Evaluation of Senior High School History’s Program Curriculum Implementation of Curriculum 2013 in the Province of DKI Jakarta

The purpose in this study to evaluate of Senior High School (SMA) Historys Program Curriculum Implementation in Jakarta Province. This study used the CIPPO program evaluation model includes: (1) Context, consisting of the fundamental framework, curriculum standards, and curriculum goals; (2), Input, consisting of elements of curriculum developers, principal, teacher, and student; (3) Process, consisting of planning, learning, and assessments; (4) Product, and the effect of history (5) Outcomes, consisting of history.This research is qualitative with documentation studies, interviews, and observations, which are then enriched with a quantitative data in the form of tests. Data analysis techniques include data collection, data condensation, data presentation, and conclusions. The population studied were SMAN 70, SMAN 48, SMAN 77, and SMAN 18 which implemented Curriculum 2013 and opened a class Science Social Knowledge (IPS) where the subjects of History Indonesia and History Interest in the same academic Interest in Students. The results of the study show that there is a systemic bias, starting from stakeholder understanding, curriculum documents, processes by teachers, learning outcomes, to learning outcomes in the implementation of the High School History Curriculum in the 2013 Curriculum in DKI Jakarta Province

Pengaruh Metode Pembelajaran dan Berpikir Kreatif Terhadap Hasil Belajar Sejarah Siswa SMA

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 thinkin