Esotericism of the Great-Grandfather Cili toward the Osing Tribe, in Kemiren Village, Banyuwangi: Phenomenology Study for Learning Resource Development of Social Studies

The focus of the research problem is the esotericism function of the great-grandfather Cili toward the Osing Tribe. The research method is phenomenology, the collection of data uses in-depth interviews and participatory observation, the credibility of the data uses data source triangulation and time as well as member checks, data analysis uses Miles and Huberman model . Findings and conclusions are esotericism of great-grandfather Cili is conceptual apparatus of  the symbolic universe that spawned the great-grandfather Cili rite tradition as a fact of Osing Tribe life. Esotericism of the great-grandfather Cili is a social recipe mystically believed to function to solve the problems of life. Esotericism of the great-grandfather Cili is ethos to meet Osing daily need. Esotericism of the great-grandfather Cili is "religious doctrine" and became theological conceptualization of religious systems that embody the harmony life of Osing tribe. This social reality through contextual teaching learning (CTL) could be developed into a source of social studies to understand the concept of institutions, culture, economics, and politics in society. Keywords: keywords, esotericism, phenomenolog

PERSEPSI GURU DAN SISWA TERHADAP IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN SEJARAH DI SMAN JOGOROTO JOMBANG

Persepsi adalah tanggapan secara langsung dari sesuatu atau proses mengetahui beberapa hal mengenai lima pancaindera manusia. Atau dengan kata lain diartikan sebagai sebagai penafsiran stimulus yang terdapat di dalam otak manusia.Dalam penelitian ini membahas persepsi guru terhadap kurikulum 2013.Penelitian ini bertujuan untuk: (1) Mendeskripsikan persepsi guru sejarah terhadap implementasi Kurikulum 2013, (2)Mendeskripsikan persepsi siswa terhadap implementasi Kurikulum 2013. Jenis penelitian ini adalah penelitian kualitatif.Sampel dalam penelitian ini adalah guru sejarah dan siswa kelas X IPS 2 dan XII IPS 2 SMA Negeri Jogoroto. Pengumpulandata dilakuka melalui wawancara dan angket. Tehnik analisis data dilakukan secara deskriptif interaktif.Hasil penelitian ini adalah (1) Guru telah bisa menjalankan kurikulum 2013. Guru dibekali dengan sosialisasi danpelatihan mengenai kurikulum 2013, dan guru telah menggunakan model pembelajaran dengan pendekatan ScientificApproach. Walaupun guru belum menguasai semua model pembelajaran pendekatan Scientific Approach. Evaluasipembelajaran yang digunakan oleh guu juga seperti yang telah tercantum dalam Kurikulum 2013. (2) Siswa melakukanpersiapan sebelum pembelajaran dan siswa mempu mengikuti pendekatan pembelajaran Scientific Approach yang diterapkanoleh guru. Media dan bahan ajar telah berbasis IT dimana peserta siswa hanya berpedoman pada buku sebagai bahan bacaan,melainkan siswa juga telah memanfaatkan internet untuk mencari materi tambahan yang belum tercantum dalam bahan ajaryang disediakan oleh sekolah.Kata kunci: Persepsi guru, persepsi siswa, kurikulum 201

RESPON GURU DAN SISWA SMA DI KABUPATEN TUBAN TERHADAP PENGELOLAAN MUSEUM KAMBANG PUTIH SEBAGAI SUMBER LITERASI SEJARAH DAN BUDAYA SERTA PENGUATAN PENDIDIKAN KARAKTER

Dewasa ini masyarakat Indonesia kurang memiliki kesadaranterhadap pentingnya peranan museum sebagai pendidikan, padahal di dalam museum itu sendiri terdapatbenda-benda peninggalan sejarah yang dapat digunakan untuk mengetahui sejarah dan budaya bangsa kita sehinggabisa membentuk karakter yang baik bagi generasi penerus. Hal ini juga berlaku terhadap Museum Kambang PutihTuban yang kurang dimanfaatkan untuk sarana pendidikan, oleh karena itu peneliti ingin mengetahui bagaimanarespon guru dan siswa terhadap pengelolaan Museum Kambang Putih sebagai tempat literasi sejarah dan budayaserta penguatan pendidikan karakter.Penelitian ini termasuk dalam penelitian kulitatif dengan pendekatan deskriptif kuantitatif, karena selainmendeskripsikan bagaimana respon guru dan siswa SMA di Kabupaten Tuban terhadap pengelolaan museum respontersebut juga akan diprosentasikan dalam bentuk angka. Untuk mengetahui bagaimana respon guru dan siswa SMApeneliti menggunakan angket sebagai instrumen serta wawancara dan dokumentasi untuk melengkapi hasilwawancara tersebut.Dari hasil wawancara tersebut 123 siswa dari empat sekolah di Kabupaten tuban 122 siswa diantaranyamengatakan bahwa Museum Kambang Putih dapat digunakan sebagai tempat literasi dan pendidikan karakter,karena di museum sendiri terdapat banyak benda koleksi peninggalan sejarah mulai dari masa pra aksara sampaimasa kolonial. Selain itu juga terdapat koleksi alat musik tradisional dan batik serta alat untuk membuatnya.Sedangkan satu siswa lainnya mengatakan bahwa belajar sejarah bisa dilakukan dimana saja tidak hanya di museum.Untuk fasilitas juga sudah cukup baik, bersih dan penataan koleksi disesuaikan dengan masa untukmemudahkan siswa mempelajari sejarah, ruang pameran benda yang cukup luas. Walaupun belum sepertimuseum-museum di kota tetapi Museum Kambang Putih sudah nyaman jika digunakan sebagai tempat untukpembelajaran.Sedangkan respon daru guru, empat guru yang menjadi responden dua diantaranya memberikan responyang positif pula sedangkan dua lainnya ada yang megatakan kurang baik dan kurang tau bagaimana pengelolaanMuseum Kambang Putih kambang Putih. Untuk respon positif guru tersebut megatakan bahwa museum sudahmemiliki fasilitas yang baik serta koleksi yang mendukung untuk pembelajaran dan literasi. Sedangkan responnegatif karena menurut guru tersebut museum Kambang Putih koleksinya masih sedikit, padahal di museum sendirimemiliki lebih dari 5000 benda koleksi yang dapat dimanfaatkan sebagai pembelajaran karena mewakili dariberbagai priode masa di Indonesia. Kata kunci : pengelolaan museum kambang putih, literasi, pendidika

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN MEDIA PEMBELAJARAN VIDEO TERHADAP HASIL BELAJAR SEJARAH PESERTA DIDIK KELAS XI IPS DI SMAN 8 KEDIRI

The research activities discussed in this study are about the effect of problem-based learning model assisted by video learning media on students' learning outcomes in history subjects of class XI IPS at SMAN 8 Kediri. This research departs from the problem of low student learning outcomes because students feel bored when studying history, this is due to the lack of variety of learning models and media used by teachers during teaching and learning activities in the classroom. This study has 4 objectives, namely; to explain the causality of the problem-based learning model on student learning outcomes, explain the causality of video learning media on student learning outcomes, explain the relationship between problem-based learning models with video learning media, and explain the causality of problem-based learning models assisted by video learning media on student learning outcomes. This study used Nonequivalent PretestPosttest Control Group Design as the research design. The population in this study included all 11th grade social studies students at SMAN 8 Kediri totalling 216 students, while the samples in this study were XI IPS 1 (experimentalclass) and XI IPS 2 (control class). Data analysis techniques used in this study is Multiple Linear Regression Analysis. Based on the results of data analysis through the partial t test, it is obtained that the significance value of variable X1 is 0.000 and t count 4, 015 t table 1.692 or can be stated with 0.000 <0.05 and 4.015> 1.692, it can be decided that X1 (Problem Based Learning Model) affects Y (Learning Outcomes), so it can be concluded that H0 is rejected and H1 is accepted, namely, there is an effect of using the problem-based learning model on student learning outcomes. While the calculated t value on the X2 variable shows a value of 5.995 and the t table shows a value of 1.692 while the significance shows a value of 0.000 which means it is smaller than 0.05 or can be stated with 0.000 <0.05 and t 5.995 > 1.692, it can be decided that X2 (Video learning media) affects Y (Learning Outcomes), so it can be concluded that H0 is rejected and H2 is accepted, namely, there is an effect of using video learning media on student learning outcomes. Based on the partial correlation test results, it shows that the rcount value is 0.405 and the rtable is known to be 0.329, then 0.405> 0.329 and the probability is 0.014> 0.05, it can be concluded that there is a strong and significant relationship between the problem-based learning model variable and the video learning media variable and the problem-based learning model variable affects the video learning media variable, so that H0 is rejected and H3 is accepted. Based on the results of the F test, the Fcount value is 42.776 with an F table value of 3.285 and a significance value of 0.000. So it can be stated that the significance value of 0.000 <0.05 and the calculated F value of 42.776> Ftable 3.285, then H0 is rejected and H4 is accepted, namely there is an effect of the problem-based learning model assisted by video learning media on student learning outcomes. Keywords: Problem-based learning model, video learning media, Learning Outcome

PENGARUH PENERAPAN TEKNIK LITERASI SILANG DALAM MODEL PROBLEM BASED LEARNING TERHADAP MOTIVASI BELAJAR SISWA PADA PEMBELAJARAN SEJARAH KELAS X SMAN 1 MENGANTI , GRESIK

Based on a field study conducted at SMA Negeri 1 Menganti, Gresik, it was found that most of the class X students lacked the desire to read and the ability to study historical literature, so that students' motivation in learning history was categorized as low. Therefore, a treatment is needed to stimulate students' motivation in learning history by applying a cross technique to historical literacy modeled with problem-based learning (Problem Based Learning). This study discusses whether there is an influence and how big is the contribution of the application of cross-literacy techniques in the Problem Based Learning model to students' motivation in learning history in class X SMAN 1 Menganti, Gresik. This study aims to explain the effect and calculate the effect of the application of cross-literacy techniques in the Problem Based Learning model on student motivation in learning history in class X SMAN 1 Menganti, Gresik. The research approach used is a quantitative one-shot case study design experimental method which was analyzed by simple linear regression and got the results of the regression equation Y = 67.849 + 0.504 (X). The relationship of variable X (application of PBL cross-literacy techniques) to variable Y (learning motivation), is known by conducting a product moment correlation test to test the hypothesis of two parties and compare Rcount 0.799 > Rtable 0.329. These results state that there is an influence between the two variables . The value of Rcount is positive (+) and is in the acceptance area of Ha, so that Ho is rejected and Ha is accepted. From the test results, it is known that the correlation coefficient value of 7.99 is in the GOOD category, the significance is 0.000 <0.05, which means that the data has a significant effect. The influence of the variable X on Y is seen from the R Square in the Summary table, which is 0.639. Thus, it can be concluded that the application of cross-literacy techniques in the Problem Based Learning model has a positive and significant influence on students' learning motivation in history learning in class X SMAN 1 Menganti, Gresik by 63%.Keyword : Historical Cross-Literacy , Learning Motivatio

STUDI DESKRIPTIF PEMBELAJARAN SEJARAH UNTUK MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK

Programme for International Student Assessment (PISA) menyebutkan bahwa hasil studi tahun 2009 menempatkan peserta didik Indonesia pada peringkat bawah 10 besar dari 65 negara peserta PISA. Sedangkan Global Institute menunjukkan hanya 5% peserta didik Indonesia yang mampu mengerjakan soal penalaran berkategori tingkat tinggi, sedangkan peserta didik dari Korea mencapai 71%. Perkembangan zaman, menuntut perlunya perbaikan sistem pendidikan nasional untuk mewujudkan masyarakat yang mampu berdaya saing, salah satunya dapat dilakukan dengan pembelajaran yang mendorong pengembangan kemampuan berpikir kritis peserta didik. Permasalahan yang dikaji dalam penelitian ini adalah: (1) Apakah rancangan pembelajaran guru dapat mengembangkan kemampuan berpikir kritis peserta didik; (2) Apakah pelaksanaan pembelajaran guru telah mengarah pada pengembangan kemampuan berpikir kritis peserta didik; dan (3) Apakah evaluasi pembelajaran yang dilakukan guru telah mengarah pada pengembangan kemampuan berpikir kritis peserta didik. Penelitian ini menggunakan metode deskriptif kuantitatif dan kualitatif. Hasil penelitian didapatkan bahwa rancangan pembelajaran dalam bentuk RPP sudah mengarah dan dapat mengembangkan kemampuan berpikir kritis peserta didik, dengan persentase kelayakan RPP SMAN 13 Surabaya sebesar 74% dan SMAN 16 Surabaya sebesar 76%. Pelaksanakan pembelajaran telah mengarah pada pengembangan kemampuan berpikir kritis. Dan untuk soal evaluasi pembelajaran, keduanya dapat digunakan tanpa revisi dengan persentase kelayakan SMAN 13 Surabaya sebesar 80% dan SMAN 16 Surabaya sebesar 85,71 %. Meskipun begitu, secara keseluruhan substansi soal evaluasi keduanya belum mengarah pada berpikir kritis. Soal evaluasi SMAN 13 Surabaya, hanya memberikan stimulan sampai tingkat mengingat, memahami dan mengevaluasi dengan 26 soal pilihan ganda (74,28%) termasuk dalam aspek interpretasi berpikir kritis Facione. Sedangkan soal evaluasi SMAN 16 Surabaya, hanya memberikan stimulan sampai tingkat memahami dan menjelaskan dengan 16 soal pilihan ganda (64%) termasuk dalam aspek interpretasi, analisis, dan inferensi berpikir kritis Facione. Kata Kunci: Rancangan Pembelajaran, Pelaksanaan Pembelajaran, Evaluasi Pembelajaran, Berpikir Kriti

Comparison of Thiamine Contain in Mung Beans (Vigna radiata L.) and Soybean (Glycine max (L.) Mer.) with Fresh and Boiled Treatment

Mung beans (Vigna radiata L.) and soybeans (Glycine max (L.) Mer.) are species of nuts that contain good nutrients for health, such as thiamine or vitamin B1. Thiamine can increase appetite and important in nervous system. Both species of beans can be processed into consumable sprouts, both fresh and boiled. The research aims to compare the concentrations of thiamine in mung beans sprouts and soybeans sprouts in fresh and boiled conditions. The research procedure began with prepared fresh and boiled samples. Boiled samples were prepared by boiled sprouts for 3 minutes at 100°C. Thiamine was extracted from samples used 0,1 N HCl by heated on a water bath at 100°C for 30 minutes. The extracts of fresh and boiled sprouts were analyzed qualitatively used chemical reagents and quantitatively used spectrophotometer UV-Vis. Qualitative analysis showed that both fresh and boiled mung beans sprouts and soybeans sprouts contain thiamine. Quantitative test results for boiled and fresh mung beans sprouts were 0,26% and 0,15%, while soybeans were 0,64% and 0,44%, respectively. The thiamine content in soybeans sprouts is higher than in mung beans sprouts. Decrease of thiamine concentration in mung beans sprouts was higher at 42,31%, for boiled sample than soybeansbenas sprouts at 31,25%. The results of statistical tests used the t test showed a significant difference in thiamine concentration between fresh and boiled beans, both mung beans and soybeans

PENGARUH MODEL PEMBELAJARAN SELF DIRECTED LEARNING TERHADAP KEMAMPUAN KOGNITIF SISWA PADA MATA PELAJARAN SEJARAH KELAS X DI SMAN 2 TRENGGALEK

The low cognitive level of students, especially in history subjects at school, is a problem for students to achieve their planned learning goals. Based on observations on class X history learning at SMAN 2 Trenggalek, it shows that classroom learning is still teacher-centered, namely teachers who apply conventional learning with the lecture method so that students are not active in class and feel bored with history subjects, this causes their learning activities to be less optimal so that their cognitive abilities are less improved. To overcome these problems, student-centered learning innovations are needed to improve students' cognitive abilities, one of which is through learning with the Self Directed Learning model. This study aims to prove the causality relationship between the Self Directed Learning learning model and the cognitive abilities of students in class X history subjects at SMAN 2 Trenggalek. This study used quantitative research using Quasi Experimental Design method. The research design used was Nonequivalent Control Group Design with the type of pretest-posttest control group design. The sampling technique uses Purposive Cluster Sampling. Data collection in this study used observation sheets, student response questionnaires, and cognitive ability tests. The data analysis technique uses the Independent Sample T-test with a two-party hypothesis test (Two-Tailed) obtained a calculated value (4,314) > ttable (1,994) and a significance value of 0.00 < 0.05, then the decision making on the hypothesis test in this study is Ha accepted and H0 rejected, so it can be interpreted that there is an influence of the Self Directed Learning learning model to the cognitive abilities of students in class X history subjects at SMAN 2 Trenggalek. Keywords: Self Directed Learning, Students’ Cognitive Abilitie

PENGGUNAAN MEDIA KARTU DOMINO UNTUK PENGUATAN KEMAMPUAN FAKTUAL SISWA PADA MATA PELAJARAN SEJARAH

Tujuan penelitian ini untuk mengetahui perbedaan hasil kemampuan faktual siswa pada mata pelajaran Sejarah dengan menggunakan metode pembelajaran konvensional dan yang menggunakan media interaktif permainan Kartu Domino. Penelitian ini dilakukan di MA Negeri 1 Kota Madiun pada siswa kelas XI IPS tahun ajaran 2018/2019. Penelitian ini menggunakan metode kuantitatif berupa desain penelitian Quasi Experimental dengan bentuk Nonequivalent Control Group Design. Penilaian tingkat pengetahuan faktual siswa didapatkan melalui uji soal pre-test dan pos-test yang dilakukan sebelum dan sesudah diberikan perlakuan berupa penggunaan media permainan kartu Domino dalam pembelajaran. Hasil yang didapatkan terdapat perbedaan yang signifikan terhadap penguatan pengetahuan faktual siswa kelas yang menggunakan kartu Domino sebagai media dalam pembelajaranKata Kunci: Pengetahuan Faktual, Kartu Domin