Penerapan Strategi Pembelajaran Aktif tipe Gallery Walk untuk Meningkatkan Keterampilan Berpikir Kronologis Siswa dalam Pembelajaran Sejarah (Penelitian Tindakan Kelas XI Bahasa SMAN 10 Bandung)

• Main Author: Nurul Aini Wijayanti, - (Author)
• Format: Book
• Published: 2019-01-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/48993/1/S_SEJ_1400355_Abstract.pdf; http://repository.upi.edu/48993/2/S_SEJ_1400355_Title.pdf; http://repository.upi.edu/48993/3/S_SEJ_1400355_Table_of_content.pdf; http://repository.upi.edu/48993/4/S_SEJ_1400355_Chapter%201.pdf; http://repository.upi.edu/48993/6/S_SEJ_1400355_Chapter%202.pdf; http://repository.upi.edu/48993/5/S_SEJ_1400355_Chapter%203.pdf; http://repository.upi.edu/48993/7/S_SEJ_1400355_Chapter%204.pdf; http://repository.upi.edu/48993/8/S_SEJ_1400355_Chapter%205.pdf; http://repository.upi.edu/48993/9/S_SEJ_1400355_Bibliography.pdf; http://repository.upi.edu/48993/11/S_SEJ_1400355_Appendix1.pdf; http://repository.upi.edu/48993/12/S_SEJ_1400355_Appendix2.pdf; http://repository.upi.edu/48993/13/S_SEJ_1400355_Appendix3.pdf; http://repository.upi.edu/48993/14/S_SEJ_1400355_Appendix4.pdf; http://repository.upi.edu/48993/10/S_SEJ_1400355_Bibliography.pdf
• Keywords: D History (General); L Education (General)

Latar belakang penelitian ini adalah rendahnya keterampilan berpikir kronologis siswa yang ditandai dengan kesulitan dalam memahami konsep waktu serta kesulitan menyajikan data dalam bentuk narasi sejarah. Tujuan penelitian ini adalah untuk meningkatkan keterampilan berpikir sejarah dalam pembelajaran sejarah, khususnya keterampilan berpikir kronologis dengan menerapkan strategi pembelajaran aktif tipe Gallery Walk yang telah dimodifikasi serta disesuaikan berdasarkan indikator penelitian. Berhubungan dengan metode, penelitian ini menggunakan desain penelitian tindakan kelas model Kemmis dan Mc.Taggart yang meliputi 4 proses: perencanaan, pelaksanaan, pengamatan dan refleksi. Data penelitian disajikan dalam bentuk analisis deskriptif dengan teknik pengumpulan data yang digunakan ialah observasi, wawancara, studi dokumentasi serta instrumen penelitian berupa lembar observasi, pedoman wawancara, dan catatan lapangan. Berdasarkan pengamatan, terdapat peningkatan bervariasi terhadap indikator nerpikir kronologis siswa, indikator (1) mengidentifikasi awal, tengah, akhir, suatu peristiwa mengalami peningkatan tertinggi dan tercepat. Sementara itu, pada indikator (2) Memamparkan perkembangan suatu peristiwa sejarah dan (3) Menjelaskan kontinuitas serta perubahannya meningkat secara bertahap. Kesimpulannya, peningkatan ketiga indikator dimulai pada siklus I hingga mencapai puncaknya pada siklus III dengan presentase nilai 'Sangat Baik'. Selanjutnya, diharapkan penelitian ini dapat sebagai acuan untuk dilakukan sebuah penelitian selanjutnya yang berkaitan dengan penerapan strategi Gallery Walk maupun keterampilan berpikir kronologis dalam pembelajaran sejarah.; The background of this research is the students chronological thinking skill are low which is characterized by difficulties in understanding the concept of time and the difficulty of presenting data in the form of historical narratives. The purpose of this research is to improve historical thinking skills in history learning, especially chronological thinking skill by implementing a active learning strategies, Gallery Walk type which is has been modified and adjusted based on selected research. In related to methods, this study used Kemmis and Mc.Taggart design of classroom-based action research which is involved four process: planning, implementation, observing, and reflection. Research data is presented in the form of descriptive analysis with data collection techniques used are observation, interviews, documentation studies and research instruments are teacher and students observation form, interview guidelines, and field notes. Based on observations, there are varied improvements on indicator of students' chronological thinking skills, the (1) Identifying the beginning, middle and end of events indicator has the highest and fastest improvement. While the indicators (2) Interpreting data and explaining the relation of events, (3) Explained the development, continuity, and changes of a historical event are gradually increase. In conclusion, the increase began in the first cycle to reach its peak in the third cycle with a percentage value of 'Outstanding'. Furthermore, it is hoped that this research can be used as a reference for further research related to the application of Gallery Walk strategies and chronological thinking skills in historical learning.