Dwi Pawestri Untari, 3101418077 (2022) PEMANFAATAN JEJAK SEMARANG-JOANA STOOMTRAM MAATSCHAPPIJ SEBAGAI SUMBER BELAJAR BERBASIS PENINGGALAN SEJARAH DI SMA NEGERI 1 MAYONG Utilization of the Semarang-Joana Stoomtram Maatschappij Trail as a Heritage-Based Learning Source at SMA Negeri 1 Mayong. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

The use of the SJS trail as a learning resource is important because it gives a real picture to students. The aims of this study were (1) to determine the feasibility of the SJS trail as a learning resource at SMA Negeri 1 Mayong; (2) knowing the form of utilizing the SJS; (3) knowing students' understanding by utilizing the SJS trail; (4) find out the obstacles experienced by teachers in utilizing the SJS trail. This study used a qualitative method, with the research location at SMA Negeri 1 Mayong. Data sources use SJS informants, documents, and traces. Data collection techniques using observation, documentation, and in-depth interviews. Test the validity of the data using the source triangulation technique. Data analysis techniques include data collection, data reduction, data presentation, and drawing conclusions. The results showed: (1) SJS traces are worthy of being used as a learning resource because there are still some SJS legacies that can be visited and observed so that students are helped by visual stimulation that easier to capture and remember in the long run. (2) Discovery Learning succeeded in making students more active in learning. (3) The understanding of students who live close to the SJS trail is deeper because of emotional closeness. (4) The constraints experienced by teachers in utilization are inadequate professional competence. Suggestions based on research: (1) for history teachers, it is hoped that they will maximize the implementation of the use of the SJS trail by accompanying students during field visits so that students do not only come to fulfill assignments but can also digest the meaning of the site. (2) For schools, it is hoped that they will be more supportive of the implementation of the use of historical heritage as learning resources, especially in terms of facilities and infrastructure so that learning runs smoothly and comfortably. (3) For students, it is hoped that they will not only make the material obtained as new knowledge, but also need to understand deeply so that learning history becomes more meaningful.

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