2nd International Conference on History Education 2018

APPLICATION OF PATRIOTISM VALUE KH

MUSTAFA KAMIL THROUGH THE SCIENTIFIC
APPROACH IN LOCAL HISTORY
Dian Permana, Nana Supriatna, Leli Yulifar
Education Department of History, University Education of Indonesia,
Bandung, West Java, Indonesia
dian.dp69@gmail.com

Abstract
This research is a Classroom Action Research. The main objective of this research is the
application of the patriotism values of KH Mustafa Kamil in local history lessons. In essence this
research aims to introduce local history to school and improve historical knowledge in the school
through local figures that can be applied in historical learning by using a scientific approach to the
urgency of local history, which is integrated with teaching history in Indonesia and a scientific
approach is a learning process which uses the process of scientific thinking. The scientific
approach can be used as a bridge for the development and development of attitudes of students'
skills and knowledge. Provide a conception that the scientific approach to learning includes
components: observing, asking, trying, processing, presenting, deducing, and creating. The
research method used was classroom action research using Jhon Elliot's model design. The design
consists of four stages, namely planning, action, observation, and reflection.
Keywords: Local History, Scientific Approach, KH Mustafa Kamil, Classroom Action Research
Introduction selection of research methods class action or
Research conducted at the school PTK in the value of patriotism KH Mustafa
SMAN 23 Garut aims to increase knowledge Kamil through a scientific approach to history
about the local history, especially with regard teaching so that students have a function
to local authorities themselves in learning applicable to teachers in their duties and
history through value Patriotism KH Mustafa improve competence in the learning process.
Kamil is an innovation efforts are expected to According Ebbut (1985, in Hopkins, 1993)
improve the process of teaching history in class suggests systemic action research is the study
XI IPS 1, where teachers are partners directly of improving the implementation of
involved in the planning process to improve its educational practice by a group of teachers to
performance through reflection and try to perform actions in learning, based on their
change the strategy of teacher learning center reflections on the results of those actions while
and encourage students to discovery (Hopkins Elliot (1991) saw action research as the study
in Wiriaatmadja, 2012, p. 127). In addition, to of a social situation with the possibility of
improve the learning process with a partner action to improve the quality of the social
teacher does not reduce teachers' commitment situation (Wiriaatmadja, 2012, hlm.12).
to partners as a teacher of history. This study is The introduction of figures on the
also an attempt to improve students' knowledge material of local history at SMAN 23 Garut
of local history that is in Garut. could be more in deepened by lifting Patriotism
Class XI IPS 1 is used as a study site KH Mustafa Kamil in history by introducing
belong to a class that has the potential to learn and studying these figures, learners can identify
with good quality. This can be seen from their and analyze how the life of a character who
willingness and enthusiasm in learning. In comes from the region itself there are
general, the students in class XI IPS 1 have an similarities in the side ethnicity, race, and
interest in learning history, but still, face religion so that learners can understand that the
problems if faced with contextual material. In differences found in social life are not
the use of the scientific approach and the something that is regarded as a problem or-

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 2nd International Conference on History Education 2018
threat, it is a matter that can be used as a major
force in achieving common progress also add
to the motivation to make the students more
proud that there historic figure who can take
the values contained in the journey of life and
the history of KH Mustafa Kamil.
One of the most important parts of
learning history in Indonesia is introducing
historical figures or actors to students.
Historical figures or actors have a very big role
in influencing the mindset and behavior of
students. However, the use of material alone is
not enough in history learning so the
introduction of characters from their own area
can be used by the teacher as a source of
learning local history.
In realizing the above learning, the
teacher has an important role in the learning
process. The teacher acts as the spearhead of
education, must be able to respond to the
plurality of communities found in the city of
Garut, and utilize these differences as a part
that can be considered in designing lessons and
make it as a source of learning, by introducing
the value of patriotism KH Mustafa Kamil. It is
expected not only to provide knowledge for
students, and be able to actualize that value by
displaying attitudes and behaviors that are in
love with the history of the region itself.
One effort to understand the characters
in the past can be done through learning, namely
by using students to better understand the val-
ues of KH Mustafa Kamil, this is meant so that
historical learning is easily understood by stu-
dents and sees firsthand the reality of real life
in the context of life nation and state to then be
understood and internalized to him so as to give
birth to examples to behave and act. Among
those events include messages relating to the
value of patriotism such as exemplary, willing
to sacrifice, love for the homeland, together-
ness, independence, equality, nationalism and
patriotism, these values can be explored and
developed through meaningful historical learn-
ing such as opinions, Mulyana and Gunawan
(2007, p. 3) To foster a return to love for the
nation, one way can be done by studying past
history and the introduction of characters who
can be role models of life.
The younger generation can take les-
sons to fortify social issues and religious issues
that occur on the number of events that is able
to divide the unity of the Indonesian nation.
101
The task of a teacher giving a learning experi-
ence to students to prevent and anticipate social
deviation on among students. Values such as
perseverance, believe in their ability, sacrifice,
piety to God Almighty needs to be held firmly.
"These attitudes serve as guidelines to build the
nation forward Likewise indigo related with
patriotism is someone who has the attitude of
the patriotic struggle and contributed to the
state, its behavior is considered exemplary and
replicable. As for heroism by Badrun (2006, p.
32) includes the things as follows:
Hold the test or be resilient, brave be-
cause it is true, willing to sacrifice,
knight spirit, responsible, soulless, but
more love for independence, heroic, and
pioneering spirit. The patriotic attitude
also has implications for national
awareness as a nation which includes:
trust in God, discipline, order, alertness,
cooperation, pride as a nation, self-
esteem, recognizing equality, being
obedient and respecting norms, having
unity and unity, love the national
culture, and believe in one's abilities.
leader, exemplary, love of peace.
Heroism in learning history about a
character in Garut, teachers can use the story of
patriotism KH Mustafa Kamil in instilling
value in students. KH Mustafa Kamil is one of
the clerical figures who have an important role
in fighting for Indonesia's independence in
fighting colonialism, from his spiritual journey
no doubt about his scientific capacity in the
field of religion when he entered the
community, KH Mustafa Kamil faced with a
reality that his homeland was under domination
foreign powers, the Dutch East Indies
Government. Inevitably, seeing the reality of
his soul rebelled because everything was
contrary to the Islamic values he understood,
namely Islam teaches independence, justice,
equality, and so on.
This study uses a Class Action
Research (PTK) as a method of research.
According to Hopkins in Textbook of History
Education Research (Hasan, H., Kusmarni, Y.,
Ma'mur, T., 2011, p. 72) states that a Class
Action Research (CAR) is an activity that
teachers do to improve the quality of teaching
or the quality of colleagues or to assumptions
and theories of education in practice in the-
 2nd International Conference on History Education 2018
classroom. This research is research that is
reflective and demanded the improvement
efforts in each of the learning processes.
The design used in this research is the
design model of John Elliot. John Elliot model
design consists of four material in historical
learning by using the scientific approach in the
2013 curriculum, there are many experts who
believe that through scientific/scientific
approaches, besides being able to make
students more active in constructing their
knowledge and skills, can also encourage
students to conduct investigations to find the
facts of a phenomenon or incident Sudrajat
(2013, p. 35). Students are trained to be able to
think logically, trace, and systematic.
Approach (scientific approach) in
learning it includes components observe, ask,
reason, try/create, present / communicate.
(Permendikbud No. 103 of 2014 RI on
Learning). Scientific method refers to the
techniques of investigation of one or several
phenomena or symptoms, acquire new
knowledge, or correcting and integrating
previous knowledge. To be called scientific,
teaching methods should be based on evidence
of the object can be in observation or
experiment, process information or data,
analyze and formulate, and test hypotheses. So
that the learning conditions are expected to be
created and directed to encourage learners to
find out from various sources through
observation, and not just be told.
Research Methods
phases, namely planning (plan), action
(act), observations (observation), and reflec-
tion (Reflection) (Wiriaatmadja 2009, p. 64). In
addition to the study design, there are tools and
techniques to collect data. Data collection tool
in this study consisted of field notes and ques-
tionnaires. Meanwhile, data collection tech-
niques used in this study are observation
sheets, questionnaires, and documentation
study. Once the data is collected, the activities
carried out next is processing such data. Based
on the location of this Class Action Research is
at SMAN 23 Garut with the research subjects
were Mrs. Helni S. Pd. Acting as a partner
teacher is teaching implementing learning.
The results obtained by the researchers
to assess the need for testing the validity or au-
thenticity level to find out the truth. "In the
Classroom Action Research (CAR), how that
102
can be done to the data validation testing by
performing triangulation, member check, audit
trail and expert opinion" (Hamid, H., et al,
2011, p. 79), but in this study, ways in which to
test the validation by performing member
check, audit trail and expert opinion.
Results and Discussion
Patriotism Value KH Mustafa Kamil
Value is a belief that makes a person act
based on his choice, a decision that is wrong,
good, bad, beautiful and not beautiful is the re-
sult of a psychological process that then directs
the individual to actions and actions that are by
his choice. A person's actions can influence the
value of something if it is biological, then
someone will influence the way of thinking,
how to behave, and how to act in achieving a
life goal, so that value becomes a measure in
determining truth and justice so that it will
never be separated from its root source, namely
in the form of religion, logic, and norms in the
general population, Fraenkel argues (1977, p.
6) that:
Value is an idea or concept of what is
important in life when one judges some-
thing, he considers something ex-
tremely valuable for in doing, it's worth
to be obtained. Study of the value is di-
vided between aesthetic and ethical,
aesthetic closely linked to the study and
justification for something that is con-
sidered beautiful, while ethics is the
study of the behavior of how people
behave.
Values play a role in the atmosphere in
society and it is through individual or
individuals in respond society will usually
create a standard of a social nature that because
of the socialization process that occurs in every
individual human being, thus the assessment of
other people or objects and events is nature
universal so it has properties that are different,
because it has a different background so that
the expression of values between people with
each other, do not always equal the discrepancy
could be due to several factors, including the
individual, culture, or time maybe only with
development era there a culture used to be
considered good value with time running
cultural values are considered to be good in the
community, and vice versa.
 2nd International Conference on History Education 2018
In social life, there is a norm is
embodiment value, the size of a good/bad is
used as a directional, guidance, driver of
human behavior in a common life. Being a
good size bad value set how should it be
someone that acts in the community. Values
and norms adopted in a social society a person
or individual model behavior do multiply is a
it is supposed, that the value kind and norms
of something desired by community groups
can try and become the destination of human
actions, the actualization of value through
implementation of the norms of life in
community and embraced by groups that exist
in the world. The value appears in humans with
intelligence and conscience.
In every community, especially the
form in the history of the struggle of an
individual or group in a nation or country then
recorded in the memory of the values contained
in the story of the struggle and inherited as well
as the values that a hero could be useful in a
country, groups or individuals. According to
Suhady and Sinaga (2006, p. 16), the value of
patriotism is a concept concerning nature,
quality, useful for the human condition and
humanity concerning the subject of war, fights,
opponents, and fight. Said the value of
patriotism imposed on an abstract conception,
modeling, schools, and driving causes people
to fight, fight, contest, and competed, making
it useful for him to win. As written Gunawan
(2013, p. 22) that in the history of the struggle
of Indonesia, the value of patriotism is intended
to describe the driving force and a ram capable
of bringing this nation to free itself from the
occupation and free spirit. Placed on efforts
warriors/heroes in for generations to achieve
independence. They wanted a change in
society, from society colonized the free society.
Just like the independence struggle that
was carried out by local leaders, in this case,
KH Mustafa Kamil was born in 1884 in Bojong
Village, Pasirkiamis Village, Tarogong
Subdistrict, Garut lived and grew up in a
boarding school. The man who as a child
named Muhammad Lahuri was born as the first
child of the K.H couple. Jafar Sidiq and Hj. Siti
Habibah. When he was a child and his
teenagers were spent studying from one
pesantren to another. In fact, tholabulilmi
arrived in the city of Mecca. From his spiritual
journey, there is no doubt scientific capacity in
the field of religion (Z, Muhsin, 2015, p. 4).
103
Values and broad understanding of
religion are what motivates and inspires to live
a real life in the midst of society. When
plunging into society, faced with a reality that
homeland was under the domination of a
foreign power, the Dutch. Inevitably, the fact
that his soul revolted because everything is
contrary to Islamic values are understood, ie,
Islam teaches freedom, justice, equality, and so
on.
Rebellion through the medium of
lectures, sermons, writings, active in the
organization of movement, open meetings, and
so on. In many communities the opportunity to
raise awareness for freedom, justice, equal
rights, and so on. Such activities raise the ire of
the Dutch colonial government. The
consequence is KH Mustafa Kamil had to get
out of jail. Apparently, the jail is not that scary
anymore.
In November 1945, died as a martyr.
Only four months breathe free air, which in fact
it still must be maintained. Did not enjoy the
beauty of independence fought at all costs.
Enjoy divine banquet, which is the fruit of death
with dignity syuhada. KH Mustafa Kamil's
participation in the fighting in Surabaya
testament confirmed by the letter of the Central
Military BKS- Ulama. Correspondingly, in
recognition of his sacrifice for the freedom of
the nation and the State, through the Ministry of
Social No. Pol. 159 / PK dated February 23,
1959, the Government of the Republic of
Indonesia set KH Mustafa Kamil as one of the
Indonesian Independence Pioneers.
Scientific Approach in Teaching History
The scientific approach is intended to
give an understanding to the learners to know,
understand, practice what is being studied
scientifically. Therefore, in the learning
process so that learners are taught seekers
know from various sources through observing,
ask, try, processing, presenting, concluded, and
create for all subjects. Important components in
teaching using a scientific approach (Musfiqun,
2015, p. 43)
Presents the lessons that can increase
curiosity (Foster a sense of wonder),
Improve the skills of observing (En-
courage observation), Conducting anal-
ysis (Push for analysis) and Communi-
cation (Require communication).
 2nd International Conference on History Education 2018
The teachers have a different opinion
about the scientific approach. Based on the
opinion of experts about their views on scien-
tific approaches can be concluded that have
varying perspectives on the scientific
approach. Viewed as learning to enable stu-
dents to construct knowledge with scientific
measures: to observe, ask, gather information,
reason or associate, and communicates teachers
as facilitators and chaperones. In 2013 a learn-
ing curriculum and training in schools, the cur-
riculum itself according to Reksoadmojo in
Sufairoh (2010, p. 4) was a set of plans and
found out the purpose.
A set of learning plans in essence is an
attempt to find out how to plan and regulate the
objectives, content, and material of learning and
the methods used to guide the implementation
of learning activities in accordance with the de-
velopment and need to achieve goals stated in
an institution achievement of general values,
concepts, problems and skills that will become
the contents of the curriculum compiled with a
focus on these values curriculum development
also rests on the principles of curriculum devel-
opment.
Learning in the Curriculum 2013 using
a scientific approach or process-based
approach to science. The scientific approach
can be used several strategies such as
contextual learning one of them developed
with the mindset according to Permendikbud
RI No. 70 the Year 2013 as a following:
1. Developing a balance between the spiritual
and social development of attitudes,
curiosity, creativity, cooperation with
intellectual and psychomotor abilities;
2. Schools are part of a community that
provides a planned learning experience
where learners apply what is learned in
school to the community and take advantage
of the community as a learning resource;
3. Develop the attitudes, knowledge, and skills
and apply them in various situations in
schools and communities;
4. Freely give sufficient time to develop the
attitudes, knowledge, and skills;
5. Competence is expressed in the form of class
core competencies specified further in basic
competencies subjects;
6. Class core competencies into the element
organizer (organizing elements) basic
competence, where all the basic
competencies and learning processes
104
developed to achieve the stated competency
in core competencies;
7. The pattern of mass-based learning into the
needs of customers (users) to strengthen the
development of special potential of every
learner;
8. Single science learning patterns (mono-
discipline) into learning science plural
(multidiscipline); and the pattern of passive
learning into critical learning.
Progression of learning through
scientific approach is set by Permendikbud No.
70 of 2013, concerning the learning process is
guided by the principles of the scientific
approach, a learning process that uses a
scientific process. The scientific approach can
be used as a bridge to the developing and the
development of attitudes, skills, and
knowledge of students, according to
Permendikbud material stated that the
approach or processes that meet the criteria for
scientific work, the scientists put forward the
inductive approach of the deductive approach.
Deductive reasoning sees a common
phenomenon to draw specific conclusions.
Instead, look at the phenomenon of inductive
reasoning or specific situations to draw overall
conclusions. Inductive reasoning put specific
evidence about a broader base.
In this case, the role of the school
support teachers in implementing the scientific
approach to encourage teachers to participate in
education and training Implementation of the
scientific approach includes lesson planning,
implementation of learning and assessment of
learning outcomes. (1) The first step in learning
that lesson planning. Lesson planning activities
are undertaken by teacher’s syllabus and lesson
plan (RPP). (2) The second stage of learning is
learning implementation.
Implementation of learning is the application
of a lesson plan prepared by the teacher. (3)
The learning activities through a scientific
approach includes three main activities,
namely the preliminary activities, core
activities, and closing activities.
In this study, the application of the
scientific approach to learning history applies
five steps that must be carried out in each cycle:
A. Observe
1) In this study the application of the scientific
approach to history teaching to apply the five
steps that must be implemented in each-
 2nd International Conference on History Education 2018
cycle, the first cycle (first) I study the
application of patriotic KH Mustafa Kamil.
a. In observing the activities of some
students in the classroom, they are paying
less attention and is still seen chatting and
cool to bully her when learning takes
place.
2) Application of patriotism KH Mustafa Kamil
value through scientific approaches to
learning two stages the first cycle in an
improvement of prior learning follows the
steps being taken in learning.
a. Teachers lure students to express opinions
related to the concept of translating the
material from the image in front of the
figure.
3) Furthermore, after the first cycle to the
second cycle of researchers continue to apply
learning outcomes I. The reflection of cycle
1 cycle learning phase II study that is.
a. Students are asked to observe the images
displayed with focus as material in the
class. Students sitting in the back were
seen pacing from the bench.
4) Stages in learning scientific approach to
learning 2-second cycle based on the
reflection of learning 1.
a. Students can already be observed with
both the looks of students have started to
answer and give the explanation of the
meaning of the image as well as to
experiment properly.
5) In this second cycle, after the improvement
of the learning reflection results in the first
cycle, the lesson activities and student
activity began to increase at each stage.
a. In Stage observed increased 75% are very
active, phase 73% ask for student learning
nature given praise and punishment as a
reward teacher take advantage of praise to
praise the success of learners in doing
school work, praise is given by the work
and courage of students.
B. Ask
1) In this study the application of the scientific
approach to history teaching to apply the five
steps that must be implemented in each
cycle, the first cycle (first) I study the
application of patriotic KH Mustafa Kamil.
a. Stages ask the teacher asked a question to
the students asking the student to question
"whether one wants to be asked regarding
the material again? Questions submitted in
105
order to make students able to put forward
questions regarding the material when the
teacher asked the students no one to ask.
Because students are still busy with the
activities of each such tweet friends and
chatting.
2) Application of patriotism KH Mustafa Kamil
value through a scientific approach to
learning the first cycle in stage 2 experience
improvement from the previous study
conducted in the following stages of
learning.
3) Furthermore, after the first cycle to the
second cycle of researchers continue to apply
learning outcomes I. The reflection of cycle
1 cycle learning phase II study that is.
a. Given directives questions related images
to find the meaning of the image and
analyze any material contained in the
image in the show. Students can express
the meaning in the images presented in
front of the class.
4) Stages in learning scientific approach to
learning 2-second cycle based on the
reflection of learning 1.
a. Phase ask students to begin to actively
look when discussions many asking the
question.
In this second cycle, after the
improvement of the learning reflection results
in the first cycle, the lesson activities and
student activity began to increase at each stage.
C. Collecting Information
1) In this study the application of the scientific
approach to history teaching to apply the five
steps that must be implemented in each
cycle, the first cycle (first) I study the
application of patriotic KH Mustafa Kamil.
a. Teachers share assignments in each group
to work together. At this stage, the
students in doing the task, and not many
are looking for the source of answers and
just focus on the answer that has been
gained in learning. At this stage, there are
still many students who lack work together
and rely on each other still more clever
friends in the group in the process.
2) Application of patriotism KH Mustafa Kamil
value through scientific approaches to
learning two stages the first cycle in an
improvement of prior learning follows the
steps being taken in learning.
a. Teachers provide an explanation of the-
 2nd International Conference on History Education 2018
picture. Then the teacher to share the task
of the experiment to each group. When the
trial activities students are yet to be seen
working together. Then the students
conduct experiments in order to find
information by using technology tools.
3) Furthermore, after the first cycle to the
second cycle of researchers continue to apply
learning outcomes I. The reflection of cycle
1 cycle of learning the learning phase II is.
a. Students are required to make mind
mapping of instructional videos that aired
related teacher teaches learning materials,
several groups look to cooperate in
completing the task.
4) Stages in learning scientific approach to
learning 2-second cycle based on the
reflection of learning 1.
a. Students can take the initiative to read a
book, in data processing students discuss
with their peers and in the process gave the
students can communicate with clear
information regarding the material
assigned.
5) In this second cycle, after the improvement
of the learning reflection results in the first
cycle, the lesson activities and student
activity began to increase at each stage.
D. Reasoning or Associating
1) In this study, the application of the scientific
approach to learning history applies five
stages that must be carried out in each cycle,
in the first cycle (first) of learning I the
application of the patriotism values of KH
Mustafa Kamil.
a. The teacher is tasked with memorizing
some material that must be remembered, at
this stage students pay less attention to
what is assigned.
2) Application of patriotism values of KH
Mustafa Kamil through the scientific
approach to learning 2 cycles I in its stages of
improvement from previous learning and the
steps taken in the learning.
3) Then after doing the first cycle the researcher
proceeded to the second cycle by applying
the learning results of reflection from the
first cycle. The learning stage 1 cycle II,
namely.
4) stages in learning the scientific approach to
learning 2 cycles II based on the results of
reflection on learning 1.
5) In this second cycle, after making
106
improvements to the results of reflection on
learning in the first cycle, the learning
activities carried out, and student activities
began to increase at each stage.
E. Communicate
1) In this study, the application of the scientific
approach to learning history applies five
stages that must be carried out in each cycle,
in the first cycle (first) of learning I the
application of the patriotism values of KH
Mustafa Kamil.
a. At this stage, students are not
communicating with friends or teachers if
there are people who are not understood.
2) Application of patriotism values of KH
Mustafa Kamil through the scientific
approach to learning 2 cycles I in its stages of
improvement from previous learning and the
steps taken in the learning.
a. Students are asked to submit the results of
the discussion and the teacher gives
rewards in the form of stars given to the
class. All students in the group are
enthusiastic to read out the results of the
discussion related to the image displayed
in front of the class.
b. Students are asked to read the results of the
trial. In this stage of communicating, stu-
dents still seem to be unable, because in at-
taining achievement, they are still fixated
on the written text. After completing the
learning, the students are given an evalua-
tion of the concept of understanding with
the aim to be able to determine the extent
to which students are able to understand
the concept of the material being taught.
3) Furthermore, after the first cycle to the sec-
ond cycle of researchers continue to apply
learning outcomes I. The reflection of cycle
1 cycle learning phase II study that is.
a. Representatives of students from each
group presented the group's report delivery
class performed well enough and can un-
derstand, students who live already
started boldly forward.
4) Stages in learning scientific approach to
learning 2-second cycle based on the reflec-
tion of learning.
5) In this second cycle after the improvement of
the learning reflection results in the first cy-
cle, the lesson activities and student activity
began to increase at each stage.
 2nd International Conference on History Education 2018
Picture 1. Graph Results Percentage (%) of Students in Learning History activeness Patriotism
value KH Mustafa Kamil through Scientific Approach
The five steps in the scientific approach
can be done sequentially or not sequentially,
especially in the first and second steps.
Whereas in step three and so on, it should be
done in sequence. This scientific step is applied
to provide more space for students in building
learning independence and optimizing the
potential of intelligence possessed. Students
are asked to construct their knowledge,
understanding, and skills from the learning
process carried out, while educators direct and
provided reinforcement and enrichment about
what is learned with students.
Conclusion
Learning with scientific approach is a
learning process that is designed in such a way
that students actively construct concepts, laws
or principles through the stages of observing
(to identify or find problems), formulate
problems, submit or formulate hypotheses,
collect data with various techniques, analyze
data, draw conclusions and communicate
concepts, laws or principles that are
"discovered". Through learning local history
about the application of patriotism values to
KH Mustafa Kamil through a scientific
approach to learning History in Garut 23 Public
High School Class XI IPS 1 applied scientific
steps including observing, asking, trying,
associating, communicating (5M).
With the application of the scientific
approach in the learning process, students play
an active role in finding the concept of the
material being studied. Learning by applying a
107
scientific approach can improve student
learning activity, where students in active
learning in finding the concept of the material
to be conveyed by teachers in learning
activities. Curiosity of students appear when
the activity ask (observe and ask) then the
students themselves who are looking for
answers to questions that arise through the
activities of a try / collect data and process data
from the experimental results and a discussion
regarding the material just as well as based on
the book sources used in learning.
The yield increase understanding of the
concept of the student by using an approach
scientifically through observe, ask, try,
associate and communicate (5M) to enhance
understanding of the concept of students in
learning history, these developments appear
during the learning takes place where the
responses of students in cognition has
increased from cycle 1 to cycle 2. the increase
of the role of teachers to guide students in each
learning activity. So that when the process of
learning to apply a scientific approach to the
concept of the present invention each stage of
learning that teachers intervene by asking the
direction to steer students in finding the concept
of learning materials.
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