EFEKTIVITAS MEDIA PEMBELAJARAN INFOGRAFIS UNTUK MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH MENENGAH ATAS KELAS XI PADA MATA PELAJARAN SEJARAH

• Main Author: Muhammad Ilham Taufiqurrahman, (-) (Author)
• Format: Book
• Published: 2022-03-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/71738/8/S_KTP_1702702_Title.pdf; http://repository.upi.edu/71738/2/S_KTP_1702702_Chapter1.pdf; http://repository.upi.edu/71738/4/S_KTP_1702702_Chapter2.pdf; http://repository.upi.edu/71738/5/S_KTP_1702702_Chapter3.pdf; http://repository.upi.edu/71738/6/S_KTP_1702702_Chapter4.pdf; http://repository.upi.edu/71738/7/S_KTP_1702702_Chapter5.pdf; http://repository.upi.edu/71738/3/S_KTP_1702702_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; N Visual arts (General) For photography, see TR

This research is based on students' interest in learning history subjects which are low and unattractive according to research from Ulandari (2015) in the Policy Minutes of the Ministry of Education and Culture (2021) as many as 51% of students claimed not to be interested in taking History lessons and 77% of students stated that they were not active in History lessons. As well as starting a lot of graphic-based media used in various social media as a means or funnel of information to the wider community on social media. This is the background of researchers feeling the need to improve student learning conditions in history subjects. The learning media used in this study are infographic media in digital form and operated on computers, laptops or even smartphones. Attractive visualizations featuring a concise mix of colors, designs and information make this medium more efficient than other media. This study aims to improve student learning outcomes, especially in 3 (three) cognitive aspects of students, namely: remembering (C1), understanding (C2), and sorting (C3) in the history subject of class XI SMA in the material "Domination of Dutch Government in the Indies. ". In this study the authors used quantitative methods andcontrol group designs pretest and posttest, then to take research samples the authors used cluster random sampling technique or the number of samples already available (formed) from the school and assisted by the history subject teacher to select classes in his research. In this study, the authors found that the use of infographics learning media can improve student learning outcomes from the average initial value in the form of a pre test of 10.19 and posttest after being given treatment in the form of infographic learning media rose to 12.65 on average. In the aspect of remembering (C1), the students can recall historical materials, both characters, events and the year when something happened in the discussion of "Domination of the Dutch Government in the Indies". In the aspect of understanding (C2) students can understand an event and the characters involved after an incident that is interconnected with each other in the material "Domination of the Dutch Government in the Indies". In the aspect of sorting (C3) students can sequence events in a coherent manner the events that occurred during a certain time span in the material "Domination of the Dutch Government in the Indies". In general, the timeline infographic learning media is effective as an intermediary or assisting teachers in the subject of "Domination of Dutch Government in the Indies" because it can improve student learning outcomes in the three aspects: Remembering (C1), Understanding (C2), and Sequencing (C3). Keywords: Learning outcomes, infographics, timeline, history subjects, the domination of the Dutch government in the Indie