URGENSI STRATEGI PEMBELAJARAN BERBASIS PENGALAMAN DALAM PEMBELAJARAN PENDIDIKAN SEJARAH
DOI:
https://doi.org/10.15294/sosiolium.v7i1.17575Keywords:
pendidikan sejarah , Strategi Pembelajaran , Strategi pembelajaran berbasis pengalamanAbstract
Experience-based learning strategies are a relevant innovative approach in history education because they are able to provide more contextual and meaningful learning experiences. This article aims to explore the urgency of implementing experience-based learning strategies in history learning. This research uses descriptive qualitative methods with a case study approach in high schools in the Yogyakarta area. Data was obtained through observation, interviews with history teachers, and document analysis. The research results show that experience-based learning strategies, such as simulations, visits to historical sites, and collaborative projects, are able to increase students' interest in learning, understanding of history, and strengthening character values such as nationalism and empathy. However, the implementation of this strategy still faces several obstacles, such as limited facilities, time and policy support. This article emphasizes the importance of support from educational institutions in providing facilities and teacher training to optimize experience-based strategies. By implementing this strategy effectively, history learning not only focuses on transferring knowledge, but is also able to build student involvement and increase their awareness of the importance of history in today's life.
References
Amir, M., Muris, and M. Arsyad. 2015. “Pengembangan Perangkat Pembelajaran Berbasis Pengalaman Pada Peserta Didik Kelas XI IPA SMA Negeri 9 Pinrang.” Jurnal Sains Dan Pendidikan Fisika (JSPF) 11(3):202–13. doi: https://doi.org/10.35580/jspf.v11i3.1756.
Arvianto, Faizal, Winda Dwi Hudhana, Rosita Rahma, Nurnaningsih Nurnaningsih, and Sarwiji Suwandi. 2023. “Menyiapkan Mahasiswa Abad 21 Menghadapi Era Vuca (Volatility, Uncertainty, Compelxity, & Ambiguity) Melalui Pendekatan Berbasis Pengalaman.” Lingua Rima: Jurnal Pendidikan Bahasa Dan Sastra Indonesia 12(1):43–56. doi: 10.31000/lgrm.v12i1.8074.
Hanip, Rival, Eva Nirtha, and Andika Wahyudiono. 2023. “Implementation of Experiential Learning in Social Studies Courses at Musamus University.” Inventa: Jurnal Pendidikan Guru Sekolah Dasar 7(2):161–66. doi: https://doi.org/10.36456/inventa.7.2.a8001.
Herwani, Herwani. 2023. “Peran Guru Dalam Meningkatkan Keaktifan Siswa Di Kelas.” ILJ: Islamic Learning Journal 1(4):969–81. doi: 10.54437/iljjislamiclearningjournal.v1i4.1272.
Puspitowati, Pipit. 2019. “Penerapan Model Pembelajaran Berbasis Pengalaman (Experiential Learning) Dengan Menggunakan Media Gambar Dalam Pembelajaran Menulis Karangan Deskripsi Pada Siswa Kelas IV MI Riyadlatul Uqul.” Linguista: Jurnal Ilmiah Bahasa, Sastra, Dan Pembelajarannya 3(2):120–32. doi: 10.25273/linguista.v3i2.5734.
Regina Indri Rembang, Alfonds A. Maramis, and Fanny Nanlohy. 2023. “Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Hasil Belajar Siswa Pada Materi Ekosistem Di Kelas X SMA Negeri 2 Tondano.” Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa Dan Matematika 1(6):169–79. doi: 10.61132/arjuna.v1i6.315.
Ridwan, Irwan Muhammad, and Rahmat Rizal. 2019. “Penerapan Model Pembelajaran Berbasis Pengalaman Untuk Meningkatkan Pemahaman Konsep Ssiswa.” Journal of Teaching and Learning Physics 4(1):21–27. doi: https://doi.org/10.15575/jotalp.v4i1.3697.
Riyanti, Desy Dwi, and Siti Rochmiyati. 2023. “Penerapan Model Pembelajaran Berbasis Pengalaman (Experiental Learning) Dalam Pembelajaran Menulis Teks Deskripsi Pada Siswa Kelas 4 SD Negeri Pleret Kidul.” Pendas: Jurnal Ilmiah Pendidikan … 08(03):4494–4504. doi: https://doi.org/10.23969/jp.v8i3.11050.
Yusup, Meri, and Andi Suhandi. 2016. “Pengaruh Penerapan Pembelajaran Berbasis Pengalaman Menggunakan Percobaan Secara Inkuiri Terhadap Peningkatan Keterampilan Proses Sains Siswa Sekolah Dasar Pada Pembelajaran IPA.” Jurnal Pendidikan Dasar 8(2):211–16. doi: https://doi.org/10.17509/eh.v8i2.5144.
