Development Of A History Learning Management Handbook To Minimize Ethnic Prejudice Among Senior High School Students

Abstract

     The aim of this research was to develop a handbook on history learning management in order to minimize ethnic prejudice for senior high school students. The study was divided into three phases; phase 1 was the creation of a handbook on history learning management in order to minimize ethnic prejudice. The study used qualitative data analysis to analyze the in-depth interviews with three key informants. The participants of this research were 23 subjects, which were academicians of history, social studies educators, and social studies teachers, who were analyzed by using qualitative data analysis. It was found that the handbook consisted of three parts: 1) history of learning management problems in schools, 2) history of learning management leading to minimization of ethnic prejudice, and 3) history of learning activities leading to minimization of ethnic prejudice.

     In phase 2, the quality of the history of learning management in order to minimize ethnic prejudice was examined by seven experts in the area of minimizing ethnic prejudice, history, and social studies. It was found that the handbook had a consistency index (IOC) value equal to 1.00. It can be interpreted that the handbook is of good quality and can be used to manage learning.

     In phase 3, a survey of the social studies teachers’ opinions on history learning management in order to minimize ethnic prejudice. The sample consisted of 439 social studies teachers under the Office of Educational Service Area 1-42. The quantitative data were analyzed by using basic statistics, which were mean and standard deviation (S.D.). It was found that the handbook had an average mean value of 3.29 and a standard deviation of 0.60. It can be interpreted that the handbook is at a very appropriate level.