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Jurnal Teori dan Praksis Pembelajaran IPS
Published by Universitas Negeri Malang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "Vol. 5, No. 1" : 6 Documents clear
Nweleya dan nilai-nilai yang terkandung di dalamnya Tanwey Gerson Ratumanan; Victor Untailawan; Juliaans E. R. Marantika; Christi Mattitaputty
Jurnal Teori dan Praksis Pembelajaran IPS Vol. 5, No. 1
Publisher : Universitas Negeri Malang

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Abstract

Nweleya or Weleya is a typical tradition of the people on Masela Island, Southwest Maluku Regency. It was marked by sharing food in one dish between the brothers in a traditional house. Eating together on one plate between friends, especially those who are bound by the Klaktuty tradition or the tradition of entrusting children to be breastfed by other mothers who are breastfeeding. However, due to the intrusion of building this tradition, it began to disappear from the community. Therefore the purpose of this study is as a basis for cultural exploration on Masela Island. This study uses a phenomenological approach with participant observation techniques. The results of the field study show that philosophically, this tradition has a very high value and shows the first value, togetherness, kinship, and inner bond as one brother's unit. Second, it has the same taste and taste, continuity in love, and pleasure. Third, it builds mutual respect for life, care, and sharing of resources. Finally, it produces patience and self-control of people on the island of Masela. Unfortunately, along with the development of modernization, traditional houses have been replaced with permanent and semi-permanent houses with new models that are different from traditional houses. This change had a serious impact on the erosion of the Nweleya tradition. Therefore, the tradition of eating dishes is rare and difficult to find in the villages of Masela Island.DOI: 10.17977/um022v5i12020p010
Integrasi nilai karakter lokal dalam pengembangan bahan ajar IPS untuk meningkatkan wawasan kebangsaan siswa Agung Dwi Bahtiar El Rizaq; Sarmini Sarmini; Sunarto Sunarto
Jurnal Teori dan Praksis Pembelajaran IPS Vol. 5, No. 1
Publisher : Universitas Negeri Malang

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Abstract

Knowledge and cognitive development of individuals come from socio-cultural sources that are around themselves. This article is intended to examine the use of local character values in the development of social studies teaching materials in schools. The method used is the 4-D model Thiagarajan, which has a soft, (1) Determine, (2) Design, (3) Develop, and (4) Disseminate. From the research process, a significant difference is presented between learning before using character values and after using local characters. This is discussed by the difference in the pre-test and post-test values after there is a use of character values in the social studies learning process, the t-count value indicates the value is higher than the t-table value, 1.7> 1.685 for 5%. The n-gain pre-test and post-test values were 0.58 in the medium category. These values indicate the value of local characters has a significant increase in improving student learning outcomes. From the results of this test, it is recommended for experimental research with explanatory designs to illustrate the consistency of local characters in the knowledge of students on the subject of a nationalism insight.DOI: 10.17977/um022v5i12020p019
Pengembangan media Janus (Jelajah Nusantara) pada mata pelajaran IPS Eko Prasetyo Utomo
Jurnal Teori dan Praksis Pembelajaran IPS Vol. 5, No. 1
Publisher : Universitas Negeri Malang

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Abstract

This study aims to determine the process and results of the development of the Nusantara Exploration learning media on social studies subjects and to know the effectiveness of the Nusantara Exploration learning media on social studies subjects. This development research uses the development model of Dick, Carey, and Carey. Product development is tested through formative evaluation, which includes several stages: expert review of social study materials, design expert review and learning media, individual trials, small group trials, and field trials. Due diligence by the expert team obtained 97.17% results from media experts and 94.83% from material experts. After being revised based on responses from the expert team, individual trials were carried out at 85.05%, small group trials at 90.17%, and field trials at 90.47. T-test results show that in field trials, it is proven that this product is effective in improving student learning outcomes. Overall evaluation results, placing this development product in the category, is very feasible.DOI: 10.17977/um022v5i12020p028
Penanaman nilai dalam materi ajar pembelajaran daring perguruan tinggi Andreas Rio Adriyanto; Imam Santosa; Achmad Syarief
Jurnal Teori dan Praksis Pembelajaran IPS Vol. 5, No. 1
Publisher : Universitas Negeri Malang

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Abstract

Online learning offers cross-space and time, so students get flexibility in their time and place. Participants in online learning are larger than in traditional face-to-face classes. The utilization of internet networks has an impact on changes in learning culture. The position of students is required to be more individuals in managing learning. The role of the tutor revealed by Ki Hajar Dewantara has shifted its function. Educators cannot be directly involved in online learning. In online learning, educators function more than mediators and facilitators. Transfer of noble values, intellectualism, ethics, responsibility, honesty, and things that are reflective is not as easy as face-to-face learning. However, the application of technology in education is a necessity because the current generation is a digital generation whose daily life is inseparable from digital interactions. This study aims to see how the application of reflective aspects in learning material with a focus on the dominant material in the affective domain. Experiments will be conducted on learning video material on two groups of students. One group of students becomes a control group, while the other becomes an experimental group. In the control group, neutral learning videos will be used, while the experimental group will use features that apply the principle of coherence, personalization, and story method. The effectiveness of learning will be measured by evaluating the form of retention test, aptitude test, comprehensive transfer test, and problem-solving transfer test. This publication is ongoing research. It is expected that further discussions related to the methodology and features being tested can be raised. The application of technology that functions as an instrument of innovation in the cultivation of noble values of Indonesian culture is expected to be a reference in the design of teaching materials for online learning, especially for material from the affective domain.DOI: 10.17977/um022v5i12020p039
Internalisasi Nilai-Nilai Kewirausahaan Etnis Madura Khofifatu Rohmah Adi; Idris Idris; Fatiya Rosyida
Jurnal Teori dan Praksis Pembelajaran IPS Vol. 5, No. 1
Publisher : Universitas Negeri Malang

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Abstract

Madurese is an ethnic group that we encounter in many cities. This ethnicity is usually attached to the image of the merchant. Besides this image, Madura also attaches to the image of newcomers. How this ethnic group became very attached to the merchant's identity indeed cannot be separated from the role of parents. The family environment is very instrumental in directing or learning children. The purpose of this research is to find out how to internalize these ethnic entrepreneurial values—this research designed using a qualitative approach. Data collection techniques are done through observation and in-depth interviews. Interview techniques are used to reveal how to internalize the value of entrepreneurship towards families, especially children. The research findings show that in some ethnic Madurese, there is no internalization process of entrepreneurial values in their families, but in other parts, this process occurs. Furthermore, the findings in the field show that the experience of parents influences the internalization process. The process of internalizing entrepreneurial values did by modeling or giving examples by parents, involvement, and habituation of parents' activities to children. Involvement did and verbally begins by inviting children to help with the work of parents. Most entrepreneurs tend to learn from the experience of joining parents or family. The values adopted by children in this ethnicity are self-confidence, high work ethic.DOI: 10.17977/um022v5i12020p001
Tradisi lisan sebagai bahan pengembangan materi ajarPendidikan IPS di SMP: sebuah telaah literatur Een Syaputra; Desy Eka Citra Dewi
Jurnal Teori dan Praksis Pembelajaran IPS Vol. 5, No. 1
Publisher : Universitas Negeri Malang

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Abstract

In addition to models, methods, and media, another aspect that is also very important in social studies is teaching material. As an essential element in the learning process, teaching materials must have adequate quality. Accordingly, this article is intended to offer a literature overview of oral traditions as material development for social studies in junior high schools, as well as to design conceptual models related to their application. This article is a conceptual article compiled based on the results of literature studies (books, journals, etc.) and document analysis (Core Competencies, Basic Competencies, Syllabus, etc.). There are three findings offered by this article. First, oral tradition is a potential source to be developed into social studies in junior high schools as it contains values of local wisdom and moral teachings which are relevant to the vision of social studies, namely as civic education. Also, oral traditions, which are part of anthropology and history, share the same nature to social study materials-combination of social science disciplines. Second, from several oral tradition variants, the most potent type to be inserted in social study materials are traditional expressions, folk poetry, folklore, and folk songs-by considering three things, namely: a) curriculum relevance; b) richness in value content; c) school environment-related issues. Third, three stages can be done in developing oral traditions as teaching materials, namely: a) analysis stage (identification of oral tradition and its relevance to curriculum); b) design and development stage (determining the form and structure of teaching materials required); and c) implementation stage.DOI: 10.17977/um022v5i12020p051

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