Learning History through Historical Movies: Bringing Living History into Classroom (original) (raw)
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https://www.ijrrjournal.com/IJRR\_Vol.8\_Issue.5\_May2021/IJRR-Abstract025.html, 2021
One of the goals of learning history is in addition to fostering historical awareness, it also introduces the concept of collective identity in students. Awareness of identity is very important for the life of the nation and state amidst the strengthening of globalization. Strengthening awareness of collective identity through historical education can use a local historical approach that contains local identities. Local history has a more contextual position from the student's point of view because it is closer to and around students. So that strengthening the understanding of local history is the initial stage that must be taken. Therefore, the use of historical learning media that utilizes local history material in schools is important. This study uses the first level Research and Development method, with a focus on designing learning product designs. The results showed that the design of learning media for historical documentary films with the material of the Implementation of Ethical Policies through Colonization Policies in Metro Lampung was by the core competencies and basic competencies in the 2013 Curriculum. The results of validation by stage 1 material experts were 59.3% with the criteria "Eligible", the second stage material expert was 93.3% with the criteria "Very Appropriate", while the results of the validation of the 1st stage design expert were 76.6% with the "Proper" criteria, the 2nd stage design expert was 88.6% with the criteria "Very Feasible". The results of the responses of students to the design of learning media were 88.4% (Very Feasible). It was concluded that the learning media in the form of a historical documentary film with the material of Ethical Policy Implementation through Colonization Policy in Metro Lampung deserves to be tested as a historical learning medium to strengthen students' understanding of local history in high schools.
Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018), 2019
This paper is based on the negative phenomenon of national identity problems such as; people berate the president, even though Indonesian people in ancient times were known for their mutual respect for each other. History learning is one way to restore national identity; history learning is not attractive to students because teachers do not utilize multimedia in learning. This paper aims to analyze the characteristics of teacher activities, learning materials and student activities in a multimedia-based history learning model. The discussion is: (1) characteristic of teacher activities include: (a) integrated learning devices historical sites, (b) contextual learning based on android integrated nationality-based character education, (c) Utilization of used goods as creative media animation, (d) Field studies to historical sites (2) Material characteristics include: (a) organizing learning material chronologically, (b) Presentation of learning material through LCD media (c) Presentation of material delivered by creative multimedia, (3) characteristic of student activities, namely (a) field studies to historical sites, (b) role playing movements, (c) android-based online learning.
The use of films on history education in primary schools: Problems and suggestions
Procedia - Social and Behavioral Sciences, 2010
The use of films has a very important place among the alternative teaching tools, which can be used for achieving effective learning by helping to gather students' interest for the learning material. For the effective use of films on history education as an additional tool and avoiding possible harmful effects on students by the misuse, primarily the teachers should be educated for efficiency on the use of films as an educational tool. In this frame, teachers should be able to both reinforce learning and enhance critical thinking skills of their students by additional learning activities carried out before and after the film use.
Learning History for Curriculum Development with Digital Learning Media in the 21ST Century
2021
Education is a crucial aspect of survival. Education is a system consisting of several components that can influence and determine. In the education field, history needs to be taught to introduce humanities, space, society, and the relation between the present and the past. In the globalization era, to make a good education, there should be an innovation, such as digital media, to create the curriculum. The method used in the study is the qualitative description and literature review from 20 journal articles with publication years in 2019-2021. The result of the study is that the high school student's interest in learning history is still reduced because of the learning media. Based on the results obtained, it is expected to provide information about learning history for curriculum development with digital media in the 21st century. This research was conducted at SMA Wachid Hasyim 5 Surabaya using data collection techniques through observation and interview. This study aims to provide the latest innovations in historical learning in the 21st century based on existing problems. The researcher focuses on how teachers can apply digital learning methods to students in the 21st century to become better in the future. The development of science and technology in the 21st century is overgrowing to provide a positive supply to students. Several recommendations can be submitted related to improving motivation and learning outcomes of history through digital media learning models. This advice is intended for interested parties in education: the Ministry of Education and Teachers. The research has limitations, which are limited to curriculum development on learning history with digital media in the 21st century.
European Journal of Engineering and Technology Research
In secondary education, the diffusion and assimilation of knowledge should be achieved through a student-centered approach and facilitated, enriched and strengthened by the use of technological means and game-based approaches.In particular, the cultivation of historical thinking and the formation of historical consciousness by focusing on the essential parts of history and by promoting a critical approach to events can be considerably enhanced by the use of modern technologies. In this paper, we present the design and creation of an educational scenario that incorporates various contemporary teaching-learning activities and exploits modern technologies and approaches.The scenario focuses on the history course of the 2nd grade of junior high school, which includes Byzantine and Medieval History. The students expand their knowledgeby covering various diverse aspects of this important period. Through the evaluation of the process by expertswereceived encouraging and positive feedback a...
Interactive Digital Environment For Learning Historical Events
Proceedings of the 15th International Conference for Informatics and Information Technology (CIIT 2018), Bistra, Mavrovo, Macedonia, 2018 – presented at the conference as a student paper, 2018
The purpose of this paper is to outline the process of building a 3D environment depicting historical events with the intent to be used for educational reasons, while the primary assignment was to create a virtual representation of one of the exhibition rooms in the Museum of The Macedonian Struggle in Skopje. By developing this kind of virtual environment, students, as well as enthusiasts, can further their knowledge in specific points in history and grow their interests accordingly. The making of the 3D room required several skills and tools, such as the design of the objects, the real-time rendering of the scene and the definition of the ruleset for the user interface. The human models, along with their clothes and accessories, were recreated based on previously acquired reference images, in Autodesk Maya, a 3D computer graphics software. In this instance, the models were made to represent two historical figures from Macedonian history; Miss Ellen Stone, an American missionary sent to the Balkans, and Jane Sandanski, the leader of the Macedonian Revolutionary Organization. Furthermore, to tell the story of the Miss Stone Affair of 1901 in a more engaging way, the team created an interactive animation that covers the summary of the event from the perspective of Miss Ellen Stone. Apart from the audiovisual context of the 3D room, the virtual scene is filled with facts and information regarding the event. A fraction of that information is displayed directly through the various interactive objects such as the books, magazines and pictures. On the other hand, additional information can be gained through pop ups that are activated by navigating closer to their designated objects. To achieve this level of interaction, the team had to use assets from the popular game development platform Unity. By going through an educational virtual experience of this kind, the user can delve deeper into the matter of interest and undergo the process of learning in a new and easily accessible way.
Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019, 2019
History lessons are often associated with traditional and static methods of teaching and learning. Therefore, this concept paper attempts to highlight the ways of multimedia aspect that can be used as a research material and interesting transformation for the field of History. Teaching and learning History can use four techniques, namely tutorials, exploration, communication and applications. These four techniques can use Portal and Forum Rules, You-tube, CD-ROMs, History databases, word processing, presentations and using virtual libraries. Information and communication are intimately connected with one another. The diversity of these multimedia-based techniques is an extension of its application in all fields and everyday life, especially in the education system. Electronic learning introduced in schools is one of the most relevant transformations and creates encouraging interaction between students and teachers and among students themselves. Multimedia-based teaching and learning is one of the latest trends to enhance interactive skills among students and erode the perception of some who say that learning history is passive and boring. Multimedia directly encourages students to find out more information than what's in the textbook. More interesting pictures or images and sounds can steal students' attention and can encourage students to research, explore and increase their knowledge and understanding.
EDUTEC : Journal of Education And Technology
The purpose of this study is to increase students' historical awareness through the application of film media in history learning. This research will be conducted with the main focus on the use of historical-themed commercial films in increasing historical awareness at SMAN 50 JAKARTA. The research will be conducted from February to May 2022. The method used in this research is descriptive qualitative. The data analysis technique used is descriptive qualitative through three paths, namely (1) data reduction, (2) data presentation, and (3) drawing conclusions. Data collection methods were carried out through in-depth interviews, participatory observations, documentary materials, as well as new methods such as visual methods and internet search methods. Informants in this study were history teachers at SMA NEGERI 50 JAKARTA and students, secondary data contained in learning tools. The results of this study become recommendations for teachers so that students have the ability to pr...
Historical Consciousness and Historical Media: A History Didactical Approach to Educational Media
Education Inquiry, 2015
This paper presents a theoretical approach to analysing educational media using the concept of historical consciousness. The concept of historical consciousness is defined and operationalised and its relevance for analysis of historical media is discussed. One aspect of the theoretical framework proposed is then applied in an analysis of a history textbook account. The analysis finds that while the framework may be applied in analysis of textbooks, its results regarding historical consciousness are tentative and in need of further investigation from the perspective of how its users perceive and appropriate the textbook account. Still, it is argued that the framework proposed may be useful since it specifies how a historical consciousness may be manifested and what methodological approaches that can be used when analysing it.