Tiur Nurmayany Raharjo, - (2025) PENGARUH E-MODUL BERBASIS PENDEKATAN KONTEKSTUAL TERHADAP KEMAMPUAN BERPIKIR SEJARAH DAN KETERAMPILAN MEMECAHKAN MASALAH. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Penelitian ini dilatar belakangi oleh Kurikulum Merdeka dalam pelajaran Sejarah yang memiliki capaian pembelajaran mengontekstualisasikan peristiwa yang terjadi di masa lalu. Penelitian bertujuan untuk melihat pengaruh e-modul berbasis pendekatan kontekstual terhadap kemampuan berpikir sejarah dan keterampilan memecahkan masalah. E-modul berbasis pendekatan kontekstual yang dieksperimenkan secara umum berisi materi sejarah yang dikaitkan dengan isu-isu kontekstual, di antaranya sejarah penjelajahan samudra Bangsa Eropa dengan perdagangan Pala di masa kini, sejarah VOC dengan maraknya kasus korupsi di Indonesia, dan Indonesia Masa Cultuurstelsel dengan menurunnya budaya minum teh. E-modul berbasis pendekatan kontekstual memenuhi model desain sumber daya digital dalam pembelajaran, yaitu RASE (Resources, Activity, Support, dan Evaluation) dan TPACK (Technological Pedagogical Content Knowledge) dalam media presentasi Genially. Peneliti menggunakan metode kuasi eksperimen dengan desain time series yang dilakukan di SMA Negeri 26 Bandung. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan kemampuan berpikir sejarah dan keterampilan memecahkan masalah antara sebelum dengan sesudah diterapkan e-modul berbasis pendekatan kontekstual; (2) terdapat perbedaan kemampuan berpikir sejarah dan keterampilan memecahkan masalah antara eksperimen 1 dan eksperimen 2; (3) tidak terdapat perbedaan kemampuan berpikir sejarah dan terdapat perbedaan keterampilan memecahkan masalah antara eksperimen 2 dan eksperimen 3; (4) e-modul berbasis pendekatan kontekstual berpengaruh terhadap kemampuan berpikir sejarah dan keterampilan memecahkan masalah siswa. Pengaruh e-modul berbasis pendekatan kontekstual tersebut didukung teori konstruktivisme dengan membuat siswa aktif membangun pengetahuannya sehingga dapat mendukung kemampuan berpikir sejarah dan keterampilan memecahkan masalah. Hasil penelitian ini menjadi rekomendasi kepada pendidik maupun penyelenggaraan pendidikan untuk mengembangkan e-modul berbasis pendekatan kontekstual dalam pembelajaran sejarah. This research is motivated by Kurikulum Merdeka in History lessons which have a learning achievement of contextualizing events that occurred in the past. The study aims to see the effect of e-modules based on a contextual approach on historical thinking and problem-solving skills. The e-modules are based on a contextual approach that was experimented with generally containing historical material that is linked to contextual issues, including the history of European ocean exploration with the current Nutmeg trade, the history of the VOC with the rampant corruption cases in Indonesia, and the Indonesia in Cuulturstelsel period with the decline of tea drinking culture. E-modules based on a contextual approach fulfill the digital resource design model in learning, namely RASE (Resources, Activity, Support, and Evaluation) and TPACK (Technological Pedagogical Content Knowledge) in Genially presentation media. The researcher used a quasi-experimental method with a time series design conducted at SMA Negeri 26 Bandung. The results of the study showed that (1) the difference in historical thinking skills and problem-solving skills before and after the implementation of e-modules based on a contextual approach; (2) there is a difference in historical thinking ability and problem-solving skills between experiment 1 and experiment 2; (3) there is no difference in historical thinking ability and there is a difference in problem-solving skills between experiment 2 and experiment 3; (4) e-modules based on a contextual approach have an effect on students' historical thinking ability and problem-solving skills. The effect of e-modules based on a contextual approach is supported by constructivism theory by making students actively build their knowledge so that it can support historical thinking abilities and problem-solving skills. The results of this study are recommendations to educators and education providers to develop e-modules based on a contextual approach in history learning.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=id&user=o5a3oEkAAAAJ ID SINTA Dosen Pembimbing: Agus Mulayana: 0008086607 Yeni Kurniawati Sumantri: 0002067703 |
| Uncontrolled Keywords: | e-modul berbasis pendekatan kontekstual, e-modul, berpikir sejarah, pembelajaran sejarah e-module based on contextual approach, e-module, historical thinking, history learning |
| Subjects: | D History General and Old World > D History (General) L Education > L Education (General) |
| Divisions: | Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan Sejarah-S2 |
| Depositing User: | Tiur Nurmayany Raharjo |
| Date Deposited: | 24 Feb 2025 07:44 |
| Last Modified: | 24 Feb 2025 07:44 |
| URI: | http://repository.upi.edu/id/eprint/131053 |
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