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All Journal Factum: Jurnal Sejarah dan Pendidikan Sejarah Socius (Jurnal Pendidikan dan Pembelajaran Ilmu Pengetahuan Sosial) (Edisi Elektronik) Journal Civics and Social Studies Warta Pariwisata
Erlina Wiyanarti
Unknown Affiliation
Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Social Sciences Transportation

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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.
Museum Perguruan Tinggi Sebagai Salah Satu Wujud Pengabdian Kepada Masyarakat Erlina Wiyanarti
Warta Pariwisata Vol 18 No 2 (2020): Museum dan Pariwisata
Publisher : Pusat Perencanaan dan Pengembangan Kepariwisataan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (758.954 KB) | DOI: 10.5614/wpar.2020.18.2.04

Abstract

“...melindungi segenap bangsa Indonesia dan seluruh tumpah darah Indonesia dan untuk memajukan kesejahteraan umum, mencerdaskan kehidupan bangsa, dan ikut melaksanakan ketertiban dunia yang berdasarkan kemerdekaan, perdamaian abadi, dan keadilan sosial...”. (Pembukaan UUD 1945 Alinea 4)
Penerapan Strategi Reap (Read, Encode, Annote, Ponder) untuk Meningkatkan Kemampuan Mengolah Informasi Siswa dalam Pembelajaran Sejarah Aisyah Aisyah; Erlina Wiyanarti
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 10, No 1 (2021): Seni dan Biografi dalam Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v10i1.28508

Abstract

The background of this research was motivated by the findings of researchers in Class XI Unggulan A SMA Pasundan 8 Bandung which showed the lack of ability process student information in historical learning, when the students found information but they have not been able to develop it into renewable information and only move the information without process and the students just memorizing or reading some information when they communicating information to othe stuents. The ability to process information emphasized in this research is managing informations from historical texts and other sources, both finding information, concluding, and communicating informations, classroom action research method which is carried out with four cycles from planning, observation, action, and reflection, the method was designed by Kemmis and Mc. Taggart. Based on research that has been carried out in three cycles student have progress in achieving the criteria in the indicator of ability to process information by showing a good and significant increase in each cycles. By using REAP strategy to improve the ability to process information and use history text as a source of information for student. They can get used to managing the information, found so that the REAP strategy is one way that can be used to improve the ability to process information in history learning. The result of this study can be used as consideration for teacher to implement it, so thatstudent have the ability to process information.
Student Debate Club dalam Pembelajaran Sejarah Firdaus Al Giffari; Erlina Wiyanarti
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 9, No 2 (2020): Berbagai metode Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v9i2.27813

Abstract

Argumentation skills are included in the 4C competencies (Creative, Critical Thinking, Communicative, and Collaborative). This research is the application of learning techniques by conducting the student debate club method, which can make students more active by developing speaking skills in the following lessons, especially in terms of expressing their opinions or arguments. In this study, there were three cycles in which each cycle carried out one action using the Class Action Research (CAR) model designed by Kemmis and McTaggart consisted of planning, implementing, observing, and reflecting. The choice of CAR is to be able to change and improve the quality of learning according to the planned goals. Sub indicators regarding the argumentation skills used are confident in arguing, not questioning whether or not an argument is true, voice clarity, fluent when speaking, appreciating other people’s arguments, criticizing other people’s arguments wisely, presenting arguments logically and analytically, and presenting arguments based on argumentation.
PENERAPAN MODEL COOPERATIVE LEARNING TIPE PICTURE AND PICTURE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRONOLOGIS SISWA DALAM PEMBELAJARAN SEJARAH Noer Hadi Pratomo; Erlina Wiyanarti; Yeni Kurniawati
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 6, No 2 (2017): Peran tokoh dalam dinamika sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v6i2.9981

Abstract

The background of this research arose from the researcher’s concern to the students’ lack of ability to think chronologically in XI IPS 3 classroom. It is identified by their ignorance to temporal structure concept and low ability in demonstrating the concept of continuity and causality. So the aim of this study focuses in improving the students’ chronological thinking ability through the implementation of cooperative learning model picture and picture type. This cooperative learning model picture and picture type allows students to work together in groups to achieve the learning purpose through pictures as its media. Therefore, by using pictures as media in learning avtivities it is aimed to help students reconstructing historical events. The method used in this study is a classroom action research (CAR), the research design is adapted from the work of Kemmis and Mc. Taggart where it consists of several cycle and each includes several phases; planning (plan), implementation (act), observations (Observe) and reflection (Reflect). The data was collected from observation, interviews, and documentation. Based on the results carried out during the four cycles, it can be concluded that there is a significant increase in the students’ ability to think chronologically. The increase was identified while the implementation of cooperative learning model picture and picture type, the students showed high motivation towards the learning materials, enthusiasm to work together in groups to complete the task, the students become accustomed to write down timeline and the increase of ability to reconstruct events in chronological order. It shows that the implementation of cooperative learning model picture and picture type can improve the students’ ability to think chronologically.
THE RELATIONSHIP BETWEEN RELIGIUS AND THE P5 PROGRAM AND PROSOCIAL BEHAVIOR IN STUDENTS Eldi Mulyana; Erlina Wiyanarti; Bunyamin Maftuh
Journal Civics And Social Studies Vol. 8 No. 2 (2024): Jurnal Civicos Vol 8 No 2 Tahun 2024
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/journalcss.v8i2.1693

Abstract

This research was motivated by the low level of prosocial behavior of students at SMPN 4 Tarogong Kidul. This can be seen from the low level of prosocial behavior among students in terms of sharing, cooperation, helping and honesty. The aim of this research is to determine the relationship between religiosity, the P5 program and prosocial behavior in students at SMPN 4 Tarogong Kidul. The method used in this research is a correlation study with a quantitative approach. The population in this study was 214 class VII students, while the research sample was 100 students using simple random sampling techniques. The data collection techniques used were questionnaires, observation and documentation. The results of this research show that: (1) The description of religiosity, the P5 program and prosocial behavior at SMPN 4 Tarogong Kidul is mostly in the medium category. Based on the results of data analysis, it is known that religiosity is 69%, the P5 program is 69% and prosocial behavior is 71%. (2) There is a positive relationship between religiosity and prosocial behavior in students with a correlation coefficient of 0.337. (3) There is a positive relationship between the P5 program and prosocial behavior in students with a correlation coefficient of 0.497. (4) There is a relationship between religiosity, the P5 program and prosocial behavior in students. These results can be seen from the results of the multiple correlation test which shows that the F Change significance value is 0.000, meaning 0.000 < 0.05, and the correlation coefficient value is 0.510, so it can be concluded that religiosity and the P5 program together with prosocial behavior or simultaneously have a a positive relationship.
Co-Authors Aisyah Aisyah Bunyamin Maftuh Eldi Mulyana Firdaus Al Giffari Fitri Mardiani Mohamad Zaenal Arifin Anis Noer Hadi Pratomo Yeni Kurniawati