Autor: Agung Sutimin, Leo - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Development of Portfolio Assessment to Measure the Student’s Skill of Using Primary Source Evidence
Autorzy:: Ningsih, Tri Zahra
Sariyatun, -
Agung Sutimin, Leo
Powiązania:: https://bibliotekanauki.pl/articles/1967695.pdf
Data publikacji:: 2019-06-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: portfolio assessment
historical thinking
using primary source evidence
Opis:: 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 The developed portfolio assessment can be used to depict the student’s skills to organize information from historical documents or other written resources, and then reconstruct it as historical narratives.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.
Źródło:: The New Educational Review; 2019, 56; 101-113
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: The Development of Deconstructive Learning History Model to Promote the Higher Order Thinking Skill of University Students
Autorzy:: Sariyatun, -
Joebagio, Hermanu
Humin, M.
Abid, Nur Fatah
Sutimin, Leo Agung
Powiązania:: https://bibliotekanauki.pl/articles/1972187.pdf
Data publikacji:: 2018-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: higher order thinking skill
learning history
learning model
deconstructive
Opis:: 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.
Źródło:: The New Educational Review; 2018, 51; 19-29
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

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