STRATEGI PEMBELAJARAN SEJARAH MASA PANDEMIK DI SMAN 3 CIMAHI (Studi Deskriptif Kualitatif di kelas XII IPA 7 SMAN 3 Cimahi)

• Main Author: Natasa Elnimenta Br Ginting, - (Author)
• Format: Book
• Published: 2022-01-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/71567/1/S_SEJ_1703394_Title.pdf; http://repository.upi.edu/71567/2/S_SEJ_1703394_Chapter1.pdf; http://repository.upi.edu/71567/3/S_SEJ_1703394_Chapter2.pdf; http://repository.upi.edu/71567/4/S_SEJ_1703394_Chapter3.pdf; http://repository.upi.edu/71567/5/S_SEJ_1703394_Chapter4.pdf; http://repository.upi.edu/71567/6/S_SEJ_1703394_Chapter5.pdf; http://repository.upi.edu/71567/7/S_SEJ_1703394_Appendix.pdf
• Keywords: D History (General); L Education (General)

Penelitian ini berjudul "Strategi Pembelajaran Sejarah Masa Pandemi Di SMAN 3 Cimahi (Studi Deskriptif Kualitatif di kelas XII IPA 7 SMAN 3 Cimahi)". Setelah kurang lebih dua tahun pandemi yang diakibatkan oleh Virus Corona atau COVID-19 (Corono Virus Desese-2019) pemerintah mulai mengurangi kebijakan pembatasan sosial (social distancing) hingga pemberlakuan pertemuan tatap muka (PTM) terbatas. Guru menyadari bahwa Peserta didik sudah mulai jenuh mengikuti pembelajaran daring. Dalam pembelajaran sejarah di kelas XII IPA 7 SMAN 3 Cimahi, guru menerapkan strategi hybrid learning. Strategi hybrid learning diterapkan sebagai langkah guru dalam memberikan kesempatan bagi peserta didik untuk mengikuti kelas daring dan luring secara bergantian. Media pembelajaran khususnya berbasis Information dan communication technology (ICT) yang digunakan oleh guru dalam penerapan strategi menjadi pendukung dalam jalannya kegiatan belajar mengajar. Adapun fitur aplikasi yang digunaka sebagai media pembelajaran seperti Zoom meeting, Whatsapp, Google Clasroom dan Google Form. Dari penelitian diharapkan dapat menggambarkan cara guru sejarah dalam menerapkan strategi hybrid learning di kelas XII IPA 7 SMAN 3 Cimahi. penelitian ini menggunakan metode penelitian deskriptif dan teknik pengumpulan datanya diperoleh melalui kegiatan wawancara, observasi dan studi dokumentasi. Dari hasil penelitian dapat diketahui dalam penerapan strategi guru mendapatkan kendala dalam diri sendiri maupun dari peserta didik namun solusinya dapat diselesaikan oleh guru dengan bantuan wali kelas dan orangtua. Dibalik kendala terdapat juga faktor pendukung yang menguatkan guru dalam penerapan strategi saat kegiatan pembelajaran seperti fasilitas lengkap berbasis Information dan communication technology (ICT) yang disediakan oleh sekolah. This research is titled "Pandemic History Learning Strategy in SMAN 3 Cimahi (Qualitative Descriptive Study in class XII IPA 7 SMAN 3 Cimahi)". After approximately two years of pandemic caused by coronavirus or COVID-19 (Corono Virus Desese-2019) the government began to reduce the policy of social restrictions (social distancing) until the implementation of face-to-face meetings (PTM) was limited. Teachers realize that learners have begun to saturate following online learning. In history learning in class XII IPA 7 SMAN 3 Cimahi, teachers apply hybrid learning strategies. Hybrid learning strategies are applied as a step by teachers in providing opportunities for learners to take online and offline classes in turn. Learning media, especially based on Information and communication technology (ICT) used by teachers in the application of strategies to be a supporter in the course of teaching and learning activities. The application features are used as learning media such as Zoom meeting, Whatsapp, Google Clasroom and Google Form. From the research is expected to illustrate the way history teachers in implementing hybrid learning strategies in class XII IPA 7 SMAN 3 Cimahi. This research uses descriptive research methods and data collection techniques are obtained through interview activities, observation and documentation studies. From the results of research can be known in the application of teacher strategies get obstacles in themselves and from learners but the solution can be solved by teachers with the help of classroom guardians and parents. Behind the constraints there are also supporting factors that strengthen teachers in the application of strategies during learning activities such as complete information-based facilities and communication technology (ICT) provided by schools.