The Implementation Of Context, Input, Process, And Product Evaluation Theory In Contextual Learning Of Indonesian History In Semedo Ancient Site, Semedo Village, Kedungbanteng Sub District, Tegal Regency, Central Java, Indonesia

摘要

Contextual learning focuses on involving the students actively to acquire their own understanding in the field. Contextual learning is an appropriate approach when applied to Indonesian History subject, because the students can understand better the material studied. The implementation of Indonesian History learning in the State Vocational High School 1 Dukuhturi Tegal had been based on contextual learning, particularly the material of life pattern in preliterate period by visiting Semedo Ancient Site. This qualitative research using case study aimed to find out the effectiveness of Indonesian History learning in the State Vocational High School 1 Dukuhturi Tegal in Semedo Ancient Site. Data validation was carried out using data source triangulation. Technique of analyzing data used integrated data resulting from the observation on fossil finding place, interview with student, fossil inventor, ancient site organizer, and documentation from many sources to support information in Semedo Ancient Site. The theory employed was Daniel Stufflebeam's Evaluation theory including Context, Input, Process, and Product. The result of research showed that educators learned more enthusiastically Indonesian History, pre-literate human life pattern, characteristics of fossil deriving from middle pleistocene period, and can distinguish the type of life instruments in Mesolithic and Neolithic periods.