Inovasi Media Video Untuk Melatih Berpikir Historis
Keywords:
Historical Thinking, Video Media, History Learning, Understanding History, Process of Change.
Abstract
Rendahnya tingkat berpikir historis mahasiswa dalam perkuliahan merupakan akumulasi dari kegagalan proses pembelajaran yang telah dilakukan. Pembelajaran sejarah tanpa berpikir historis layaknya pembelajaran tanpa arah dan tujuan. Begitu pentingnya proses berpikir historis sehingga ia menjadi pondasi dasar dalam memahami sejarah dan proses perubahannya. Penelitian ini bertujuan untuk melatih kemampuan berpikir historis mahasiswa Departemen Sejarah melalui media video. Penggunaan media video yang dirancang sedemikan rupa diyakini mampu melatih mahasiswa untuk berpikir historis. Penelitian ini merupakan penelitian R &D dengan model ADDIE. Pada penelitian ini dibatasi hingga pada tahapan Development. Dari validasi ahli media dan ahli materi menunjukan bahwa media video layak digunakan untuk melatih berpikir historis mahasiswa.
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References
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Zed, M. (2018). Tentang Konsep Berfikir Sejarah. Lensa Budaya: Jurnal Ilmiah Ilmu-Ilmu Budaya, 13(1), 54–60. https://doi.org/http://dx.doi.org/10.34050/jlb.v13i1.4147
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Deakin Learning Futures Teaching Development Team. (2014). Using Audio and Video for Educational Purposes. (February), 1–45. Retrieved from http://www.deakin.edu.au/__data/assets/pdf_file/0003/179013/Modules_1-4_Using_audio_and_video_for_educational_purposes-2014-02-28.pdf
Dewi, N., Adnyani, L., & Wahyuni, L. (2020). Describing Camtasia Video As Learning Media: An Analysis of Response in EFL Context. Journal of Education Research and Evaluation, 4(2), 165. https://doi.org/10.23887/jere.v4i2.24901
Djono, D., Joebagio, H., & Abidin, N. F. (2020). Gerak Sejarah Integratif-Multidimensional: Warisan Sartono Kartodirdjo Bagi Filosofi Pendidikan Sejarah Menuju Society 5.0. Criksetra: Jurnal Pendidikan Sejarah, 9(1), 32–46. https://doi.org/10.36706/jc.v9i1.10258
Imansari, A., Umamah, N., & Na’Im, M. (2019). The usage of e-book as learning media through the sigil application in history. IOP Conference Series: Earth and Environmental Science, 243(1). https://doi.org/10.1088/1755-1315/243/1/012155
Ma’mur, T. (2006). Upaya Meningkatkan Kualitas Pembelajaran Sejarah Melalui Historical Thingking. Historia Jurnal Pendidikan Sejarah UPI, 1(2), 6–7.
Nur, S. (2014). Kausalitas. Jurnal Ushuluddin, 22(2), 224–238.
Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17–29.
Rokhmat, J. (2013). Kemampuan Proses Berpikir Kausalitas Dan Berpikir Analitik Mahasiswa Calon Guru Fisika. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 18(1), 78. https://doi.org/10.18269/jpmipa.v18i1.260
Seixas, P. (2017). Palgrave Handbook of Research in Historical Culture and Education. Palgrave Handbook of Research in Historical Culture and Education, 59–72. https://doi.org/10.1057/978-1-137-52908-4
Suryani, N. (2016). Pengembangan Media Pembelajaran Sejarah Berbasis It. Sejarah Dan Budaya : Jurnal Sejarah, Budaya, Dan Pengajarannya, 10(2), 186–196. https://doi.org/10.17977/um020v10i22016p186
Ulla Carlsson. (2020). Understanding Media and Information Literacy (MIL) in the Digital Age: A Question of Democracy. 13(2), 2019–2021.
Whitehouse, J. A. (2015). Historical thinking: A framework for learning and teaching history. Educational Practice and Theory, 37(2), 51–58. https://doi.org/10.7459/ept/37.2.04
Wineburg, S. (2010). Historical thinking and other unnatural acts. In Phi Delta Kappan (Vol. 92). https://doi.org/10.1177/003172171009200420
Yusuf, Suhirman, Suastra, I. W., & Tokan, M. K. (2019). The effects of problem-based learning with character emphasis and naturalist intelligence on students’ problem-solving skills and care. International Journal of Innovation, Creativity and Change, 5(3), 1–26.
Zed, M. (2018). Tentang Konsep Berfikir Sejarah. Lensa Budaya: Jurnal Ilmiah Ilmu-Ilmu Budaya, 13(1), 54–60. https://doi.org/http://dx.doi.org/10.34050/jlb.v13i1.4147
