The Influence of Outdoor Study
Method in Social Studies Learning at Subang Museum on Historical Awareness and
Patriotism
Much Luthfi Fauzan Nugraha1*, Mamat
Ruhimat2, Erlina Wiyanarti3
Universitas Pendidikan
Indonesia, Bandung, West Java, Indonesia1,2,3
Email: muchluthfi[email protected]1, [email protected]2, [email protected]3
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ABSTRACT |
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Outdoor Study, Social Studies Learning, Subang
Museum, Historical Awareness,
Love for the Fatherland. |
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This study assesses the
impact of outdoor learning methods at Subang Museum on the historical
consciousness and patriotism of eighth-grade students from SMPN (State Junior High School) 1 Subang, utilizing a quasi-experimental design with an experimental
and control class comprising 33 students from class 8F. Data collection involved pre-tests, post-tests, questionnaires, observation, and documentation, with statistical analyses including normality tests, homogeneity tests, mean difference
tests, N-Gain score tests, and observation
data tests, each briefly explained for clarity. Results demonstrate a significant increase in post-test scores for historical consciousness (50 to 75) and patriotism (49 to 74), with a significant difference observed between experimental and control groups in post-test results, despite an overall
lack of statistical significance. These findings suggest that outdoor learning positively influences students' historical awareness and love for their
homeland, with implications for educational practices and future research
directions emphasizing the potential benefits of outdoor
learning in fostering historical consciousness and patriotism. |
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INTRODUCTION
Successful learning becomes the teacher's dream
in every learning process at school.
According to Feiyue
To succeed in the learning process, teachers must prepare
a good learning design and create
a unified system between schools, teachers and students.
Learning design is a work procedure
used in the learning process so that the
learning can be carried out
as well as possible and produce good
outputs. The work procedure consists of analysis, planning,
development, implementation
and evaluation
Learning design has a scientific foundation of learning
theory, which includes behavioristic learning theory, cognitive learning theory, humanistic learning theory and constructivist learning theory. Learning theory contains a structured set of principles about
how individuals learn and acquire
new knowledge and skills. Behavioristic
learning theory explains how external
roles and their impact change
one's behaviour, while cognitive learning theory holds that learning
is an active
mental process to acquire, remember, and use knowledge;
humanistic learning theory is a learning
theory that uses a motivational approach that emphasizes
personal freedom, choice-making,
self-determination, and
individual growth. Finally,
constructivist learning theory is an
approach that emphasizes the need for one's
mental processes to be actively involved
in the learning process and building
knowledge. In addition, learning design is also influenced
by learning theory, which contributes
to studying the conditions needed to support
the learning process effectively. In other words, learning
theory always focuses on how
conditions can make the student
learning process more optimal and meaningful
The culmination of previous research underscores the pivotal role of
effective learning in educational settings, as elucidated by Feiyue
(2022) and Diep et al. (2017). Success in learning hinges on various
factors such as effectiveness, efficiency, and engagement. Effectiveness entails achieving predetermined learning objectives, while efficiency involves optimizing learning outcomes with minimal time and resources. Moreover, an engaging
learning environment fosters student motivation and active participation. To achieve these goals,
educators must meticulously craft learning designs that encompass analysis, planning, development, implementation, and evaluation, as advocated by Cai et al. (2018), Hanafi et al. (2020), Mudlofir (2021), and Widjaja
& Aslan (2022). As articulated by Suparman (2014), the essence of learning
design lies in guiding students systematically through the learning process,
thereby enhancing their abilities. This sentiment is echoed by
Banathy, who emphasizes the dynamic interaction between students and their learning
environment to attain desired learning outcomes. Furthermore, learning design draws upon
foundational theories of learning, including
behavioristic, cognitive, humanistic, and constructivist perspectives, which collectively shape instructional methodologies and foster meaningful learning experiences. A synthesis of research
findings shows that an integrated
approach to learning design, grounded in theoretical frameworks and informed by empirical
evidence, is indispensable for promoting successful learning outcomes in educational settings.
The theme of this
study is to examine "The Influence of Outdoor Study Method in Social Studies Learning at Subang Museum on Historical Awareness and Love for the
Fatherland". The next section reviews the concepts and
theories based on the available
literature, especially books and articles
published in various scientific journals. The goal is to
strengthen this research.
METHODS
The approach utilized
in this research employs quantitative methods through a quasi-experimental
design. Sugiyono
The rationale behind
adopting this quasi-experimental quantitative approach is to gauge the
influence of the Outdoor Study method on social studies learning at the Subang
Museum within the experimental group, juxtaposed with a simulation learning
model applied in the control group within the classroom context. The aim is to
ascertain disparities in students' historical awareness and patriotism between
the two groups, subsequently subjecting the data to statistical analysis,
specifically the T-Test.
The chosen design, a Nonequivalent Control Group Design, signifies that the
control group doesn't receive the specialized treatment allocated to the
experimental group. Nevertheless, both groups undergo pre-test and post-test
assessments, albeit without random selection.
RESULTS
Differences in pre-test and post-test
results related to students' Historical
Awareness in social studies learning in class Experiments with the Outdoor
Study method at Subang
Museum
Social Science (IPS) learning with the material "Nationalism and National Identity" is an important part
of the educational
curriculum. IPS learns about how to
study the resistance efforts of the
Indonesian nation so that it can
realize the aspired independence. In this study, the material "Nationalism and National Identity" discusses analyzing the geographical
influences that caused the arrival
of Western nations to Indonesia. The arrival of the
nation became the beginning of
colonialism and imperialism that tormented the Indonesian people. You will analyze the influence
of colonialism and imperialism from various points
of view, ranging from social,
economic, political, cultural, and other
perspectives. In the next section, you
will study the equitable development process after Indonesia's
independence to overcome various problems or conflicts
due to differences
in interests and achieve social integration in the Indonesian state.
This learning is expected
to provide students with an
understanding of Historical Awareness. Social studies learning in this study was designed by
applying the outdoor study method in social studies learning at the
Subang Museum, which can influence deeper historical awareness in each student.
After calculating the score, hypothesis testing related to students'
historical awareness in the experimental class resulted in a difference between pre-test and post-test
scores. The results of these calculations
are described in the following table:
Table 1. Pre-test and post-test results
related to students' Historical Awareness in the Experimental Class
|
N |
Score Range |
Pre-test |
Post-test |
||
|
33 |
0-100 |
Average |
S.B |
Average |
S.B |
|
50 |
12,2 |
75 |
9,1 |
||
Based on the pre-test
average score of students' historical
awareness ability in the table above,
the average pre-test score obtained a value of 50 with a standard
deviation of 12.2. In contrast, the average
post-test score was 75, with a standard deviation of 9.1. Before carrying out the
paired sample t-test to see
the effect, an assumption test
is carried out, namely the
normality test. The following are the results of the
pre-test and post-test normality tests related to
students' historical awareness:
Table 2. Experimental
Class Normality Test Results
|
Category |
n |
Normality Test |
Information |
|
|
Historical Awareness |
33 |
Pre-Test |
Post-Test |
Normal
Distributed |
|
0,1 |
1,7 |
|||
The results of the
normality test in the table above
show that the significance value of the
pre-test and post-test in the experimental class > 0.05, so the data is
normally distributed. Then, a paired sample t-test was
conducted to determine the influence
of the outdoor
study method on social studies learning at the
Subang Museum on student historical awareness. The following are the statistical test results of the
pre-test and post-test scores of the experimental
class:
Table 3. Statistical
Test Pre-test and Post-test Scores
Historical Awareness of Experimental Class Students
|
Experimental Class |
n |
Average |
S.B |
Normality |
Paired Sample
t test |
Information |
|
Pre-Test |
33 |
50 |
12,2 |
Usual |
Different |
There is
Influence |
|
Post-Test |
33 |
75 |
9,1 |
From the table above,
it is known
that there is a difference in students' average historical awareness between the average
pre-test score and the average
post-test score in the experimental class. In addition, the results of
the paired sample t-test show
that students' historical awareness in the experimental class obtained sig. (2-tailed) 0.00 < 0.05. Ho was
rejected, meaning that the outdoor
study method in social studies learning at the Subang Museum influences student historical awareness. Further details can be seen
in the following graph:
Graph 1. Differences in pre-test and post-test
averages related to students' Historical
Awareness in the Experimental class
Based on the graph
above, it shows that the
average pre-test score is higher
compared to the average post-test
score. In addition, to determine the
magnitude of the increase in students' historical awareness in the experimental class, the following difference
in gain values is seen:
Table 4. Gain Value related to students'
Historical Awareness in the Experiment class
|
N |
Score Range |
Pre-test |
Post-test |
N Gain |
Category |
||
|
33 |
0-100 |
Average |
S.B |
Average |
S.B |
||
|
50 |
12,2 |
75 |
9,1 |
0,3 |
Keep |
||
From the table above,
it is known
that students' historical awareness in the experimental class obtained a gain value of 0.3 with
a moderate category. Based on the
calculation results with the average
score test, paired sample t-test and with
gain value, it can be concluded
that there is an influence
of the Outdoor
Study Method in Social Studies Learning at the Subang Museum on Student Historical
Awareness. The influence given is a positive
influence, namely by increasing student
historical awareness after the implementation
of the Outdoor
Study method.
Increased ability of students'
historical awareness is shown after
treatment. The experimental
class received treatment with the outdoor study method at the
Subang Museum, while the control class received
a different treatment. Thus, the control
class received another learning method, namely the simulation method with the
same social studies subject matter about nationalism
and national identity in theme 3. The factor that supports
the increasing awareness of student
history in this experimental class is the use
of learning methods not used by the control
class, namely the outdoor study method. Husamah
Based on observations, learning activities went well. Teachers
try quite well during learning
to encourage students to be
actively involved in social studies learning through the outdoor study method at the
Subang Museum. This can be seen from
the first meeting, where the teacher gave
a kind of pre-test to students
related to the students' historical
awareness. Then, in the second meeting,
the teacher began to apply
the treatment by using the
outdoor study method at the Subang Museum and explaining social studies materials that were in accordance with what was displayed
in the museum. Then, in the third meeting,
the teacher gave the same
treatment, namely applying the outdoor
study method to the Subang Museum with observation techniques, where all students
were instructed to make notes of their
respective observations of what they
found in the Subang Museum related to the
material they learned in social studies learning. Fourth, the teacher again
applied the outdoor study method treatment to the
Subang Museum with assignment
techniques, where all students were divided into 5-6 groups and then
given the task of each
group according to what had been
previously conveyed. And finally, the
teacher conducted a post-test to all
students regarding their learning results during an outdoor study in social studies learning at the
Subang Museum.
With regard to the
student's historical awareness, the teacher must create
a rich learning environment with various models, strategies and methods to create
a meaningful learning experience for the student. This
aligns with what Ausubel
Komalasari
Differences
in pre-test and post-test results related to students' Love for the Motherland
in social studies learning in class Experiments with the Outdoor Study method
at the Subang Museum
Love of the homeland
is not just a definition as an attitude or behaviour
of pride, care and care
for the country
of birth. Still, more than
that, it describes a citizen's love for his homeland,
where he was born, by sacrificing
all his body and soul to
defend his nation. Thus, love for
the homeland can later foster
the spirit of patriotism of a citizen
1.
Knowing
and Appreciating the services of national figures/heroes.
2.
Willing
to use domestic products.
3.
Appreciating,
maintaining natural beauty and preserving Indonesian culture.
4.
Memorize
national anthems and national holidays, know the regional language and
Indonesian that is good and correct, and memorize things related to the country's history.
5.
Choose
to travel within the country, be it nature or historical tourism, such as
museums.
Related to the description
above, that to grow the
character of love for the
homeland can be through outdoor
study activities at the Museum, and it can be
seen in the results in the experimental class there is a difference
between the pre-test score and the post-test
score of love for the
motherland. The results of these calculations
are described in the following table:
Table 5. Pre-test and post-test results
related to the Love of the
Motherland students in the Experiment class
|
N |
Score Range |
Pre-test |
Post-test |
||
|
33 |
0-100 |
Average |
S.B |
Average |
S.B |
|
49 |
12 |
74 |
9,4 |
||
Based on the results
of the recapitulation
of students' homeland love in the table above,
it shows that the average
pre-test score obtained a value of 49 with a standard
deviation of 12 while the average
post-test score obtained a value of 74 with a standard
deviation of 9.4. Before carrying out the paired
sample t-test to see the
effect, an assumption test is carried out,
namely the normality test. The following are the results of the
pre-test and post-test normality tests related to
the love of students' homeland:
Table 6. Experimental Class Normality Test Results
|
Category |
n |
Normality Test |
Information |
|
|
Love
of the Motherland |
33 |
Pre-Test |
Post-Test |
Normal
Distributed |
Based on the results
of the normality
test in the table above, it
shows that the significance value of pre-test
and post-test in the experimental class > 0.05 so that the data is
said to be
normally distributed. Then a paired sample
t-test was carried out to
see the influence
of the Outdoor
Study Method in Social Studies Learning at the Subang Museum on the Love of the Students' Homeland.
The following are the statistical test results of the
experimental class pre-test and post-test
scores:
Table 7. Statistical Test Pre-Test and
Post-Test Scores Love for the Homeland
of Experimental Class Students
|
Experimental Class |
n |
Average |
S.B |
Normality |
Paired Sample
t test |
Information |
|
Pre-Test |
33 |
49 |
12 |
Usual |
Different |
There is
Influence |
|
Post-Test |
33 |
74 |
9,4 |
From the table above,
it is known
that there is a difference in the average love
of students' homeland between the average pre-test
score and the average post-test
score in the experimental class. In addition, based on the results
of the paired
sample t-test, it shows that
the love of the students'
homeland in the experimental class obtained sig. (2-tailed) 0.00
< 0.05. then H0 is rejected, meaning that the Outdoor
Study Method in Social Studies Learning at the Subang Museum influences the Love of the Students'
Homeland. Further details can be
seen in the following graph:
Graph 2. Differences in the average pre-test
and post-test related to the
love of the
homeland of students in the Experimental class
Based on the graph
above shows that the average
pre-test score is higher compared
to the average
post-test score. In addition, to find
out the magnitude
of the increase in students' love for the
homeland in the experimental class, the following differences
in gain values are seen:
Table 8. Gain Value related to Love of Homeland students
in the Experiment class
|
N |
Score Range |
Pre-test |
Post-test |
N Gain |
Category |
||
|
33 |
0-100 |
Average |
S.B |
Average |
S.B |
||
|
49 |
12 |
74 |
9,4 |
0,2 |
Low |
||
The table above shows
that the love of the
students' homeland in the experimental class obtained a gain value of 0.2 in the low category.
Based on the calculation results with the
average score test, paired sample
t-test and gain value, it can
be concluded that the Outdoor
Study Method in Social Studies Learning at the Subang Museum influences the Love of the Student
Homeland. The influence is positive, namely
by increasing students' Love for the Motherland after implementing the Outdoor Study method.
An increase in the ability to love
students' homeland was shown after
treatment. The experimental
class received treatment with the outdoor study method at the
Subang Museum, while the control class received
a different treatment. Thus, the control
class received another learning method, namely the simulation method with the
same social studies subject matter about nationalism
and national identity in theme 3. The factor that supports
the increasing love of students'
homeland in this experimental class is the use
of learning methods not used by the control
class, namely the outdoor study method.
According to the Ministry
of Education and Culture (2002, p. 778), love of the
homeland is a person's feelings that arise from
the deepest heartstrings as citizens to serve, maintain,
defend, and protect their homeland
from all threats and disturbances. As explained by Yulianto et al.
Differences
in pre-test and post-test results related to students' Historical Awareness of social studies learning in the Control class
with the Simulation method
The way the teacher
delivers the material and the way
students receive the material delivered by the teacher
greatly determines the understanding of the material they get, especially
about the students' own Historical
Awareness. The control class was used
as a comparison in this
study, where the control class applied
a simulation learning method used by
social studies subject teachers of the material "Nationalism and National Identity", which discussed the efforts
of the Indonesian nation’s resistance so that it
could realize the aspired independence.
The material's beginning analyzes the geographical
influences that led to the
arrival of Western nations to Indonesia. The arrival of the nation
became the beginning of colonialism
and imperialism that tormented the Indonesian people. Then students will
analyze the influence of colonialism
and imperialism in various points of view ranging
from social, economic, political, cultural, and other
lives. In the next section, students
will study the equitable development process after Indonesia's
independence to overcome various problems or conflicts
due to differences
in interests to achieve social integration in the Indonesian state.
In the control class,
the teacher carries out learning
by prioritizing the Simulation and Lecture methods.
The Simulation Method has an important role
in Social Studies (Social Sciences) subjects because it can be
an effective tool to encourage
active learning, especially for Historical awareness; by using the
simulation method, students will actively
role-play to relive historical events, create future possibilities, uncover current events, etc. Then, when conducting simulation methods, teachers must pay
attention to the following principles:
1) groups of students carry out simulations, and each group
has the opportunity to do the
same or different
simulations; 2) all students must participate
according to their functions, 3) topic determination can be discussed
together, 4) simulation instructions are prepared in advance in detail or outline according to the form
and purpose of the simulation, 5) simulation activities should cover all areas
of learning; both cognitive, affective and psychomotor,
6) simulation is the exercise of
coping skills with reality well,
7) simulation must describe the complete
situation and the sequential process expected in real situations, etc.
Learning activities in the control class take
place with a clear structure seen by the
teacher, and students know the
expected learning and the procedures
or stages followed to obtain
learning objectives. However, in its implementation, teachers and students have
difficulties when choosing what material to simulate, then
to simulate the material, students, and teachers lack
learning media, it takes a relatively long time, and many
students are not serious when implementing the simulation, so it is
not effective. Therefore, although the simulation
method has many advantages, it still has weaknesses as a learning method. These various advantages
and weaknesses must be known
to a teacher to maximize student
potential. Although the simulation method learning emphasizes student activity, the hypothesis
test results indicate that after
calculating scores related to students'
historical awareness in the control class,
there is a difference between pre-test and post-test
scores. The results of these calculations
are described in the following table:
Table 9. Pre-test and post-test results
related to Historical Awareness of students in the control class
|
N |
Score Range |
Pre-test |
Post-test |
||
|
33 |
0-100 |
Average |
S.B |
Average |
S.B |
|
53 |
8,4 |
74 |
7,4 |
||
Based on the results
of the recapitulation
of students' historical awareness in the table above
using the simulation method show that the
average pre-test score obtained a value of 53 with
a standard deviation of 8.4. Meanwhile, the average post-test
score obtained a value of 74 with
a standard deviation of 7.4. Before carrying out the
paired sample t-test to see
the effect, an assumption test
is carried out, namely the
normality test. The following are the results of the
pre-test and post-test normality tests related to
students' historical awareness:
Table 10. Control Class Normality Test Results
|
Category |
n |
Normality Test |
Information |
|
|
Historical Awareness |
33 |
Pre-Test |
Post-Test |
Normal
Distributed |
|
0,0 |
1,5 |
|||
Based on the results
of the normality
test in the table above, it
shows that the significance value of the
pre-test and post-test in the control class > 0.05 so that the
data is said to be normally
distributed. Then a paired sample t-test was carried
out to see
the influence of the Simulation
Method in Social Studies Learning in the classroom on
Student Historical Awareness. The following are the statistical test results of
pre-test and post-test scores of the experimental
class:
Table 11. Statistical Test Pre-Test and
Post-Test Scores of Historical Awareness
of Control Class Students
|
Experimental Class |
n |
Average |
S.B |
Normality |
Paired Sample
t test |
Information |
|
Pre-Test |
33 |
53 |
8,4 |
Usual |
Different |
There is
Influence |
|
Post-Test |
33 |
74 |
7,4 |
From the table above,
it is known
that there is a difference in students' average historical awareness between the average
pre-test score and the average
post-test score in the control class.
In addition, based on the results
of the paired
sample t-test, it shows that
students' historical awareness in the control class obtained
sig. (2-tailed) 0.00 < 0.05. then
H0 rejected means that there is
an influence of the Simulation
Method in Social Studies Learning in the classroom on
Student Historical Awareness. Further details can be
seen in the following graph:
Graph 3. Differences in pre-test and post-test
mean related to students' Historical
Awareness in Control class
Based on the graph
above, it shows that the
average pre-test score is higher
than the average post-test score. In addition, to determine the
magnitude of the increase in students' historical awareness in the control class, the following difference
in gain values is seen:
Table 12. Gain Value related to Historical
Awareness of students in Control class
|
N |
Score Range |
Pre-test |
Post-test |
N Gain |
Category |
||
|
33 |
0-100 |
Average |
S.B |
Average |
S.B |
||
|
53 |
8,4 |
74 |
7,4 |
0,2 |
Low |
||
From the table above,
it is known
that students' historical awareness in the control class
using the simulation method obtained a gain value of 0.2 with a low
category. Based on the calculation
results with the average score
test, paired sample t-test and
gain value, it can be concluded
that the Simulation Method in Social Studies Learning in the classroom influences students' historical awareness. The influence is positive, namely
by increasing students' historical awareness after applying the simulation
method.
Differences
in pre-test and post-test results related to students' Love for the Motherland
in social studies learning in the Control class with the Simulation method
When the learning process
occurs, several factors are often associated with affecting student achievement in learning, such as motivation, student response conditions during learning, study habits, facilities and infrastructure, and learning tools in the social environment.
Although the control class used
simulation methods and lectures by
the teacher, the difference in the results of
the initial test measurement (pres-test) and the
final test measurement (post-test) of students'
love for the homeland increased.
Differences in learning conditions cause this increase in students' love for their homeland
due to other
factors, for example, when students'
learning conditions or learning topics
differ from one meeting to
another. Some students better master the material and show their understanding
through writing. In contrast, others may have a style
of thought or way of
expressing their understanding through role-playing simulations, in this case, related
to History material in social studies learning material about The arrival of the
nation became the beginning of
colonialism and imperialism that tormented the Indonesian people (Aunurrahman, 2014, p.
178).
New experiences and knowledge are the drivers of behaviour
change in each individual, identified with changes in students' cognitive and affective
domains due to the feelings
they feel and experience what they experience.
likewise, after students do this
simulation method, which is expected
to increase knowledge and attitude
of love for
the motherland. According to Mayer in Karwono & Mursaliha
Table 13. Pre-test and post-test results
related to the Love of the
Motherland students in the control class
|
N |
Score Range |
Pre-test |
Post-test |
||
|
33 |
0-100 |
Average |
S.B |
Average |
S.B |
|
47 |
8 |
70 |
6,2 |
||
Based on the results
of the recapitulation
of students' homeland love in the table above,
it shows that the average
pre-test score obtained a value of 47 with a standard
deviation of 8, while the post-test
average score obtained a value of 70 with a standard
deviation of 6.2. Before carrying out the paired
sample t-test to see the
effect, an assumption test is carried out,
namely the normality test. The following are the results of the
pre-test and post-test normality tests related to
the love of students' homeland:
Table 14. Control Class Normality Test Results
|
Category |
n |
Normality Test |
Information |
|
|
Love
of the Motherland |
33 |
Pre-Test |
Post-Test |
Normal
Distributed |
|
0,04 |
1,2 |
|||
Based on the results
of the normality
test in the table above, it
shows that the significance value of the
pre-test and post-test in the control class > 0.05 so that the
data is said to be normally
distributed. Then a paired sample t-test was carried
out to see
the influence of the Simulation
Method in Social Studies Learning at the Subang Museum on the Love of the Students' Homeland.
The following are the statistical test results of the
pre-test and post-test scores of the control
class:
Table 15. Statistical Test Pre-Test and
Post-Test Scores Love for the Homeland
of Control Class Students
|
Experimental Class |
n |
Average |
S.B |
Normality |
Paired Sample
t test |
Information |
|
Pre-Test |
33 |
47 |
8 |
Usual |
Different |
There is
Influence |
|
Post-Test |
33 |
70 |
6,2 |
From the table above, it
is known that there is
a difference in the average love of
students' homeland between the average
pre-test score and the average
post-test score in the control class.
In addition, based on the results
of the paired
sample t-test, it showed that
the students' love for the
homeland in the control class obtained
sig. (2-tailed) 0.00 < 0.05. then
H0 is rejected, meaning that there
is an influence
of the Outdoor
Simulation Method in Social Studies Learning at the
Subang Museum on the
Love of the Students' Homeland.
Further details can be seen
in the following graph:
Graph 4. Differences in pre-test and post-test
averages related to students' Love for the Motherland
in the Control class
Based on the graph
above, it shows that the
average post-test score is higher
than the average post-test score. In addition, to find out
the magnitude of the increase in students' love for the
homeland in the control class, the following difference
in gain values is seen:
Table 16. Gain Value related to Love of Homeland students
in control class
|
N |
Score Range |
Pre-test |
Post-test |
N Gain |
Category |
||
|
33 |
0-100 |
Average |
S.B |
Average |
S.B |
||
|
47 |
8 |
70 |
6,4 |
0,23 |
Low |
||
From the table above,
it is known
that the love of the
students' homeland in the control class
obtained a gain value of 0.23 in the low category. Based
on the calculation
results with the average score
test, paired sample t-test and
gain value, it can be concluded
that there is an influence
of the Simulation
Method in Social Studies Learning at the Subang Museum on the love
of the student's
homeland. The influence given is a positive
influence, namely by increasing students'
Love for the Motherland after the implementation of the Outdoor
Study method.
Significant
differences in Historical Awareness and Love of the Motherland between the
Experimental Class and the Control Class at SMPN 1 Subang
The learning approach in the experimental class through the
outdoor study method at the Subang Museum and the control
class through the simulation method in the class
related to historical awareness and love for
the homeland uses a constructivistic approach. From psychological and philosophical perspectives, constructivism means that individuals form or build
most of what
they learn and understand (Schunk, 2012, p. 320). Meanwhile,
Personal (2009, p. 158) defines constructivism
as the process of meaning or
experiential events experienced by students and building
new knowledge through the events
they experience.
Through observation and assignment techniques, this observation technique in the outdoor study method is a way of
learning outside the classroom, which is done
by seeing or observing the
subject matter directly in the museum related to the
material being discussed. This technique is done by
direct observation and making specific notes objectively about something observed and then inferring
itself (Vera, 2012, p. 134). Then
Assignment: this assignment technique is a way of
presenting learning materials carried out by teachers
by giving specific assignments so that students
can carry out learning activities.
For example, in the context of teaching
and learning activities held at the Subang Museum, teachers give assignments
to students that must be
carried out on the spot.
The task is not homework that can
be done at
home, but must be done,
assessed and concluded right away; in this study, the task is
in groups. The tasks teachers give when
teaching at the Subang Museum are closely related to the
subject matter being discussed and contained in the Subang Museum. Class (Vera,
2012, p. 107).
This is related to
students in experimental classes who conduct
outdoor studies at the Subang Museum to find and
build related materials they are learning in Social Studies Learning. Points of direct
experience interaction with the physical
environment and social environment become connected in this study; students are invited by teachers
in the social studies learning process by utilizing
the Subang Museum as a learning
resource and as an environmental means that affects
the student's historical awareness and love of
homeland.
While in the control class
using the simulation method, students imitate or role-play a historical event, one of which
is the historical
event that occurred in Subang Regency, namely
the Kalijati Agreement, which is also contained
in class VIII social studies textbook material. This is in accordance
with what Anitah (2007, p. 23) explained: simulation methods are many and suitable
for use in social studies learning, Civics, religious education, and appreciation education. The reason is that the
simulation method can prioritize the ability to
work in teams, communicate and interact, indirectly training the skills
produced through the simulation learning. In addition, the simulation method will make
more active students than the
students themselves and can be
used in context-based learning as well as learning materials can be taken
from surrounding social life, social
values and other social problems.
Then a recapitulation of the students'
historical awareness and love of
homeland scores was carried out
in the experimental class and control
class, then different average scores were obtained in the final measurement results (post-test) presented in the following table.
Table 17. Average Measurement Results (Post-Test) Values of Experimental Class and Control
Class
|
Class |
Student History
Awareness Attitude and Student Homeland
Love |
|
|
Post-Test |
Number of
Students |
|
|
Average |
||
|
Experiment |
74 |
33 |
|
Control |
71 |
33 |
Source: Olah Data Researchers
(2024)
Graph 5. Post-test Average Score of
students' historical awareness and love
of homeland Control class and
Experiment Class
The table and graph
above show that there is
a difference in the average value of
the final measurement (post-test) between the two classes
which shows that the scores
in the experimental class are greater than in the control
class, so that the results
of the final measurement (post-test) of historical awareness
and love of the student's
homeland strengthen the statistical test in the form
of a t test with an independent
parametric sample t test. Then to
strengthen the above findings, testing the N Gain value of the students'
awareness and love of homeland
in social studies learning between the experimental class and the
control class was carried out
as follows.
Table 18. Results of N-Gain test of students' historical
awareness and love of homeland
social studies between experimental class and control
class
|
Class |
Historical Awareness
and Love of the Motherland |
|
|
|
Gain |
Category Gain |
||
|
Experiment |
0,3 |
Keep |
|
|
Control |
0,2 |
Low |
|
Source: Olah Data Researchers
(2024)
Graph 6. N-Gain awareness
of the history
and love of the student's
homeland Control class and Experiment
Class
The table and graph
above show that the gain value
in the 0-1 range of the experimental
class is greater than the
gain value of the control class.
Then the following are the test results of
the average difference in the significant influence of the outdoor
study method at the Subang Museum on historical awareness and significant love for the
homeland between the experimental class and the
control class using the simulation
method.
The character of Love for the Motherland
which is the main objective in this study formulated by the Ministry
of National Education
(2010) as a way of thinking, behaving, and doing that
shows loyalty, care, and high
respect for the language, physical
environment, social, culture, economy, politics of the
nation. In this study, historical awareness is positioned as a form of Moral Knowing,
while love of the homeland
is part of
Moral Feeling. Through the outdoor study method at the Subang Museum in Social Studies Learning, it is
hoped that students can strengthen
their historical awareness (students), one of which
is by loving
the homeland for the Indonesian nation. Because before having a sense of love
for the homeland
(Moral Feeling) students must
first have historical awareness of their nation
(Moral Knowing), because historical awareness in it must contain
values that must be known,
felt, realized by someone, and
love of the
homeland (Moral Feeling) is
a manifestation of historical awareness shown to build
love for the homeland for
their country. Here, Historical Awareness is not listed into
the 18 Characters set by the government,
but this historical awareness can be the
basis of a person before building the character
component of love for the
motherland. In addition, historical awareness can be a strategic
tool because there is a connection
with the constructivistic learning approach, which is about experience-based
meaningful learning, one of which
is when students
visit the Subang Museum as
a learning resource, and is supported
by the theory
of Character Education according to Lickona about
moral knowing that humans before feeling
love must first know and
be aware of morals, In this case, knowing and
being aware of the history
of his people. In essence, character education for Love of the Motherland
is based on Historical Awareness,
because no one loves the
homeland without being aware of
its history. Based on the
results of the hypothesis test also produces
with the following data:
Table 19. Test the difference in the average post-test
of students' historical awareness and love of
homeland in the experimental class and the Control
Class in social studies learning at SMP Negeri 1 Subang
|
t-Test:
Two-Sample Assuming Equal Variances |
||
|
|
Experiment |
Control |
|
Mean |
74,8484848 |
71,7272727 |
|
Variance |
114,507576 |
70,3920455 |
|
Observations |
33 |
33 |
|
Pooled Variance |
92,4498106 |
|
|
Hypothesized Mean
Difference |
0 |
|
|
Df |
64 |
|
|
t Stat |
1,31859749 |
|
|
P(T<=t) one-tail |
0,09600149 |
|
|
t Critical
one-tail |
1,66901303 |
|
|
P(T<=t) two-tail |
0,19200298 |
|
|
t Critical
two-tail |
1,99772965 |
|
Source: Olah Data Researchers
(2024)
Based on the results
of the paired
sample t test above, it is
known that t count is 1.318 while the label is obtained based
on the significance
level (a) 10% with a two-sided
test, so that each side
has a significance level of
5% with the number of experimental
class students totaling 33 then df = n-1 or 33-1 = 32. Thus, obtained ttable 1.308 which indicates tcount 0.192
is greater than ttable 0.192
so that Ho is rejected and
stated *(there are differences in: measurement results (post-test) historical awareness and love of
homeland of experimental class students and control
class)**.
Based on the results of
the hypothesis test above, it
is explained that the outdoor
study method can be said to
be appropriate when used in the
Subang Museum, although the
difference in post-test measurement results of historical awareness
and love of homeland in the experimental class with the
control class is not too significant.
In addition, the Subang
Museum is very relevant as a learning resource to find
historical information, especially the history of regional struggles in Subang itself, such as "The Spirit of Resistance against Invaders in Cibuluh" contained in the Subang Museum to be used
as a source of social studies learning through outdoor study methods that relate to
historical awareness and love for
the homeland of students at
SMP Negeri 1 Subang. For this reason,
character education is very important
for us to
interpret the relationship in learning. With historical awareness and love
for the homeland
instilled as characters through social studies learning, students are expected to be aware
of various aspects of social
life so that
they can become good Indonesian citizens, appreciate the services of
heroes and a stronger attitude of love for
their homeland which is described
consciously by being aware of
the history of their nation.
Researchers argue that the character
of historical awareness and love
for the homeland
is very relevant
to the objectives
of social studies subjects and relevant to
the content of the social
studies education curriculum because students, as the next generation of the nation,
are not only required to be smart
in knowledge but also expected to
have an attitude
as citizens whose love for their
country is depicted with historical
awareness.
CONCLUSION
This research examines how nominee agreements
affect the welfare of people
in the mineral and coal mining sector.
Nominee agreements, while serving as a legal workaround for foreign investors, do not fully comply
with legal requirements. However, they provide
investment security for investors in Indonesia's mining sector. Cost-benefit analyses in Morowali and Kutai
Kartanegara reveal positive
impacts on local welfare, including increased regional income, employment, and infrastructure development. To enhance legal certainty and investment
security, proposed reforms include allowing up to
51% foreign ownership during the establishment
stage and mandatory 49% share divestment after 10 years, supported by robust supervision.
These reforms aim to eliminate
the need for nominee agreements
and ensure fair mining management
beneficial to Indonesian welfare, especially in Morowali and Kutai Kartanegara.
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Copyright holder: Much Luthfi Fauzan Nugraha, Mamat Ruhimat, Erlina Wiyanarti (2024) |
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First publication
rights: International
Journal of Social Service and Research (IJSSR) |
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