6 research outputs found
Implementation of the Tradition of Tying Corn in Learning
No full textThe corn tie culture of the Meto tribe is an Indonesian cultural heritage that needs to be preserved and inherited as a form of community responsibility in the midst of an increasingly modern globalization. In addition, the tradition of ikat corn also contains the concepts of high national values for character building. This study aims to identify the cultural values contained in the corn tie tradition to be implemented in learning at school. This research is qualitative research with an ethnographic approach. Data collection is done by reviewing the literature, making observations, conducting interviews, and documenting all activities in the field. The information obtained is then analyzed to describe the results of the exploration of cultural values of tying corn to various customs or traditions, which can be actualized in learning at school. The results of this study indicate that the Meto people already have basic values of life in social life. This can be seen from the results of the exploration that the values contained in the culture of corn tying are religious, nationality, independence, cooperation, and integrity. The culture of this corn tie contains cultural values that can be actualized in learning
Utilization of Historical Site Media by Teachers in Building Student Character in Junior and Senior High Schools in the Central Amanuban Sub-District
No full textThis community service activity aims to explore the positive impact of using historical site media in an educational context, with a focus on student character development. Training and mentoring are directed at improving teachers' skills in integrating such media into the curriculum, so that students can develop a better understanding of historical values and character. The activity method involves intensive training, mentoring, and evaluation of the impact on the success of the activity with the main target being social studies teachers in junior high schools and senior high schools in Amanuban Central District. The stages of the activity are planning, implementation, evaluation, and reflection. The results obtained show 94.5% of teachers are very satisfied with this training activity and can provide practical guidance for teachers, schools, and related parties to more effectively integrate historical site media as a learning tool that can shape students' positive characte
Pendampingan Penerapan Metode Field Trip bagi Guru SD SMP dan SMA di Kabupaten Timor Tengah Utara: Assisting the Application of the Field Trip Method for Junior and Senior High School Elementary School Teachers in North Central Timor Regency
No full textThe lack of teacher creativity to design teaching and learning activities by applying various teaching methods suitable for the characteristics of the students' subject matter, situation, or condition is one of the problems in learning. This community service aims to support educators in Noemuti District, North Central Timor Regency, in carrying out activities to compile learning tools based on field trip learning methods, carry out learning in the classroom, and write scientific articles. The plans for this activity are training and mentoring strategies. Exercise is related to planning, action, observation and evaluation, and reflection, while mentoring is carried out outside this training activity according to the needs of learners in the field. Participants in this training came from teachers in the Noemuti sub-district, including elementary, junior high, and high school teachers. The material provided in this activity is related to the field trip learning method, the preparation of learning tools based on the steps of the field trip learning method, simulation of teaching and learning activities both in the room and out of the classroom. The results achieved in this service activity where teachers with different educational backgrounds can be guided in preparing learning tools based on field trip learning methods, and implementing them in class, making scientific articles to be published. In addition, although quantitatively, this activity still does not provide maximum results, qualitatively, these teachers are helped by the learning practices carried out by the service team. They can then be used as an alternative teaching model that can be implemented in their schools
The Effect of Learning Method Field Trip Vs Inquiry to Concept Training Local History
No full textThe low value of the students in the course of local history into their own motivation for researchers to conduct more in-depth research to find the right solution in improving the quality and results of students. The problem in this study is whether there are differences in understanding the concept of local history students are taught using methods of field trip and inquiry learning? The purpose of this study to determine differences in understanding the concept of local history between the group receiving field trip method and inquiry learning. This type of research is an quasi experimental research. This research was conducted at the Department of History Education Faculty of Teacher Training and Education University of Nusa Cendana Kupang. The population of this study were all students of History Education FKIP Undana, with a sample of 70 students fifth semester where 35 students in grade A taught using teaching field trip methods and 35 students in the grade B taught using methods of inquiry learning. Purposive sampling is cluster random sampling technique. Analysis of data using one way ANOVA technique of two-lane analysis is the prerequisite test Normality test with significant Lilliefors corection method of Kolmogorov-Smirnov Test and Test of Homogeneity with Test F. The results of data analysis showed that there is a difference between teaching of field trip methods and inquiry to the learning outcomes of local history with Calculate F = 27.113, p = 0.000 0, 05. It can be concluded that there is influence between the learning method of inquiry versus field trip to the results learn local history
Training and Assistance for History Teachers in Implementing Inclusive Learning Models in Senior High Schools in Malaka Regency
No full textThis service activity was motivated by the lack of training and resources that support inclusive learning in schools. The aim is to equip teachers in Malacca district with the ability to implement inclusive learning models. We used the methods of planning, action, observation, evaluation and reflection. The stages began with coordination with the Malacca District Education and Culture Office, socialization to high school teachers, and program development based on situation and needs analysis. In this activity, teachers received training and mentoring and conducted inclusive learning simulations. The results show that 94.5% of teachers have adequate skills in implementing inclusive learning models in the classroom. This indicates a positive impact, where teachers become more creative in helping students according to their abilities
DEVELOPMENT OF HIGHER ORDER THINKING SKILLS (HOTS) ASSESSMENT INSTRUMENTS BASED ON LOCAL HISTORY IN HISTORY LEARNING
No full textThis study aims to develop a Higher Order Thinking Skills (HOTS) assessment instrument based on local history in history learning. Existing assessment instruments often only measure low-level cognitive aspects, so it is necessary to develop instruments that can assess students\u27 critical thinking, creativity, and problem-solving skills. The development model used is Tessmer\u27s formative research development model. This study consists of two stages, namely the preliminary stage and the prototyping stage with a formative evaluation flow consisting of expert review, one-to-one evaluation, small group evaluation, and field test evaluation. The instruments developed include essay tests, which integrate local historical narratives to make the questions more relevant and contextual for students. Expert validation results show that these instruments are valid and suitable for measuring students\u27 HOTS. The data collection techniques used in this study are documentation, walkthroughs, observation, and interviews. The assessment instruments developed in this study were tested for quality through content validity, construct validity, reliability, and practicality in implementation. The results of the study show that these instruments are feasible, valid, practical, and effective for use. These instruments are expected to be an alternative for history teachers to evaluate students\u27 higher-order thinking skills more comprehensively
