Implementation of Contextual Teaching and Learning Model on History Lesson to Improve Student’s Historical Thinking Skill

Margaretha Setiona Marisi  Sitorus; Syaiful Amin; Abu Hasan Ali

doi:10.58737/jpled.v6i1.656

Authors

Margaretha Setiona Marisi Sitorus Universitas Negeri Semarang
Syaiful Amin Universitas Negeri Semarang
Abu Hasan Ali SMA Negeri 11 Semarang

DOI:

https://doi.org/10.58737/jpled.v6i1.656

Keywords:

Contextual Teaching and Learning Model, Historical Thinking Skill, History Lesson

Abstract

The purpose of studying history for students is not limited to only understanding the what, who, and how aspect in history events. Through history, students need to understand the meaning of it and what does it has to do with their life in the present time. Contextual Teaching and Learning (CTL) model provide a real-life example as a context to their history study, thus, this model can improve their historical thinking skills since they can find the meaning of studying history and what it has to do in their life by themself. This study aims to understand how SMA Negeri 11 Semarang use Contextual Teaching and Learning (CTL) in history lesson to improve student’s historical thinking skills through study case method at Abu Hasan Ali, S.Pd.Gr’s history class. With Contextual Teaching and Learning (CTL) model, students can take part actively in their own study so they can understand the meaning of history and it correlation to their life. And through it, they also improve the skills that included in historical thinking skill such as think diachronically, synchronically, causally, interpretively, multi-perspectively, reflectively, critically, creatively, and contextually.

Downloads

Download data is not yet available.

References

Bustomi, B., Sukardi, I., & Astuti, M. (2024). PEMIKIRAN KONSTRUKTIVISME DALAM TEORI PENDIDIKAN KOGNITIF JEAN PIAGET DAN LEV VYGOTSKY. Jurnal Review Pendidikan dan Pengajaran (JRPP), 7(4), 16376-16383.

Firnanda, M. (2021). Menggapai tujuan belajar sejarah, menggapai berpikir yang historis.

Johnson, E. B. (2007). Contextual Teaching&Learning. Mizan Learning Center.

Kurikulum, B. S., & Pendidikan, A. (2022). Capaian Pembelajaran Mata Pelajaran Sejarah Fase E–Fase F Untuk SMA/MA/Program Paket C. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Lestari, N. A. P., Kurniawati, K. L., Dewi, M. S. A., Hita, I. P. A. D., Or, M., Astuti, N. M. I. P., & Fatmawan, A. R. (2023). Model-model pembelajaran untuk kurikulum merdeka di era society 5.0. Nilacakra.

Mirdad, J. (2020). Model-model pembelajaran (empat rumpun model pembelajaran). Jurnal sakinah, 2(1), 14-23.

Nababan, D., & Sipayung, C. A. (2023). Pemahaman Model Pembelajaran Kontekstual Dalam Model Pembelajaran (CTL). Jurnal Pendidikan Sosial Dan Humaniora, 2(2), 825-837.

Nerita, S., Ananda, A., & Mukhaiyar, M. (2023). Pemikiran konstruktivisme dan implementasinya dalam pembelajaran. Jurnal Education and development, 11(2), 292-297.

Nurjanah, W. (2020). Historical thinking skills and critical thinking skills. Historika, 23(1), 92-104.

Nuttall, D. (2021). What is the purpose of studying history? Developing students’ perspectives on the purposes and value of history education. History Education Research Journal, 18(1).

Rukminingsih, G. A., & Latief, M. A. (2020). Metode penelitian pendidikan. Penelitian Kuantitatif, Penelitian Kualitatif, Penelitian Tindakan Kelas. Erhaka Utama.

Sayono, J. (2015). Pembelajaran sejarah di sekolah: Dari pragmatis ke idealis. Jurnal Sejarah dan Budaya, 7(1).

Seixas, P. (2017). A model of historical thinking. Educational philosophy and theory, 49(6), 593-605.

Susanto, D., & Jailani, M. S. (2023). Teknik pemeriksaan keabsahan data dalam penelitian ilmiah. QOSIM: Jurnal Pendidikan, Sosial & Humaniora, 1(1), 53-61.