Historical Learning in Border of Indonesia-Timor Leste
Learning history that is taught in schools has a strategic position in shaping the character and civilization of a dignified nation and in the formation of Indonesian man who has a sense of nationality and love of the country. By studying history at school it is hoped that students will get national...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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International journal of multicultural and multireligious understanding
2018-05-01
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| Series: | International Journal of Multicultural and Multireligious Understanding |
| Online Access: | https://ijmmu.com/index.php/ijmmu/article/view/222 |
| Summary: | Learning history that is taught in schools has a strategic position in shaping the character and civilization of a dignified nation and in the formation of Indonesian man who has a sense of nationality and love of the country. By studying history at school it is hoped that students will get national insight which will be a milestone in the creation of nationalism and social solidarity. The type of this research is descriptive qualitative. Data completion technique used is interview, observation and document study. Once the data is collected, the data will be validated by means of triangulation. Data analysis technique used is interactive model. Results of this study show that in public high school 1 Malaka Timur in Indonesia-Timor Leste, still using Education Unit Level Curriculum (KTSP) and in teaching history, teachers always use Lecture, Discussion and Questioning Methods. Before implementing the teacher's learning starts first. Competency Standards & Basic Competencies, introductory methods, lesson plans, and instructional media. Implementation of learning consists of three stages, namely, initial activities, core activities (exploration, elaboration, confirmation), and end activities. |
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| ISSN: | 2364-5369 2364-5369 |