PENGALAMAN GURU SEJARAH DALAM MENGADAPTASI PEMBELAJARAN SEJARAH DI SMK NEGERI 7 JAKARTA

Eggles Dela Hulu, . (2014) PENGALAMAN GURU SEJARAH DALAM MENGADAPTASI PEMBELAJARAN SEJARAH DI SMK NEGERI 7 JAKARTA. Sarjana thesis, Universitas Negeri Jakarta.

	Text COVER (2).pdf Download (565kB)
	Text BAB I.pdf Download (293kB)
	Text BAB II.pdf Restricted to Registered users only Download (313kB) | Request a copy
	Text BAB III.pdf Restricted to Registered users only Download (782kB) | Request a copy
	Text BAB IV.pdf Restricted to Registered users only Download (253kB) | Request a copy
	Text DAFTAR PUSTAKA.pdf Download (195kB)
	Text LAMPIRAN.pdf Restricted to Registered users only Download (2MB) | Request a copy

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengalaman guru sejarah dalam mengadaptasi pembelajaran sejarah di SMK Negeri 7 Jakarta, khususnya mengenai bagaimana pengalaman mengajar membentuk pemahaman guru terhadap pembelajaran sejarah di SMK, memengaruhi keputusan pedagogis, serta direfleksikan setelah pelaksanaan pembelajaran. Penelitian ini dilatarbelakangi oleh karakteristik pembelajaran sejarah di SMK yang berlangsung dalam konteks pendidikan vokasi, dengan alokasi waktu yang terbatas dan karakteristik peserta didik serta program keahlian yang beragam. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus intrinsik. Data dikumpulkan melalui observasi nonpartisipan, wawancara semi-terstruktur, dan dokumentasi perangkat pembelajaran, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dilakukan melalui triangulasi sumber, triangulasi teknik, dan member check. Hasil penelitian menunjukkan bahwa pengalaman mengajar membentuk pemahaman guru terhadap karakteristik peserta didik dan pembelajaran sejarah di SMK. Pemahaman tersebut menjadi pertimbangan dalam menentukan keputusan pedagogis, meliputi perencanaan, pemilihan metode, media, bentuk penugasan, pengelolaan waktu, dan evaluasi pembelajaran. Dalam pelaksanaannya, guru mengadaptasi pembelajaran berdasarkan kondisi kelas, respons peserta didik, ketersediaan sumber belajar, dan tuntutan pembelajaran kejuruan. Guru juga menggunakan umpan balik peserta didik melalui lembar refleksi “Surat Cinta” untuk meninjau kembali praktik pembelajaran dan mempertimbangkan perbaikan pada pembelajaran berikutnya. Temuan penelitian menunjukkan bahwa pengalaman mengajar berfungsi sebagai sumber pengetahuan praktis yang digunakan guru untuk memahami kondisi pembelajaran, mengambil keputusan pedagogis, dan mengembangkan praktik pembelajaran melalui refleksi. Penelitian ini menyimpulkan bahwa pengalaman mengajar memiliki peran dalam proses adaptasi pembelajaran sejarah melalui keterkaitan antara pemahaman guru, keputusan pedagogis, pelaksanaan pembelajaran, dan refleksi terhadap praktik yang telah dilakukan. ***** This study aims to describe the experiences of a history teacher in adapting history instruction at SMK Negeri 7 Jakarta, particularly how teaching experience shapes the teacher’s understanding of history instruction in a vocational high school, influences pedagogical decisions, and is reflected upon after the implementation of instruction. This study was motivated by the characteristics of history instruction in vocational education, which is conducted within a vocational education context, with limited instructional time and diverse student characteristics and vocational programs. The study employed a qualitative approach using an intrinsic case study method. Data were collected through non-participant observation, semi-structured interviews, and documentation of instructional materials, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data collection, data condensation, data display, and conclusion drawing. Data validity was established through source triangulation, technique triangulation, and member checking. The findings show that teaching experience shapes the teacher’s understanding of students’ characteristics and history instruction in a vocational high school. This understanding serves as a consideration in making pedagogical decisions, including instructional planning, selection of methods, media, assignment formats, time management, and assessment. In practice, the teacher adapts instruction based on classroom conditions, student responses, the availability of learning resources, and the demands of vocational education. The teacher also uses student feedback through the “Surat Cinta” reflection sheet to review instructional practices and consider improvements for subsequent lessons. The findings indicate that teaching experience functions as a source of practical knowledge that the teacher uses to understand instructional conditions, make pedagogical decisions, and develop instructional practices through reflection. This study concludes that teaching experience plays a role in the process of adapting history instruction through the interrelationship among the teacher’s understanding, pedagogical decisions, instructional implementation, and reflection on the practices that have been carried out.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Abrar, M.Hum; 2). Dr. Fakhrudin, M.Si.
Subjects:	Sejarah Dunia > Sejarah
Divisions:	FIS > S1 Pendidikan Sejarah
Depositing User:	Eggles Dela Hulu .
Date Deposited:	11 Aug 2026 06:19
Last Modified:	11 Aug 2026 06:19
URI:	http://repository.unj.ac.id/id/eprint/69955

Actions (login required)

View Item