eprintid: 137041 rev_number: 22 eprint_status: archive userid: 217239 dir: disk0/00/13/70/41 datestamp: 2025-09-01 08:27:59 lastmod: 2025-09-01 08:27:59 status_changed: 2025-09-01 08:27:59 type: thesis metadata_visibility: show creators_name: Ira Septiansi, - creators_name: Nana Supriatna, - creators_name: Wildan Insan Fauzi, - creators_nim: NIM2308305 creators_nim: NIDN0014106103 creators_nim: NIDN0423068404 creators_id: iraseptiansi@upi.edu creators_id: nanasup@upi.edu creators_id: wildaninsanfauzi@upi.edu contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_name: Nana Supriatna, - contributors_name: Wildan Insan Fauzi, - contributors_nidn: NIDN0014106103 contributors_nidn: NIDN0423068404 contributors_id: nanasup@upi.edu contributors_id: wildaninsanfauzi@upi.edu title: PENGARUH PENERAPAN NOVEL SEBAGAI SUMBER BELAJAR SEJARAH TERHADAP KEMAMPUAN HISTORICAL LITERACY DAN HISTORICAL IMAGINATION PESERTA DIDIK ispublished: pub subjects: D1 subjects: L1 subjects: LB subjects: PN divisions: T_SEJ full_text_status: restricted keywords: Novel Sejarah, Historical Literacy, Historical Imagination Historical Novel, Historical Literacy, Historical Imagination note: https://scholar.google.com/citations?user=pTUx9kYAAAAJ&hl=en&authuser=1 ID SINTA DOSEN PEMBIMBING Nana Supriatna : 5993532 Wildan Insan Fauzi :5992676 abstract: Penelitian ini bertujuan untuk menganalisis pengaruh penerapan novel sebagai sumber belajar terhadap kemampuan historical literacy dan historical imagination peserta didik dengan desain faktorial berulang. Subjek penelitian adalah satu kelas XI.12 di SMA Negeri 10 Bandung. Data dikumpulkan melalui tes pretest dan posttest yang mengukur indikator historical literacy (identifikasi, pembuktian, kontekstualisasi) dan historical imagination (re-enacting, interrogation, empati). Analisis dilakukan menggunakan paired sample t-test dan ANOVA berulang sesuai uji normalitas dan homogenitas. Hasil menunjukkan peningkatan signifikan pada kedua kemampuan. Dalam historical literacy, indikator identifikasi mengalami perkembangan paling menonjol, sedangkan indikator membuktikan dan kontekstualisasi masih rendah. Peserta mampu mengenali fakta sejarah secara runtut, tetapi belum terampil menggunakan bukti atau mengaitkan sejarah dengan konteks kontemporer. Pada historical imagination, indikator empati meningkat paling signifikan, sedangkan re-enacting dan interrogation masih perlu bimbingan lebih lanjut. Analisis faktorial A1B1 hingga A3B2 menunjukkan pola pengaruh yang berbeda. Untuk historical literacy, unsur latar, alur, dan tema memberikan kontribusi terbatas, tanpa interaksi signifikan dengan waktu. Sebaliknya, untuk historical imagination, unsur latar paling efektif meningkatkan imajinasi peserta, alur mendukung rekonstruksi peristiwa, dan tema memberikan pengaruh imajinatif yang kurang merata. Kesimpulannya, penggunaan novel sebagai sumber belajar dapat meningkatkan kemampuan berpikir historis, terutama historical imagination, dengan latar sebagai unsur naratif yang paling signifikan. Temuan ini menegaskan pentingnya pemilihan unsur novel yang tepat dalam pembelajaran sejarah berbasis sastra. This study aims to analyze the effect of using the novel as a learning resource on students’ historical literacy and historical imagination, using a repeated measures factorial design. The subjects of the study were students of class XI.12 at SMA Negeri 10 Bandung. Data were collected through pretest and posttest assessments measuring indicators of historical literacy (identification, evidence, contextualization) and historical imagination (re-enacting, interrogation, empathy). Data analysis was conducted using paired sample t-tests and repeated measures ANOVA according to normality and homogeneity tests. The results indicate significant improvement in both abilities. In historical literacy, the identification indicator showed the most substantial development, while evidence and contextualization remained low. Students were able to recognize historical facts sequentially but were not yet skilled in using evidence or linking history to contemporary contexts. In historical imagination, the empathy indicator showed the greatest improvement, whereas re-enacting and interrogation still required further guidance. Factorial analysis from A1B1 to A3B2 revealed differing patterns of influence. For historical literacy, setting, plot, and theme contributed only modestly, with no significant interaction over time. In contrast, for historical imagination, setting was the most effective in enhancing students’ imagination, plot supported event reconstruction, and theme had a less consistent imaginative impact. In conclusion, using novels as learning resources can enhance historical thinking, particularly historical imagination, with setting being the most significant narrative element. These findings underscore the importance of selecting appropriate narrative elements in literature-based history learning. date: 2025-08-31 date_type: published institution: Universitas Pendidikan Indonesia department: KODEPRODI87101#Pendidikan Sejarah_S2 thesis_type: masters thesis_name: mphil official_url: https://repository.upi.edu/ related_url_url: https://perpustakaan.upi.edu/ related_url_type: org citation: Ira Septiansi, - and Nana Supriatna, - and Wildan Insan Fauzi, - (2025) PENGARUH PENERAPAN NOVEL SEBAGAI SUMBER BELAJAR SEJARAH TERHADAP KEMAMPUAN HISTORICAL LITERACY DAN HISTORICAL IMAGINATION PESERTA DIDIK. S2 thesis, Universitas Pendidikan Indonesia. document_url: http://repository.upi.edu/137041/1/T_SEJ_2308305_Title.pdf document_url: http://repository.upi.edu/137041/2/T_SEJ_2308305_Chapter1.pdf document_url: http://repository.upi.edu/137041/3/T_SEJ_2308305_Chapter2.pdf document_url: http://repository.upi.edu/137041/4/T_SEJ_2308305_Chapter3.pdf document_url: http://repository.upi.edu/137041/5/T_SEJ_2308305_Chapter4.pdf document_url: http://repository.upi.edu/137041/6/T_SEJ_2308305_Chapter5.pdf document_url: http://repository.upi.edu/137041/7/T_SEJ_2308305_Chapter6.pdf document_url: http://repository.upi.edu/137041/8/T_SEJ_2308305_Appendix.pdf