PENERAPAN PENUGASAN MELALUI MEDIA INFOGRAFIS PADA MATA PELAJARAN SEJAFAH DI SMA NEGERI 33 JAKARTA

KARINA AZ ZAHRA, ... (2025) PENERAPAN PENUGASAN MELALUI MEDIA INFOGRAFIS PADA MATA PELAJARAN SEJAFAH DI SMA NEGERI 33 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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	Text BAB I PENDAHULUAN.pdf Download (460kB)
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Abstract

Penelitian ini bertujuan untuk mengetahui penerapan penugasan melalui media infografis pada mata pelajaran sejarah di SMA Negeri 33 Jakarta. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas 10 informan, yaitu peserta didik dari kelas XI F5, serta satu Informan kunci, yaitu guru mata pelajaran sejarah, yang didukung oleh satu informan pendukung, yakni wakil kepala sekolah bidang kurikulum. Teknik pengeumpulan data dilakukan melalui observasi, wawancara, serta dokumentasi. Untuk menjamin keabsahan data, penelitian menerapkan metode validasi berupa trigulasi data dan peningkatan ketekunan. Adapun teknik analisis data mencakup proses pengumpulan data, reduksi data, penyajian data, serta menggambarkan kesimpulan dan verifikasi. Hasil penelitian ini menunjukkan bahwa penerapan penugasan melalui media infografis pada mata pelajaran sejarah di SMA Negeri 33 Jakarta meliputi tahap perencanaan, pelaksanaan, dan refleksi pembelajaran. Media ini diterapkan pada materi Proklamasi Kemerdekaan, khususnya membahas peristiwa Rengasdengklok. Pada tahap perencanaan, guru menyiapkan perangkat ajar seperti modul pembelajaran, bahan ajar, serta lembar Kerja Peserta Didik (LKPD). Tahap pelaksanaan dibagi ke dalam tiga bagian, yaitu kegiatan pendahuluan, kegiatan inti, dan penutup. Dalam kegiatan inti, guru mengikuti enam sintaks model ajar project based learning yang dikemukakan oleh Sri yaitu: Memberikan pertanyaan mendasar, perencanaan penugasan proyek infografis, penyusunan jadwal penugasan proyek infogratis, mengawasi dan membimbing penugasan proyek infografis, mempresentasikan hasil penugasan proyek infografis, dan evaluasi hasil penugasan proyek infografis. Tahap refleksi dilakukan dengan pemberian umpan halik secara langsung untuk mengevaluasi kelebihan dan kekurangan proses pembelajaran dari sudut pandang guru maupun peserta didik. Kelebihan Penerapan penugasan melalui media infografis pada mata pelajaran sejarah di SMA Negeri 33 Jakarta yaitu, membantu memahami meteri pelajaran, peserta didik lebih kreatif, dan peserta didik lebih aktif. Namun demikian, kekurangan yang ditemukan seperti kurangnya partisipasi beberapa peserta didik dalam proyek kelompok, membutuhkan waktu yang lama, dan kesulitan guru dalam penilaian infografis. mas Kata Kunci : Infografis, Penerapan. Pelajaran Sejarah ***** This study aims to determine the application of assignments through infographic media in history subjects at SMA Negeri 33 Jakarta. This study uses a qualitative approach with a descriptive method. The subjects of the study consisted of 10 informants, namely students from class XI F5, and one key informant, namely the history subject teacher, supported by one supporting informant, namely the vice principal for curriculum. Data collection techniques were carried out through observation, interviews, and documentation. To ensure the validity of the data, the study applied a validation method in the form of data triangulation and increased perseverance. The data analysis technique includes the process of data collection, data reduction, data presentation, and describing conclusions and verification. The results of this study indicate that the implementation of assignments. through infographic media in history subjects at SMA Negeri 33 Jakarta includes the stages of planning, implementation, and reflection of learning. This media is applied to the material of the Proclamation of Independence, specifically discussing the Rengasdengklok incident. In the planning stage, teachers prepare teaching tools such as learning modules, teaching materials, and Student Worksheets (LKPD). The implementation stage is divided into three parts, namely preliminary activities, core activities, and closing. In the core activities, teachers follow the six syntax of the project-based learning teaching model proposed by Sri, namely: Providing basic questions, planning infographic project assignments, preparing infographic project assignment schedules, supervising and guiding infographic project assignments. presenting the results of infographic project assignments, and evaluating the results of infographic project assignments. The reflection stage is carried out by providing direct feedback to evaluate the strengths and weaknesses of the learning process from the perspective of both teachers and students. The advantages of implementing assignments through infographic media in history subjects at SMA Negeri 33 Jakarta are, helping students understand the subject matter, increasing creativity, and making students more active. However, shortcomings were found, such as the lack of participation of some students in group projects, the need for a long time. and difficulties for teachers in assessing infographics Keywords: Infographic, Implementation, History Lessons

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Nur’aeni Marta, S.S., M.Hum. ; 2). Dr. Djunaidi, M.Hum.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan
Divisions:	FIS > S1 Pendidikan Sejarah
Depositing User:	Users 29563 not found.
Date Deposited:	09 Aug 2025 06:47
Last Modified:	09 Aug 2025 06:47
URI:	http://repository.unj.ac.id/id/eprint/58403

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