PENGARUH PENGGUNAAN MODUL AJAR SEJARAH BERDIFERENSIASI BERBASIS PROJECT BASED LEARNING TERHADAP PEMAHAMAN LITERASI SEJARAH PESERTA DIDIK KELAS X DI SMA NEGERI 20 SURABAYA

THE EFFECT OF PROJECT-BASED DIFFERENTIATE HISTORY LEARNING MODULES ON UNDERSTANDING OF HISTORICAL LITERACY IN CLASS X STUDENTS OF SMA NEGERI 20 SURABAYA

Penggunaan modul ajar berdiferensiasi berbaris Project Based Learning dapat dikaitkan ke dalam aktivitas lembar kerja peserta didik, sehingga strategi diferensiasi tidak hanya digunakan pada sintak (Langkah – Langkah pembelajaran) saja, tetapi juga dilibatkan kedalam kegiatan evaluasi dikelas. Hal ini disebabkan modul ajar  berdiferensiasi juga memiliki aktivitas projek dalam metode Project Based Learning juga diberikan sesuai kemampuan dan keahlian peserta didik. Pada penelitian ini peneliti menggunakan pendekatan kuantitatif, peneliti menggunakan metode eksperimen. Penggunaan metode eksperimen pada penelitian ini menentukan peneliti untuk memilih desain penelitian yaitu Quasi Experimental Design. Hasil uji regresi linear sederhana bahwa Y = 25,250 + 0,731X, dapat dijelaskan konstanta a 25,250 sedangkan konstanta bX 0,731. Hasil uji independent t-test dengan nilai sig (2 tailed) 0.000 dan nilai adalah 4,915,  maka dengan menggunakan df 0.050 dengan sampel 40-2 = 38 mendapatkan 2,024 yaitu 4,915 > 2,024 dan nilai signifikan (2 tailed) 0,000 < 0,05. Dapat  disimpulkan bahwa hipotesis (Ha) yang menyatakan “adanya pengaruh penggunaan modul ajar sejarah berdiferensiasi berbasis project based leraning terhadap pemahaman literasi sejarah peserta didik kelas X” diterima dengan didasari pendapat hipotesis yang sebelumnya. 

Kata Kunci: modul ajar sejarah, diferensiasi, project based learning

The use of Project Based Learning lined differentiated teaching modules  can be linked to student worksheet activities, so that differentiation strategies are not only used in syntax (learning steps), but also involved in classroom evaluation activities. This is because differentiated teaching modules also have project activities in  the Project Based Learning method are  also given according to the abilities and expertise of students. In this study researchers use a quantitative approach, researchers use experimental methods. The use of experimental methods in this study determines researchers to choose a research design, namely Quasi Experimental Design. The result of a simple linear regression test that Y = 25.250 + 0.731X, can be explained constant a 25.250 while constant bX 0.731. The results of the independent t-test with a sig value (2 tailed) 0.000 and a value of 4.915, then using df 0.050 with a sample of 40-2 = 38 get 2.024 which is 4.915 > 2.024 and a significant value (2 tailed) 0.000 < 0.05.  It can be concluded that the hypothesis (Ha) which states "the influence of the use of project-based based differentiated history teaching modules on the understanding of historical literacy of grade X students" is accepted based on the previous hypothetical opinion.

Keyword: history teaching module, differentiation, project based learning