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<![CDATA[Pengaruh Pendekatan Pembelajaran dan Gaya Belajar Terhadap Hasil Belajar Sejarah Siswa ]]>
<![CDATA[Jumardi Jumardi]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 3 No 1 (2014): JPS - Jurnal Pendidikan Sejarah, Volume 3 Nomor 1 Tahun 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.031.01
<![CDATA[Abstract The aim of the study is to reveal the empirical data about the effect of learning approach and and learning styles on the outcome of history learning of SMA Negeri 35 Jakarta The methodology used is the experimental method with a 2x2 factorial design.. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1) The history learning outcome of the students who take the teaching methods CTL was higher than students who take conventional teaching methods . 2) The history learning outcome between students who have a visual learning style was higher than students who have auditory learning style. 3) There is an interaction effect between learning approach and learning style of the history learning outcome. 4) The history learning outcome of the students who take the teaching approach of CTL and have a visual learning style higher than students who take conventional teaching approach and have a visual learning style . 5) The history learning outcome of the students who take the teaching approach of CTL and auditory learning style is lower than students who take conventional teaching approach and have auditory learning styles. 6) The history learning outcome of the students who take the teaching approach of CTL and have a visual learning style was higher than students who take the teaching approach of CTL and have auditory learning styles. 7) The history learning outcome of the students who take conventional teaching approach and have a visual learning style is lower than students who take conventional teaching approach and have auditory learning styles Keywords : Learning approach, learning style and history learning outcome.]]>
<![CDATA[Pengaruh Metode Pembelajaran dan Berpikir Kritis Terhadap Hasil Belajar Sejarah Siswa SMA Kesatuan Bogor ]]>
<![CDATA[Iin Iryance]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 3 No 1 (2014): JPS - Jurnal Pendidikan Sejarah, Volume 3 Nomor 1 Tahun 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.031.02
<![CDATA[Absrtact The aim of the study is to reveal the empirical data about the effect of instructional methodology and student’s critical thinking capability level on the outcome of history learning on the students of SMA Kesatuan Bogor. The methodology used is the experimental method with a 2x2 factorial design. Research instrumentation will include a test that will be used to measure student’s learning outcome, and a questionnaire that will be used to measure student’s critical thinking capability level on history outcomes. A total of 28 participants will be randomly selected. Data analysis will be performed by using two way variance analysis. The findings of the study will be demonstrate: 1) a higher student’s history learning outcome of those who were taught by PJBL instructional methodology compared to those who were taught by conventional method. 2) There is an interaction effect between instructional methodology and student’s critical thinking level on history learning outcome. 3) History learning outcome of students who has higher critical thinking level and were taught by PJBL method are higher than those with the same level of critical thinking but were taught by conventional method. 4) History learning outcome of students who has lower critical thinking level and were taught by PJBL methodology are not below those with the same critical thinking but were taught by conventional method. Keywords : history learning outcome, instructional methodology, student’s critical thinking]]>
<![CDATA[Pengaruh Metode Pembelajaran dan Sikap Sosial Terhadap Hasil Belajar Sejarah Siswa SMAN 12 Tangerang Selatan ]]>
<![CDATA[Naijan Naijan]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 3 No 1 (2014): JPS - Jurnal Pendidikan Sejarah, Volume 3 Nomor 1 Tahun 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.031.03
<![CDATA[Abstract The aim of the study is to reveal the empirical data about the effect of instructional methodology and student’s social attitudeon the outcome of history learning on the students of SMAN 12 Tangerang Selatan. The methodology used is the experimental method with a 2x2 treatment design. Research instrumentation will include a test that will be used to measure student’s learning outcome, and a questionnaire that will be used to measure student’s social attitudeon history outcomes. A total of 36 participants will be randomly selected. Data analysis will be performed by using two way variance analysis. The findings of the study will be demonstrate: 1) a higher student’s history learning outcome of those who were taught by Cooperative Learning method typeJigsawcompared to those who were taught by conventional method. 2) There is an interaction effect between instructional methodology and student’s social attitudeon history learning outcome. 3) History learning outcome of students who has positive social attitudeand were taught by Cooperative Learning method typeJigsaware higher than those with the same level of social attitude but were taught by conventional method. 4) History learning outcome of students who has negative social attitudeand were taught by Cooperative Learning method typeJigsaware not below those with the same social attitude but were taught by conventional method. Keywords : history learning outcome, history instructional methodology, student’s social attitude, cooperative learning methodtipe Jigsaw, cooperative learning]]>
<![CDATA[Pengaruh Metode Pembelajaran dan Kemampuan Berpikir Kritis Terhadap Hasil Belajar Sejarah Siswa ]]>
<![CDATA[Lukas Nana Rosana]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 3 No 1 (2014): JPS - Jurnal Pendidikan Sejarah, Volume 3 Nomor 1 Tahun 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.031.04
<![CDATA[Abstrack The objective of this research was to determine effect of learning method and critical thinking ability toward students’ outcome of learning history at Bunda Hati Kudus Senior High School in Jakarta. This research uses experimental method with treatment of level 2 x 2. The target of sampling population is Bunda Hati Kudus Senior High School Jakarta. The eleventh graders of social one are as the treating sample and the eleventh graders of social two are as controlling popullation. This research gives conclusion as follows: (1) students’ outcome of learning history whom given model make a match of cooperative learning method are higher than students’ outcome whom given convensional learning method; (2) there is an interactive effect between learning method and critical thinking ability toward learning history outcome; (3) students’ outcome of learning history who have high critical thinking ability, were given model make a match of cooperative learning method higher than students who were given convensional learning method; (4) students’ outcome of learning history who have low critical thinking ability, were given model make a match of cooperative learning method lower than students who have low critical thinking, were given conventional learning method. Keywords : history learning outcome, learning methods, and critical thinking abilities]]>
<![CDATA[Pengaruh Metode Pembelajaran dan Kecerdasan Interpersonal Terhadap Hasil Belajar Sejarah Siswa SMA ]]>
<![CDATA[Myristica Imanita]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 3 No 1 (2014): JPS - Jurnal Pendidikan Sejarah, Volume 3 Nomor 1 Tahun 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.031.05
<![CDATA[Abstract This study aimed to determine the effect of learning methods and student’s intrepersonal intelligence on the outcome of history learning on the students. This research is quantitative research using design treatment by level 2x2 The research date was taken from the observation, tests and questionnaires. The results showedthat(1) history learning outcome of students who follow STAD instructional methods higher than students whofollow conventional linstructional methods, (2) there is interaction effect between instructional methods and interpersonal intelligence on history learning outcome of students, (3) history learning outcomesof studentswhofollow STAD instructionalmethodwithhighinterpersonalintelligence, higher thanstudents who followconventional linstructionalmethod, (4)historylearning outcomesof studentswhofollow STAD instuctionalmethodswithlowinterpersonalintelligence, lower thanstudents who followconventional instructional methods Keywords : History learning outcome, instructional method, interpersonal intelligence]]>
<![CDATA[Pengaruh Metode Pembelajaran dan Kemandirian Belajar Terhadap Hasil Belajar Sejarah Siswa di SMAN 7 Cirebon ]]>
<![CDATA[Nita Agustinawati]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 3 No 2 (2014): JPS - Jurnal Pendidikan Sejarah, Volume 3 Nomor 2 Tahun 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.032.01
<![CDATA[Abstract The aim of the study is to reveal the impact of instructional method and learning autonomy on the outcome of history learning students. This research is conducted in SMAN 7 Cirebon academic year 2013/2014. The result of the research: (1) From the history learning outcome of students who used instructional method of Think Pair Share were higher than those who used learning conventional method; (2) There were interactions between instructional method and learning autonomy on history learning outcome; (3) The History learning outcome of students were taught by Think Pair Share and who has higher and learning autonomy level has higher than were taught by conventional method; (4) The history learning outcome of students were taught by Think Pair Share and who has lower learning autonomy level has lower than were taught by conventional method. Keywords : history learning outcome, instructional method, learning autonomy]]>
<![CDATA[Pengaruh Strategi Pembelajaran dan Gaya Kognitif Terhadap Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Sejarah ]]>
<![CDATA[Puji Sulani]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 3 No 2 (2014): JPS - Jurnal Pendidikan Sejarah, Volume 3 Nomor 2 Tahun 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.032.02
<![CDATA[Abstrack This research was to determine the effect of learning strategies and cognitive style toward student’s critical thinking skill in learning history. This research concludes that student’s critical thinking skills in learning history: (1) had taught using PBL strategies are higher than those taught using conventional learning strategies; (2)who occupied by FI cognitive style higher than those who occupied by FD cognitive style; (3) there are significant interaction between the strategies of learning and cognitive styles on student’s critical thinking skill in learning history; (4) who are taught using PBL strategies and occupied by FI cognitive style is higher than those taught using conventional learning strategies and occupied by FI cognitive style; (5) who are taught using PBL strategies and occupied by FD cognitive style is lower than those taught using the conventional learning strategies and occupied by FD cognitive style; (6) who are taught using PBL strategies and occupied by FI cognitive style is higher than those taught using PBL strategies and occupied by FD cognitive style; and (7) who are taught using conventional learning strategies and occupied by FI with cognitive style is lower than those taught using conventional learning strategies and occupied by FD cognitive style. Keywords : learning strategies, cognitive styles, critical thinking skills.]]>
<![CDATA[Pengaruh Metode Pembelajaran dan Pemahaman Konsep Sejarah Terhadap Hasil Belajar Sejarah Mahasiswa FIPS Program Studi Pendidikan Sejarah IKIP-PGRI Pontianak ]]>
<![CDATA[Pujo Sukino]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 3 No 2 (2014): JPS - Jurnal Pendidikan Sejarah, Volume 3 Nomor 2 Tahun 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.032.03
<![CDATA[Abstract This aims to find out effect of intructional methods and concept understanding on the outcomes of history learning on the student. The research was conducted in IKIP-PGRI Pontianak.The methodology used is the experiment was conducted using treatmen by level 2x2. The research date was taken from the observation, tests and questionnaires Sample size 44 student selected randomly. The results showed that. 1). History learning outcome of students using inkuiri intructional method are higher than those students using conventional intructionalmethod, 2). There is interaction effect between intructional method and understanding on history learnig outcome of students; 3 ). Results studied history student given method of intructionalinkuiri with have understanding concept high higher of the students given method of intructional conventional with have understanding concept high. 4 ). Results studied history student given method of intructional inkuiri with haveunderstanding concept lower of lower of student who uses the method of intructionalconventional with have understanding concept low. Keywords : Concept Understanding, Intructional Methods, Outcome Learning]]>
<![CDATA[Pengaruh Metode Pembelajaran dan Berpikir Kreatif Terhadap Hasil Belajar Sejarah Siswa SMA ]]>
<![CDATA[Sumardiansyah Perdana Kusuma]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 3 No 2 (2014): JPS - Jurnal Pendidikan Sejarah, Volume 3 Nomor 2 Tahun 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.032.04
<![CDATA[Abstract This research aims to investigate the impact of learning methods and creative thinking skills toward history learning outcome of students at Al-Azhar Kelapa Gading Islamic Senior High School. The method used in this research is experimental research method with the treatment design by level 2 x 2. The instrumen used to assess students creative thinking’s skills is in quesionnaire form, while the instrument used to assess students achievement is in the multiple choice form. The result show that: 1) history learning outcome of students using mind mapping learning methods are higher than those history learning outcomes of students using conventional learning methods, 2) there is interaction effect between learning method and creative thinking on history learning outcome of students, 3) history learning outcome of students who has high creative thinking and using mind mapping learning method are higher than students using the conventional learning method, 4) history learning outcome of students who has low creative thinking and using mind mapping method are lower than students using the conventional learning method. Keywords : learning methods, mind mapping, conventional, history learning outcomes, creative thinking]]>
<![CDATA[Pengaruh Metode Pembelajaran dan Kreativitas Terhadap Hasil Belajar Siswa di SMA 7 PSKD Depok ]]>
<![CDATA[Victor Andreas Jusup]]>
<![CDATA[ Jurnal Pendidikan Sejarah Vol 3 No 2 (2014): JPS - Jurnal Pendidikan Sejarah, Volume 3 Nomor 2 Tahun 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah Pascasarjana UNJ ]]>
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DOI: 10.21009/JPS.032.05
<![CDATA[Abstract The purpose of this study was to determine the impact of the task of learning methods, and its relation to the creativity of the students to the history learning outcomes at SMA 7 PSKD Depok. The research method used was experimental. test instruments are also used to measure the learning outcomes of history, and questionnaires used to measure the creativity of students in learning history. A total of 32 participants will be randomly selected. Data analysis will be performed by using two way variance analysis. The findings of the study will be demonstrate: 1) a higher student’s history learning outcome of those who were taught by Recitation instructional methodology compared to those who were taught by conventional method. 2) There is an interaction effect between instructional methodology and student’s creativity level on history learning outcome. 3) History learning outcome of students who has higher creativity level and were taught by Recitation method are higher than those with the same level of creativity but were taught by conventional method. 4) History learning outcome of students who has lower creativity level and were taught by Recitation methodology are not below those with the same creativity level but were taught by conventional method. Keywords : history learning outcome, history instructional methodology, student’s creativity level.]]>
