VOlUME 06 ISSUE 08 AUGUST 2023
1Nurul Umamah, 2Noviyanti
1,2Department of History Education, Faculty of Teacher Training and Education, University of Jember Indonesia Jl. Kalimantan 37, Jember 68121
1ORCID ID 0000-0002-3589-5014
DOI : https://doi.org/10.47191/ijsshr/v6-i8-92Google Scholar Download Pdf
ABSTRACT
Self-Organized Learning Environments (SLE) is one of several models recommended by the Ministry of Education and Culture (MEC) as an innovative learning model to stimulate students’ critical thinking in learning History. This study aims to verify the effectiveness of the SLE model on students’ critical thinking in learning History. The study used a quantitative experimental method with one group pre-post test design using multiple-choice tests. The research participants were second-grade students of Social Science major at Public Senior High School 2 of Tanggul in the 2022/2023 academic year. The effectiveness was hypothesized in reference to the relative effectiveness test formula which sought to identify the difference between the participants’ pre-and post-test scores divided by the standard deviation. The analysis result marked a relative effectiveness test of 2.85, which implied a relatively high effectiveness of the instructional model. The research implications highlight the value of SLE as a reference to improve History teachers’ pedagogical competence as the precursor to achieving interactive, fun, and flexible learning experiences empowered by technology.
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