Kedisiplinan Belajar Peserta Didik dalam Pembelajaran Sejarah Daring di Masa Pandemi dengan Menggunakan Aplikasi Whatsapp Messenger

Tamara Dewi Ramadhani, Erlina Wiyanarti

Abstract


Government policies during the pandemic caused the learning process to turn online. This makes high school teachers, especially in history subjects, have to adjust the lesson plans to the learning media used for teaching. One application that is widely used to carry out online learning is Whatsapp Messenger. In practice, online learning is certainly different from offline learning. Teachers as those who facilitate and monitor students' learning activities will experience difficulties, such as seeing how disciplined students are. Discipline in learning is an important thing to have especially in the 21st century in the process of developing useful skills that can help students when they enter work. Therefore, the teacher designed a lesson plan that contained student learning discipline that they wanted to realize by using whatsapp messenger. This is the background of this research. This study aims to obtain an overview of student learning discipline attitudes, obstacles experienced by teachers and students, as well as what efforts are being made to overcome these problems. The subjects in this study were a history teacher and class X IPA 1 at SMAN 1 Talaga. The research method used is descriptive qualitative, while the data collection technique is done by interview, observation, and documentation study. The results of this study are teacher use the whatsapp messenger application quite optimally, because this can help to carry out history learning during the pandemic. The use of this application is also one of the driving factors that shape student discipline attitudes.

Keywords


Discipline Learning; History Learning; Online; Whatsapp Messenger

Full Text:

PDF

References


Abidah. (2020). Peran aplikasi wa sebagai media pembelajaran dalam mata kuliah metodologi penelitian. BIDAYAH, 11(1), 87-100

Afnibar, & N. D. F. (2020). Pemanfaatan whatsapp sebagai media komunikasi antara dosen dan mahasiswa dalam menunjang kegiatan belajar. Jurnal Komunikasi dan Penyiaran Islam, 11(1), 70-83

Apdelmi, A. (2019). Penerapan model pembelajaran listening team untuk disiplin siswa pada mata pelajaran sejarah di sma negeri 2 kerinci. HISTORIA: Jurnal Program Studi Pendidikan Sejarah, 4(1), 58-68.

Ayuningtyas, P. (2018). Whatsapp: Learning on the go. Metathesis: journal of English language, literature, and teaching, 2(2), 159-170.

Dahdal, S. (2020). Using the WhatsApp social media application for active learning. Journal of Educational Technology Systems, 49(2), 239-249.

Fathurrohman, Pupuh & Sutikno, M. S. (2010) Strategi belajar mengajar. Refika

Febriyanti, E., Kusmarni, Y., & Ma'mur, T. (2021). Kreativitas guru dalam mengembangkan media pembelajaran digital pada pembelajaran Sejarah daring (studi deskriptif terhadap guru Sejarah SMA di Kota Bandung). FACTUM: Jurnal Sejarah Dan Pendidikan Sejarah, 10(2), 147-154.

Ilyas, H. M. & Syahid, A. (2018). Pentingnya Metodologi Pembelajaran bagi Guru. Jurnal Al-Aulia, 4(1), 58-85

Kurniasari, A. dkk. (2020). Analisis efektivitas pelaksanaan belajar dari rumah (bdr) selama pandemi covid-19. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan dan Hasil Penelitian, 6(3), 1-8

La Hanisi, A., Risdiany, R., Dwi Utami, Y., & Sulisworo, D. (2018). The use of WhatsApp in collaborative learning to improve English teaching and learning process. International Journal of Research Studies in Educational Technology, 7(1), 29-35.

Marharjono, M. (2016). Peningkatan kedisiplinan dan prestasi belajar sejarah melalui pembelajaran kooperatif tipe Teams Games Tournament (TGT) SMA Negeri 1 Sewon. Ideguru: Jurnal Karya Ilmiah Guru, 1(2), 1-13.

Miles, M. B., & Huberman, A. M. (1992). Analisis data kualitatif: buku sumber tentang metode-metode baru. UI Press

Okviana, R. (2019). Pengaruh minat dan disiplin belajar terhadap prestasi belajar sejarah Indonesia. Herodotus: Jurnal Pendidikan IPS, 2(1), 54-65.

Putra, A. P. (2015). Pengaruh penerapan model blended learning terhadap prestasi belajar sejarah siswa. Candrasangkala: Jurnal Pendidikan dan Sejarah, 1(1), 44-57.

Putria, H., Maula, L. H., & Uswatun, D. A. (2020). Analisis proses pembelajaran dalam jaringan (daring) masa pandemi covid-19 pada guru sekolah dasar. Jurnal Basicedu, 4(4), 861-872

Rasidi, M. A., Hikmatullah, N., & Sobry, M. (2021). Hambatan guru dalam pembelajaran daring: studi kasus di kelas v min 2 kota mataram. Jurnal Ilmiah Pendidikan Dasar. 8(2), 159-174

Saripudin, D., & Darmawan, W. (2018). Developing learning media of indonesian history to raise students’ historical consciousness. The New Educational Review, 53(1), 163-176.

Sayan, H. (2016). Affecting higher students learning activity by using WhatsApp. European Journal of Research and Reflection in Educational Sciences Vol, 4(3), 88-93.

Sugiarto, A. P., Suyati, T. & Yulianti, P. D. (2019). Faktor kedisiplinan belajar pada siswa kelas x smk larenda brebes. Jurnal Mimbar Ilmu, 24(2), 232-238

Sulistyowati & Muslich, I. (2019). Pengaruh disiplin belajar siswa terhadap hasil belajar kelas vi min 3 mojokerto. MODELING: Jurnal Program Studi PGMI, 6(2), 186-195

Surachman, S., & Achdiyat, M. (2019). Kedisiplinan dan fasilitas belajar terhadap prestasi belajar sejarah Indonesia. Herodotus: Jurnal Pendidikan IPS, 2(2), 145-154.

Tjokro, S. L. (2009). Presentasi yang mencekam. Elex Media Komputindo

Triyono, B., & Pipit, U. (2017). Pembelajaran e-learning pendidikan vokasi. UNY Press

Tu’u, T. Peran disiplin pada prilaku dan prestasi siswa. PT. Gramedia Widia Sarana Indonesia

Yuliyantika, S. (2017). Analisis faktor-faktor yang mempengaruhi disiplin belajar siswa kelas X, XI, dan XII di SMA Bhakti Yasa Singaraja Tahun Pelajaran 2016/2017. Jurnal Pendidikan Ekonomi Undiksha, 9(1), 35-44.

Zulkanain, N. A., Miskon, S., & Syed Abdullah, N. (2020). An adapted pedagogical framework in utilizing WhatsApp for learning purpose. Education and Information Technologies, 25, 2811-2822.




DOI: https://doi.org/10.17509/factum.v11i1.45857

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Tamara Dewi Ramadhani