PENERAPAN EMANCIPATORY QUESTION HABERMAS UNTUK MENINGKATKAN KESADARAN SEJARAH SISWA : Penelitian Tindakan Kelas Pada Pembelajaran Sejarah Di Kelas XI IPS SMA Bina Bangsa Palembang

Surbakti, Aulia Novemy Dhita (2014) PENERAPAN EMANCIPATORY QUESTION HABERMAS UNTUK MENINGKATKAN KESADARAN SEJARAH SISWA : Penelitian Tindakan Kelas Pada Pembelajaran Sejarah Di Kelas XI IPS SMA Bina Bangsa Palembang. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini dilatarbelakangi dari permasalahan pembelajaran di kelas XI IPS SMA Bina Bangsa Palembang yaitu guru sejarah mendominasi panggung kelas sehingga mengabaikan kesadaran sejarah yang merupakan pencapaian tertinggi pendidikan sejarah. Padahal seharusnya guru harus mampu mengeksplorasi pemahaman siswa dengan pertanyaan yang memposisikan siswa sebagai pelaku sejarah sehingga meningkatkan kesadaran sejarah siswa. Dari identifikasi kondisi pembelajaran tersebut maka permasalahan utama penelitian ini adalah bagaimana menerapkan emancipatory question Habermas untuk meningkatkan kesadaran sejarah siswa dengan pertanyaan penelitian pertama, bagaimana desain pembelajaran yang dilakukan; kedua, bagaimana implementasi emancipatory question Habermas; ketiga, bagaimana wujud kesadaran sejarah siswa; keempat, apa kendala yang dihadapi oleh guru serta siswa dan kelima, bagaimana efektivitas penerapan emancipatory question Habermas. Tujuan penelitian ini untuk meningkatkan kesadaran sejarah siswa di kelas XI IPS SMA Bina Bangsa Palembang. Metode penelitian yang digunakan adalah Metode Penelitian Tindakan Kelas dengan menggunakan teknik pengumpulan data berupa observasi, catatan lapangan, wawancara dan dokumen. Adapun dari hasil penelitian diperoleh bahwa penerapan emancipatory question Habermas dapat meningkatkan kesadaran sejarah siswa dan menjadikan siswa berpartisipasi aktif dalam pembelajaran sejarah. Berdasarkan pertanyaan penelitian diperoleh bahwa: Pertama, desain pembelajaran diawali dengan penentuan SK/KD, Silabus lalu menyusun RPP serta konstruksi emancipatory question Habermas. Kedua, emancipatory question Habermas diterapkan dalam lima kali tindakan. Ketiga, wujud kesadaran sejarah siswa yang dimunculkan adalah kesadaran teladan (historical exemplary) dan kesadaran kritis (historical critical) serta kesadaran sejarah yang bersifat transmisi dan trasnformasi. Keempat, kendala yang dihadapi oleh guru mitra dan siswa meliputi: 1) Kompleksitas dan Triabilitas, 2) Rendahnya pemberian motivasi dan reward, 3) Guru mitra kurang menguasai konsep sejarah dan konsep-konsep dari ilmu-ilmu lain serta 4) Keterbatasan referensi pertistiwa kontekstual. Kelima, emancipatory question Habermas efektif meningkatkan kesadaran sejarah siswa karena didukung oleh: 1) Peningkatan kemampuan guru, 2) Partisipasi aktif siswa dalam proses pembelajaran dan 3) Peningkatan fungsi kesadaran sejarah dari hasil belajar siswa. Kata Kunci: Emancipatory Question Habermas, Kesadaran Sejarah. This research based on the problems in class XI IPS SMA Bina Bangsa Palembang there is history teacher dominates the stage class that ignores the students historical consciousness which is the highest educational attainment of history. Teacher should be able to explore students 'understanding of the questions that positioned students as agents of history thus increasing students historical consciousness. From the identification of the learning conditions of this study the main problem is how to apply emancipatory question Habermas to raise students historical consciousness with the first research question, how to design their lessons; second, how the implementation of emancipatory question Habermas; third, how the shape of students historical consciousness; fourth, what problems faced by teachers and students and the fifth, how the effectiveness of the application of emancipatory question Habermas. The purpose of this research is to increase students historical consciousness in class XI IPS SMA Bina Bangsa Palembang. The method used was Classroom Action Research Methods by using data collection techniques such as observation, field notes, interviews and documents. The results showed that the application of emancipatory question Habermas can boost the students historical consciousness and make students actively participate in learning of history. Based on the questions research showed that: First, the design of learning filled with preparing lesson plans and construction emancipatory question Habermas. Second, emancipatory question Habermas applied to five actions. Third, a shape of students historical consciousness are historical exemplary and historical critical as well as transmitted and trasnformation. Fourth, the problems faced by the teacher and student partners include: 1) Complexity and Triabilitas, 2) Low motivation and reward, 3) Teacher partners less mastered the concept of the history and concepts of other sciences and 4) Limitations contextual reference. Fifth, emancipatory question Habermas effectively increase students historical consciousness as it is supported by: 1) Increasing the ability of teachers, 2) Active participation of students in the learning process, and 3) Increased awareness of the historical function of student learning outcomes. Key Words: Emancipatory Question Habermas, Historical Consciousness.

Item Type: Skripsi,Tesis,Disertasi (S2)
Uncontrolled Keywords: Emancipatory Question Habermas, Kesadaran Sejarah
Subjects: D History General and Old World > D History (General)
D History General and Old World > DS Asia
L Education > L Education (General)
Depositing User: DAM STAF Editor
Date Deposited: 02 Oct 2014 07:29
Last Modified: 06 Oct 2014 02:16
URI: http://repository.upi.edu/id/eprint/11530

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