Silang dari ahli materi 3.5 dan ahli media adalah 3.4, selanjutnya skor rata-rata hasil kelayakan dan kepraktisan media TTS berdasarkan respon guru adalah 3.3 dan peserta didik adalah 3.4 dengan kriteria praktis. Maka media TTS sebagai media pembelajaran sejarah Indonesia di SMA Pembangunan Laboratorium UNP yang telah diujicobakan dapat membantu peserta didik dalam mengingat fakta dan konsep yang ada pada mata pelajaran sejarah Indonesia.]]>
<![CDATA[Membangun Literasi Anak Marginal Melalui Perpustakaan Literasi Nagari Sungai Nyalo ]]>
<![CDATA[Siti Fatimah]]>;
<![CDATA[Agustina Agustina]]>;
<![CDATA[Zafri Zafri]]>;
<![CDATA[Hera Hastuti]]>;
<![CDATA[Wulandari Dwianty]]>
<![CDATA[ ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 4 No 1 (2022): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat ]]>
Publisher : <![CDATA[Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang ]]>
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DOI: 10.24036/abdi.v4i1.232
<![CDATA[The Mandeh area is currently one of the tourist destinations that has beautiful scenery and its own uniqueness for tourists both from within and outside the country. The Mandeh area, which has these unique qualities, if not preserved and managed properly, will become extinct in the future. In order to promote tourism in the Mandeh area, especially the Nagari Sungai Nyalo, the service team carried out service activities in Nagari Sungai Nyalo as a Literacy Village to create sustainable tourism. So far, the children of Sungai Nyalo are classified as marginalized children. The purpose of this activity is to (1) provide literacy education to children in the Nyalo River village, (2) make the Nyalo River village as one of the areas in the Mandeh area into a sustainable tourism area. The method used in this activity is the social intervention method, which can be interpreted as a way or strategy in providing assistance to the community (individuals, groups, communities) to improve one's welfare through efforts to re-enable social functions. The results of this activity are (1) increasing children's interest in reading and literacy, (2) increasing children's confidence to be able to guide tourists visiting their villages.]]>
<![CDATA[Inovasi Pohon Silsilah Berbasis QR-Code sebagai Media Pembelajaran Sejarah di SMA ]]>
<![CDATA[Angelina Stephani Manullang]]>;
<![CDATA[Hera Hastuti]]>
<![CDATA[ Jurnal Sikola: Jurnal Kajian Pendidikan dan Pembelajaran Vol 2 No 4 (2021): Jurnal Sikola: Jurnal Kajian Pendidikan dan Pembalajaran (June 2021) ]]>
Publisher : <![CDATA[Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang ]]>
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DOI: 10.24036/sikola.v2i4.139
<![CDATA[Penelitian ini membahas tentang inovasi pohon silsilah berbasis QR-Code sebagai media pembelajaran sejarah di SMA. Berdasarkan hasil wawancara dan diskusi dengan guru beserta peserta didik ditemukan kesulitan untuk meningkatkan kemampuan historical thinking peserta didik di dalam kelas serta masih minimnya pemanfaatan media pembelajaran. Sehingga peserta didik cenderung hanya terpaku menghafal dan kesulitan untuk mengasah kemampuan historical thinking. Tujuan dari penelitian untuk menghasilkan inovasi media pembelajaran sejarah. Jenis penelitian yang digunakan R&D dengan empat tahapan dimulai dengan pertama ditemukannya masalah dalam kegiatan pembelajaran, kedua membuat desain gambar pohon, membuat barcode, kemudian memasukkan materi dari berbagai referensi, ketiga memvalidasi dan menguji kelayakan media oleh ahli materi, media, historical thinking, guru dan peserta didik. Hasil validasi dari ahli materi, media, Historical thinking diperoleh hasil sangat layak. Keempat media diuji kelayakannya dengan uji praktikalitas oleh guru dan peserta didik diperoleh hasil sangat praktis. Sehingga media Pohon Silsilah Berbasis QR-Code Sangat layak dan Praktis digunakan di sekolah.]]>
<![CDATA[MOHAMMAD SJAFE’I DAN KONSEPSI PEMIKIRAN PENDIDIKAN RUANG PENDIDIK INS KAYUTANAM ]]>
<![CDATA[Hera - Hastuti]]>
<![CDATA[ ISTORIA: Jurnal Pendidikan dan Sejarah Vol 16, No 1 (2020): ISTORIA Edisi Maret 2020, Vol 16, No.1 ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/istoria.v16i1.29833
<![CDATA[One important aspect for a nation that is struggling for its independence is education. This was realized by the founding fathers of the nation long before independence. In essence, the initial thought about education based on nationality emerged as an alternative to Dutch colonial education. It was Mohammad Sjafe'i (1893-1969) Ranah Minang's son who founded an alternative school on 31 October 1926 in the Kayutanam area, or better known as the INS Kayutanam Educator Room. Sjafe'i is the antithesis of the colonial education system formed by the Dutch. Even though this is a Dutch educational product, it does not agree with the Dutch education pattern. Sjafe'i through her INS brought education aimed at zendings arbeid, who sought forms of education that were in harmony with the Indonesian nation, and in accordance with the character of Indonesian children. Specifically this article discusses the conception of Sjafe'i's educational thought which was applied to the school he founded, INS Kayutanam Educator's Room.]]>
<![CDATA[Building Character Education with The History an Islamic Empires in Nusantara: A Theoretical Study ]]>
<![CDATA[Zafri Zafri]]>;
<![CDATA[Hera Hastuti]]>;
<![CDATA[Zul ‘Asri]]>
<![CDATA[ International Journal of Research in Counseling and Education Vol 2, No 1 (2018): International Journal of Research in Counseling and Education ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/00332za0002
<![CDATA[Character is a basic value that builds individual personality. Character formation is influenced by genes or heredity and environment. The world of education, as one of the environments that shape individual personality is expected to have a maximum role in character formation. The importance of character studies is in response to moral decline, low ethics, lack of nationalism, and the emergence of instant generation. As a result, our generation easily violates the rules, not only the rules of society, and the rule of law but also the rules of religion. History learning is full of values, examples, patriotism, nationalism, and an unyielding spirit. One of the history learning materials in schools is the history of the Islamic kingdom in Nusantara. Resilience, tenacity and morality of Islamic leaders in building civilization and opposing western colonialism are real role model for students. Learning from experience, and the wisest learning is from the experience of people in the past (history).]]>
<![CDATA[Pengaruh Media Pop-Up Book Terhadap Hasil Belajar Sejarah Indonesia Kelas X SMA Negeri 6 Padang ]]>
<![CDATA[Indah Monicha]]>;
<![CDATA[Hera Hastuti]]>
<![CDATA[ Jurnal Kronologi Vol 2 No 2 (2020): Jurnal Kronologi ]]>
Publisher : <![CDATA[Jurusan Sejarah FIS UNP ]]>
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DOI: 10.24036/jk.v2i2.34
<![CDATA[The aim of this research is to find out the effect of application of pop-up book media in Indonesian History Lessons in Class X toward learning outcomes of SMAN 6 Padang. In this study, the pop-up book is done by students because with direct involvement in the learning process then student will be more understanble and cognitve will increased. This research is quantitative which using experiment method. The sample was taken using cluster random sampling technique. The sample of this research was students from class “X MIPA 1” as control class and class “X MIPA 3” as exsperimental class. Data collecting by giving a pretest and post-test using objective questions as many as 20 questions. The data were analyzed by using normality test, homogeneity test and hypothesis test. The average value of the pre-test results of class “X MIPA 1” was 61.25 and the class “X MIPA 3” was 60.63. The average value of the post-test results of class “X MIPA 1” was 71.25 and the class “X MIPA 3” was 82.8. The data were analyzed quantitatively by using t-test with the help of SPSS 23. The t-test obtained the significance value (Sig. 2-tailed) was 0.000 < (smaller than) 0.05. It can be concluded that there is an effect of the Pop-up Book media in Indonesian History Lessons in Class X toward learning outcomes of SMAN 6 Padang.]]>
<![CDATA[Evaluasi RPP Berdasarkan Prinsip Pembuatannya Dalam Permendikbud Nomor 22 Tahun 2016 Pada Guru Sejarah di SMAN 3 Padang Panjang ]]>
<![CDATA[Khoirul Ihwan]]>;
<![CDATA[Hera Hastuti]]>
<![CDATA[ Jurnal Kronologi Vol 2 No 2 (2020): Jurnal Kronologi ]]>
Publisher : <![CDATA[Jurusan Sejarah FIS UNP ]]>
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DOI: 10.24036/jk.v2i2.42
<![CDATA[This research is motivated by various problems in the Learning Implementation Plan (RPP) made by the teacher of SMAN 3 Padang Panjang. The problems are (1) imperfect preparation of lesson plans by the history teacher of SMAN 3 Padang Panjang, (2) teachers only copy the existing lesson plans to copy lesson plans from other schools. This study aims to evaluate the quality of the lesson plans for the history teachers of SMAN 3 Padang Panjang whether they are in accordance with the principles of the preparation of lesson plans according to Permendikbud No.22 of 2016, then what are the obstacles faced by teachers in the manufacturing process. The method used in this study is an evaluative study, the source of the data in this study was obtained directly from informants in the field through interviews and document studies in the form of a history teacher lesson plan at SMAN 3 Padang Panjang. The findings of this study indicate that the teacher's lesson plan is in accordance with the Ministry of Education and Culture Regulation No.22 2016. However, the quality of the teacher's lesson plan is not yet ideal because there are still errors in distinguishing between the tools and media included in the lesson plan and the difficulty of teachers in matching the model used with KD and learning material to be taught.]]>
<![CDATA[Pengembangan Media Video Storyline untuk Pembelajaran Sejarah Siswa Kelas X MIPA I di SMAN 3 Kerinci ]]>
<![CDATA[Padlan Dwi Cahyo]]>;
<![CDATA[Hera Hastuti]]>
<![CDATA[ Jurnal Kronologi Vol 2 No 3 (2020): Jurnal Kronologi ]]>
Publisher : <![CDATA[Jurusan Sejarah FIS UNP ]]>
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DOI: 10.24036/jk.v2i3.45
<![CDATA[This study aims to improve the quality of learning of students and provide alternative uses of media in the form of understanding and benefits in using video media in the form of storyline which is motivated by the lack of media use in history learning, especially video media. This type of research is 4-D by using 3 stages from 4 stages of the development model, namely defining, designing, and developing. The design in making this video storyline media using the movavi video editor application and combining it with other applications. The subjects of this study consisted of 2 lecturers namely material experts and media experts, 2 history subjects, and 17 students of Class X MIPA I at SMAN 3 Kerinci. The object of this research is video storyline media. This research data is in the form of primary data that is data obtained from the questionnaire validity and practicality. The data analysis technique of this study was to use qualitative analysis in a descriptive form. This research produces an effective video storyline media used as a medium in learning history and can improve students' understanding in the history learning process based on data analysis obtained from the results of the validity and practicality test.]]>
<![CDATA[Pengembangan Bingo sebagai Media Pembelajaran Sejarah di SMA ]]>
<![CDATA[Anisa Oktiani]]>;
<![CDATA[Hera Hastuti]]>
<![CDATA[ Jurnal Kronologi Vol 2 No 3 (2020): Jurnal Kronologi ]]>
Publisher : <![CDATA[Jurusan Sejarah FIS UNP ]]>
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DOI: 10.24036/jk.v2i3.46
<![CDATA[This research is motivavailabated by the unavailability of enjoyable history learning media, but still can help students in higher-order thinking that is analytical thinking. Based on observations made by students look bored ini following the history of learning so that it inhibits students in understanding the material to reach a igh level of thinking that is analytical thinking.This research aims to develop bingo as a history learning media that is feasible to use. Developing bingo media like bingo games. This research is a research and development of R&d, by following the steps of developing the ADDIE model. But in this study the research procedure was carried out only at the development stage, due to the limited time of the researcher. In this study the validity test is study the validity test is based on the assessment of material experts and media experts using a questionnaire to assess the feasilibity of the media. Reseacrh data were analyzed with quantitative analysis techniques. The results of the study showed that the feasibility of the media based on the assessment of material experts was 3,57 and the assessment of media experts was 3,5. This shows that the bingo media ini history learning is very feasible to use.]]>
<![CDATA[Pengembangan Media Video Pembelajaran Sejarah yang Memuat Materi Kronologis ]]>
<![CDATA[Afrilyza Putri]]>;
<![CDATA[Hera Hastuti]]>
<![CDATA[ Jurnal Kronologi Vol 2 No 4 (2020): Jurnal Kronologi ]]>
Publisher : <![CDATA[Jurusan Sejarah FIS UNP ]]>
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DOI: 10.24036/jk.v2i4.53
<![CDATA[Penelitian ini merupakan kesimpulan dari skripsi penulis yang berjudul. Penelitian ini bertujuan untuk mengetahui kelayakan dan Kepraktisan penggunaan media dalam pembelajaran sejarah di SMAN 16 Padang Penelitian ini merupakan penelitianpengembangan (research anddevelopment)menggunakan model ADDIE. Pengembangan ini terdiri dari Analisis (Analyze), Desain (Design), Pengembangan (Development), Implementasi (Implementation), Evaluasi (Evaluation). Namun penelitian ini dilakukan hanya sampai tahap Pengembangan Development (Pengembangan). Subjek uji coba adalah siswa kelas XI SMAN 16 Padang sedangkan objek uji coba adalah media video pembelajaran sejarah untuk melatih kemampuan berpikir kronologis. Instrument pengumpulan data menggunakan angket dalam bentuk skala Likert. Berdasarkan penelitian yang telah dilakukan, dihasilkan produk media video pembelajaran sejarah. Hasil penelitian menunjukkan bahwa dari ahli materi menyatakan media video pembelajaran sejarah sangat layak digunakan dengan analisis data sebesar 3,64 dan 3,58 dengan kategori sangat layak menurut ahli media. Produk penelitian juga dikategorikan sangat praktis oleh Guru dan siswa dengan rata-rata 3,83dan 3,31. Maka dari itu pengembangan media video pembelajaran sejarah dikategorikan dengan layakdan praktis, dan bias dimanfaatkan oleh guru dan siswa pada proses pembelajaran.]]>
