The Influence of E-Module Based on Contextual Approaches on Historical Thinking Skills
DOI:
https://doi.org/10.30872/yupa.v8i4.4270Keywords:
contextual approach, e-module, historical thinking, history learningAbstract
This research is motivated by Kurikulum Merdeka in History lessons which contains achievements to be able to contextualize events that occurred in the past. The ability of teachers who have now developed by having the ability to create and use electronic-based teaching materials can develop electronic-based teaching materials containing historical material that is linked to contextual issues. Seeing this, the researcher conducted a quasi-experimental study aimed at analyzing the influence of e-modules based on a contextual approach to historical thinking skills. The researcher saw this influence by using a quasi-experiment with a time series design conducted at SMA Negeri 26 Bandung. The results of the study showed that e-modules based on a contextual approach can show an influence on historical thinking skills with a moderate increase in the category.
Downloads
References
Akhmadi, M. N., & Hartono, H. (2021). Pengembangan E-modul IPS SD Berbasis Kontekstual Materi Menghargai Peninggalan Sejarah di Lingkungan Setempat. Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran, 6(2), 75-84.
Creswell, J. W. (2015). Educational Research Planing, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Pearson.
Dewi, M. S. A., dan Lestari, N. A. P. (2020). E-modul Interaktif Berbasis Proyek Terhadap Hasil Belajar Siswa. Jurnal Imiah Pendidikan Dan Pembelajaran, 4(3), 433-441.
Johnson, E.B. (2008). Contextual Teaching and Learning Menjadikan Kegiatan Belajar-Mengajar Mengasyikan dan Bermakna. Bandung: Mizan Learning Center.
Kemdikbud Ristek Badan Standar, Kurikulum, Dan Asesmen Pendidikan. (2022). Keputusan Kepala Badan Standar, Kurikulum, Dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 033/H/KR/2022. Jakarta: Kemdikbud Ristek.
Komalasari, K. (2010). Pembelajaran Kontekstual Konsep dan Aplikasi. Bandung: PT Refika Aditama.
López-García, A. (2023). Effectiveness of a Teaching Methodology Based on the Theory of Historical Thinking Through Active Methods and Digital Resources in Spanish Adolescents. In Frontiers in Education (Vol. 8, p. 1175123). DOI: 10.3389/feduc.2023.1175123
Marta, N. A., Abdurakhman, A., & Djunaidi, D. (2023). Preparing Graduates for the Workforce: The Development of Contextual-Based History Learning E-Modules in Vocational Schools. Paramita: Historical Studies Journal, 33(2).
Seixas, P., dan Morton, T. (2012). The Big Six Historical Thinking Concepts. - : Nelson Education.
Sholehah, H., dkk. (2023). E-modul Berbasis Process Oriented Guided Inquiry Learning Untuk Peningkatan Critical Thinking. Agastya: Jurnal Sejarah dan Pembelajarannya. Vol 13(2), hlm 115-131. DOI: 10.25273/ajsp.v13i2.14404
Suriansyah, A, dkk. (2014). Strategi Pembelajaran. Jakarta: PT RajaGrafindo Persada.
Syaputra, E., & Sariyatun, S. (2019). Pembelajaran Sejarah di Abad 21 (Telaah Teoritis terhadap Model dan Materi). Yupa: Historical Studies Journal, 3(1), 18-27.
Tanama, J., Degeng, I. N. S., dan Sitompul, N. C. (2023). Pengembangan E-Modul Sejarah Indonesia dengan Aplikasi Canva untuk Meningkatkan Semangat Belajar Siswa Kelas XI SMA. Jurnal Teknologi Pendidikan: Jurnal Penelitian dan Pengembangan Pembelajaran, 8(1), 71-83. DOI: 10.33394/jtp.v8i1.5648
Yudhawati, R dan Haryanto, D. (2011). Teori-Teori Dasar Psikologi Pendidikan. Jakarta: PT Prestasi Pustakakarya.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Tiur Nurmayany Raharjo, Agus Mulyana, Yeni Kurniawati Sumantri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
