Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Proliferation of Democratic Education in Indonesia: The Influence Measurement of Tolerance, Multiculturalism, and Historical Awareness on the Democratic Attitude

100%
Sumardjoko B., Joebagio H., Sariyatun
The New Educational Review
|
2018
|
vol. 52
112-123
EN
This research aims to predict the direction of democratic education in Indonesia through the influence measurement of tolerance, multicultural sensitivity, and historical awareness of the democratic attitude. The multiple linear regression test, coefficient determination test, and model accuracy test were used to measure the influence of the predictors and the dependent variable. The research participants were 300 students, aged between 17 and 18 years, who were taken proportionally in Senior High School (SHS) 1 Surakarta, SHS 5 Surakarta, and SHS 6 Surakarta. Results showed a simultaneous and partial influence of tolerance, multicultural sensitivity, and historical awareness on the democratic attitude. The authors found that there is no diversion in the proliferation of democratic education in Indonesia, in which tolerance, multicultural sensitivity, and historical awareness have a positive influence on the democratic attitude. However, the authors stated that the association between tolerance and democratic education in Indonesia remains problematic, thus, it should be noticed in future research.
2
Publication available in full text mode
Content available

Development of Portfolio Assessment to Measure the Student’s Skill of Using Primary Source Evidence

100%
Ningsih T. Z., Sariyatun, Agung Sutimin L.
The New Educational Review
|
2019
|
vol. 56
101-113
EN
The study aims to develop a portfolio assessment to measure the student’s skill of using primary source evidence in historical learning. The portfolio assessment was developed based on Seixas’ concept of historical thinking. The portfolio assessment consists of essay test and interview guide, which has proved to be valid and reliable. The developed portfolio assessment can be used to depict the student’s skills to organize information from historical documents or other written resources, and then reconstruct it as historical narratives. The developed portfolio assessment can be posited as an alternative evaluation mode for history teachers.
3
Publication available in full text mode
Content available

The Development of Deconstructive Learning History Model to Promote the Higher Order Thinking Skill of University Students

88%
Sariyatun, Joebagio H., Humin M., Abid N. F., Sutimin L. A.
The New Educational Review
|
2018
|
vol. 51
19-29
EN
The presented research develops a deconstructive learning history model to promote the Higher Order Thinking Skill (HOTS) of university students. According to Thiagarajan, Semmel, & Semmel’s (1974) approach, the model was developed in four stages: defining, design, development, and dissemination. The research participants were 120 students of the History Education Department, Sebelas Maret University, Indonesia. The authors found the main problems related to the aspects of chronological thinking, students’ passive attitude, and the availability of learning path. Based on those problems, the author designed a deconstructive learning history model, consisting of four learning stages: problem statement, deconstruction, construction, and articulation. At the development and summative evaluation stages, the learning model proved feasible and effective in promoting the HOTS, thus, the learning model can solve the problems of time orientation and students’ passive attitude. Considering the findings and results of the research, the authors state that the learning model becomes a decisive factor in provoking students to reach the higher cognitive level in Bloom’s taxonomy.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.