STRENGTHENING HISTORICAL THINKING SKILLS THROUGH TRANSCRIPT BASED LESSON ANALYSES MODEL IN THE LESSON OF HISTORY
Strengthening historical thinking skills is needed in History subjects. This skill is eductive so that students can describe the chronology of events based on historical facts. Observations on subjects are needed to improve historical thinking skills, namely by implementing lesson study (ls) activit...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | Indonesian |
| Published: |
Universitas Negeri Yogyakarta
2022-03-01
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| Series: | Istoria |
| Online Access: | https://journal.uny.ac.id/index.php/istoria/article/view/41691 |
| _version_ | 1818532870727139328 |
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| author | Ersis Warmansyah Abbas Syaharuddin Syaharuddin Mutiani Mutiani Heri Susanto Jumriani Jumriani |
| author_facet | Ersis Warmansyah Abbas Syaharuddin Syaharuddin Mutiani Mutiani Heri Susanto Jumriani Jumriani |
| author_sort | Ersis Warmansyah Abbas |
| collection | DOAJ |
| description | Strengthening historical thinking skills is needed in History subjects. This skill is eductive so that students can describe the chronology of events based on historical facts. Observations on subjects are needed to improve historical thinking skills, namely by implementing lesson study (ls) activities. This article aims to describe the strengthening of historical thinking in history learning through the LS activity of the Transcript Based Lesson Analysis (TBLA) model. The approach through the descriptive method is used in research. Three stages of data collection, namely; observation, interview, and documentation. Miles and Huberman's model is used for analyzing the saturation of the data obtained. Results describe students can demonstrate historical thinking skills by providing arguments during group discussions. The arguments are given to put forward the causal relationship (causality) in the sub-discussion ABRI's dual function. Transcript analysis of overall learning activities illustrates that there is a balance of conversation between teachers and students. This is because the learning conditions are conducive and teachers have no difficulty in increasing the participation of students
Keywords; historical thinking, TBLA, and History learning |
| first_indexed | 2024-12-11T17:51:11Z |
| format | Article |
| id | doaj.art-ae072b307e344a66a9367136ed27e83a |
| institution | Directory Open Access Journal |
| issn | 1858-2621 2615-2150 |
| language | Indonesian |
| last_indexed | 2024-12-11T17:51:11Z |
| publishDate | 2022-03-01 |
| publisher | Universitas Negeri Yogyakarta |
| record_format | Article |
| series | Istoria |
| spelling | doaj.art-ae072b307e344a66a9367136ed27e83a2022-12-22T00:56:12ZindUniversitas Negeri YogyakartaIstoria1858-26212615-21502022-03-0118110.21831/istoria.v18i1.4169116391STRENGTHENING HISTORICAL THINKING SKILLS THROUGH TRANSCRIPT BASED LESSON ANALYSES MODEL IN THE LESSON OF HISTORYErsis Warmansyah Abbas0Syaharuddin Syaharuddin1Mutiani Mutiani2Heri Susanto3Jumriani Jumriani4Universitas Lambung MangkuratUniversitas Lambung MangkuratUniversitas Lambung MangkuratUniversitas Lambung MangkuratUniversitas Lambung MangkuratStrengthening historical thinking skills is needed in History subjects. This skill is eductive so that students can describe the chronology of events based on historical facts. Observations on subjects are needed to improve historical thinking skills, namely by implementing lesson study (ls) activities. This article aims to describe the strengthening of historical thinking in history learning through the LS activity of the Transcript Based Lesson Analysis (TBLA) model. The approach through the descriptive method is used in research. Three stages of data collection, namely; observation, interview, and documentation. Miles and Huberman's model is used for analyzing the saturation of the data obtained. Results describe students can demonstrate historical thinking skills by providing arguments during group discussions. The arguments are given to put forward the causal relationship (causality) in the sub-discussion ABRI's dual function. Transcript analysis of overall learning activities illustrates that there is a balance of conversation between teachers and students. This is because the learning conditions are conducive and teachers have no difficulty in increasing the participation of students Keywords; historical thinking, TBLA, and History learninghttps://journal.uny.ac.id/index.php/istoria/article/view/41691 |
| spellingShingle | Ersis Warmansyah Abbas Syaharuddin Syaharuddin Mutiani Mutiani Heri Susanto Jumriani Jumriani STRENGTHENING HISTORICAL THINKING SKILLS THROUGH TRANSCRIPT BASED LESSON ANALYSES MODEL IN THE LESSON OF HISTORY Istoria |
| title | STRENGTHENING HISTORICAL THINKING SKILLS THROUGH TRANSCRIPT BASED LESSON ANALYSES MODEL IN THE LESSON OF HISTORY |
| title_full | STRENGTHENING HISTORICAL THINKING SKILLS THROUGH TRANSCRIPT BASED LESSON ANALYSES MODEL IN THE LESSON OF HISTORY |
| title_fullStr | STRENGTHENING HISTORICAL THINKING SKILLS THROUGH TRANSCRIPT BASED LESSON ANALYSES MODEL IN THE LESSON OF HISTORY |
| title_full_unstemmed | STRENGTHENING HISTORICAL THINKING SKILLS THROUGH TRANSCRIPT BASED LESSON ANALYSES MODEL IN THE LESSON OF HISTORY |
| title_short | STRENGTHENING HISTORICAL THINKING SKILLS THROUGH TRANSCRIPT BASED LESSON ANALYSES MODEL IN THE LESSON OF HISTORY |
| title_sort | strengthening historical thinking skills through transcript based lesson analyses model in the lesson of history |
| url | https://journal.uny.ac.id/index.php/istoria/article/view/41691 |
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