The Influence of 'Sorogan' Method in Learning History to Increase Historical Understanding and Historical Awareness
Saved in:
| Title: | The Influence of 'Sorogan' Method in Learning History to Increase Historical Understanding and Historical Awareness |
|---|---|
| Language: | English |
| Authors: | Fadli, Muhammad Rijal, Sudrajat, Ajat, Aman, Amboro, Kian |
| Source: | International Journal of Evaluation and Research in Education. Mar 2021 10(1):300-307. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. Tel: +62-274-4534501; Fax: +62-274-564604; e-mail: ijere@iaesjournal.com; Web site: http://ijere.iaescore.com/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | History Instruction, Teaching Methods, Tests, Learning Processes, Comparative Analysis, Scores, Teacher Attitudes, Student Attitudes, Student Centered Learning, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 2252-8822 |
| Abstract: | The purpose of this study was to examine the influence of the "sorogan" method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the "sorogan" method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000<0.05, further strengthened by the results of the N-gain score test which was included in the criteria low and medium. This means that there is an influence and increase from the implementation of the "sorogan" method on historical understanding and awareness and getting a positive response from teachers and students, because the "sorogan" method is student-centered, and the teacher acts as tutorship/mentorship. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1285478 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to examine the influence of the "sorogan" method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the "sorogan" method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000<0.05, further strengthened by the results of the N-gain score test which was included in the criteria low and medium. This means that there is an influence and increase from the implementation of the "sorogan" method on historical understanding and awareness and getting a positive response from teachers and students, because the "sorogan" method is student-centered, and the teacher acts as tutorship/mentorship. |
|---|---|
| ISSN: | 2252-8822 |
