PENGARUH MODEL PEMBELAJARAN LIVING HISTORY TERHADAP KETERAMPILAN BERPIKIR SEJARAH SISWA KELAS X DI SMAN 1 CERME

Abstract

The lack of students' knowledge and sensitivity to the history of their own region, as well as the low historical
thinking skills of students are one of the main factors in this research problem, so that history is identical as a subject
that is considered less attractive to students. Based on the results of observations in class X of SMAN 1 Cerme, it shows
that teachers teach historical material only in the general scope so that studies of local history in the closest environment
are still not optimally conveyed in schools. In addition, historical thinking skills are also not paid enough attention to by
the teacher in their implementation. So it is necessary to provide a strategy in solving this problem, through the
application of the living history learning model. This study aims to determine the effect of the living history learning
model on students' historical thinking skills in class X at SMAN 1 Cerme. This research is a quantitative study using the
Quasi Experimental Design research method. The form of the research design used is the Nonequivalent Control Group
Design with the type of pretest-posttest control design. The sampling technique used purposive cluster sampling. The data
analysis technique in this study used the Independent Sample T-test by testing the two-tailed hypothesis and comparing
the value of Tcount 7.095 > Ttable 1.995 and the significance level value obtained at 0.00 <0.05, so the decision making
in the test the hypothesis of this study is that Ha is accepted and Ho is rejected so that it can be interpreted, that there are
differences in the results of historical thinking skills between students who are treated with the living history learning
model and students who are treated with conventional learning models. This proves and concludes that there is an
influence of the living history learning model (X) on students' historical thinking skills (Y) in class X at SMAN 1 Cerme.
Keywords: Living History Learning Model, Historical Thinking Skills.