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All Journal Factum: Jurnal Sejarah dan Pendidikan Sejarah Historia: Jurnal Pendidik dan Peneliti Sejarah Paramita: Historical Studies Journal Jurnal SOLMA Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Diakronika
Santosa, Ayi Budi
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Optimizing the Use of History Textbook through Brain-Based Learning Fauzi, Wildan Insan; Santosa, Ayi Budi; Tarunasena, Tarunasena
Paramita: Historical Studies Journal Vol 29, No 2 (2019): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v29i2.15729

Abstract

This research was conducted based on the researchers' assumption to low optimal use of history textbook in school. Such ineffective condition was indicated from functioning book only as a resource material for examination. Even, the existence of the book tends to be a burden either for the teachers and the students. Therefore, brain-based learning can be an alternative to optimize the textbook to improve students’ historical thinking and understanding. To achieve this goal, inquiry naturalistic model proposed by Licoln and Guba (1985) was employed in history learning in one SMA in Bandung. Data were collected through observing, tracing and witnessing to historical learning by implementing brain-based learning approach carried out in the classroom. The analysis results revealed that this model brings several impacts, namely: (1) Students are not familiar to express their emotions during their history learning. However, applying cognitive and emotion aspects of the students may help them remember historical facts more easily, (2) the use of cognitive and emotional learning system also facilitates the students to improve their ability in identifying and classifying the facts from the textbook, (3) students still find difficulties in associating one fact to the others, and (4) generally, this model affects students’ historical understanding which is indicated from their ability to comprehend the history subject well, to obtain valuable life values, to figure out historical figures, social conflicts, and to understand social changes in the society. Penelitian ini dilakukan berdasarkan asumsi peneliti terhadap rendahnya penggunaan optimal buku teks sejarah di sekolah. Bahkan, keberadaan buku cenderung menjadi beban baik bagi guru maupun siswa. Oleh karena itu, brain-based learning  dapat menjadi alternatif untuk mengoptimalkan buku teks untuk meningkatkan pemikiran dan pemahaman historis siswa. Untuk mencapai tujuan ini, model naturalistik inkuiri yang diajukan oleh Licoln dan Guba (1985) digunakan dalam pembelajaran sejarah di satu SMA di Bandung. Data dikumpulkan melalui pengamatan, penelusuran, dan saksikan pembelajaran sejarah dengan menerapkan pendekatan brain-based learning yang dilakukan di kelas. Hasil analisis mengungkapkan bahwa model ini membawa beberapa dampak, yaitu: (1) Siswa tidak terbiasa mengekspresikan emosi mereka selama pembelajaran sejarah mereka. Namun, menerapkan aspek kognitif dan emosi siswa dapat membantu mereka mengingat fakta sejarah lebih mudah, (2) penggunaan sistem pembelajaran kognitif dan emosional juga memfasilitasi siswa untuk meningkatkan kemampuan mereka dalam mengidentifikasi dan mengklasifikasikan fakta dari buku teks, (3) siswa masih menemukan kesulitan dalam mengaitkan satu fakta dengan yang lain, dan (4) umumnya, model ini mempengaruhi pemahaman historis siswa yang ditunjukkan dari kemampuan mereka untuk memahami subjek sejarah dengan baik, untuk mendapatkan nilai-nilai kehidupan yang berharga, untuk mencari tahu tokoh-tokoh sejarah , konflik sosial, dan untuk memahami perubahan sosial di masyarakat. 
Kehidupan Sosial Budaya Masa Pergerakan Nasional di Indonesia (1900-1942) dari Sudut Pandang Novel Sejarah Fauzi, Wildan Insan; Santosa, Ayi Budi
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 3, No 2 (2020): Pembelajaran Sejarah dan Kearifan Lokal
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (177.83 KB) | DOI: 10.17509/historia.v3i2.21675

Abstract

Novel-novel sejarah membantu dalam mengisi kekurangan dalam menggali fakta fakta sosial atau fakta-fakta mental yang tidak terekam dalam sumber-sumber dokumen. Sebagai rumusan masalah dalam penelitian ini secara makro adalah “Bagaimana narasi pergerakan nasional Indonesia (1900-1942) dari sudut pandang novel sejarah?”. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif. Dalam penelitian ini, peneliti akan mendeskripsikan gambaran apa adanya terhadap realitas masa Pergerakan Nasional di Indonesia (1900-1942) dari Sudut Pandang Novel Sejarah. Peneliti memilih metode historis sebagai metode penelitian dan studi litelatur sebagai teknik penelitian. Hasil penelitian menunjukan setting sosial dan budaya yang digambarkan pada novel sejarah antara lain: modernisasi, westernisasi, romantisme, arogansi Barat,  pers dan gagasan, rasa rendah diri bangsa terjajah, stratifikasi social dan diskriminasi, pendidikan, suasana politik etis, munculnya Jepang sebagai kekuatan ekonomi, serta munculnya sentiment anti-tionghoa
Proyek Infografis Untuk Meningkatkan Kreativitas Siswa Dalam Pembelajaran Sejarah Daring Hanna, Hanna; Santosa, Ayi Budi
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 13, No 1 (2024): Media Pembelajaran Digital dalam Pembelajaran Sejarah
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v13i1.38872

Abstract

This Research is motivated by the findings of researchers in class XI IPS 1 SMAN 13 Bandung which shows the low creativity of students in history learning, where creativity is one of the important aspects that students need to have in participating in history learning. the findings that the researchers found in class XI IPS 1 SMAN 13 Bandung related to the low creativity of students during history learning who dared to be seen from the ability to think critically and innovatively of students in providing opinions, creative ideas as well as the low creativity of students involves in working on a project. This classroom action research was carried out in two cycles, in which three actions were carried out in each cycle using the Dave Ebbut mode, which in the process consisted of the stages of planning, implementation, observation, reconnaissance, and reflection. The purpose of this research is to increase students creativity in online history learning. the creativity indicator used as a guide in this study is Guilford’s opinion which consists of fluency, flexibility, elaboration, and originality, which the researcher develop into sub-indicators that have been adapted to the needs of the research. The scroe for each sub-indicator of the creativity indicators increased in each cycle so that from the score obtainde an increase in creativity was obtained from the first cycle with a percentage of 53% an increase of 33% in the second cycle with a percentage of 86%. This shows the success of implementating an effective infographic project to increase students creativity in online history learning.
Ragam Pendidikan Guru Masa Pemerintahan Kolonial Hindia Belanda Kurniawati, Yeni; Santosa, Ayi Budi
FACTUM: Jurnal Sejarah dan Pendidikan Sejarah Vol 12, No 2 (2023): Media Pembelajaran Sejarah berbasis Keterampilan Abad 21
Publisher : Universitas Pendidikan Indonesia dan APPS (Asosiasi Pendidik dan Peneliti Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/factum.v12i2.64131

Abstract

This article aims to describe the pattern of teacher education during the Dutch Colonial period, which was adapted to the colonial education system. This research uses historical methods with heuristic steps (source search), source verification (internal and external criticism), interpretation, and historiography. The sources used are archives from ANRI (National Archives of the Republic of Indonesia), the KTLV Library, and the National Library. Apart from that, the primary source used is Algemeen Verslag van het Inlandsch Onderwijs in Nederlandsch-Indiё Loopende over de Jaren 1893 t/m 4. At the beginning of the 20th century, the Dutch East Indies government established many schools that needed skilled teaching staff. Kweekschool was founded to meet the needs of native teachers for existing schools at that time. Apart from teacher education called kweekschool, there are also other teacher schools such as Hogere Kweekschool (HKS), Hollands Inlandsche Kweekschool (HIK), Hollands Chinese Kweekschool (HCK), and Hoofdakte Course. In 1907, the teacher education program was extended from four to six years, and the Dutch began establishing advanced teacher schools, Hoogere Kweekschool (HKS) in 1914 in Bandung and Purworejo.
From Ekstrem Kanan to Kadrun: A Semantic History of Islamic Stigma in Political Dynamics in Indonesia Winarti, Murdiyah; Fauzi, Wildan Insan; Kusmarni, Yani; Santosa, Ayi Budi; Tarunasena, Tarunasena
Paramita: Historical Studies Journal Vol 34, No 2 (2024): Disaster and Disease in History
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v34i2.45843

Abstract

Abstract: This article tries to analyze several terms that indicate a stigma againsts Islamic politics in Indonesia, such as right-wing extrimist, jihad commando, and kadrun. Kadrun is the newest form to stigmatize Islam in Indonesia, so it is interesting to review. Stigma against Islam can arise due to three main points, namely: the misunderstanding of Islam because of how it was represented according to the Orientalism point of view, the mainstream media framing, and the “terrorist” attack of the Western world. The research uses a historical approach that identifies various terms of stigma against Islam in the archives. Archives regarding the protest in Java in the 20th century were used to identify the stigma attached to Islam at the end of the colonial period. The archives at MUI (Indonesian Council of Ulama) were used to see the relationship between the terms right-hand extremist and jihad commando in the dynamics of relations between Islam during the New Order Era. Content analysis method and Twitter “crawling” data collection techniques were used to describe the kadrun concept. The results of research on the words right-hand extremist, jihad commando, and kadrun put Islam as a political doctrine, which was the opposition to the ruling government. Historical analysis shows that the stigma against political Islam has been a recurring phenomenon since the Dutch East Indies era, which continued to this era and might continue as a vicious cycle of conflict in Indonesia. Abstrak: Artikel ini mencoba menganalisis beberapa istilah yang mengindikasikan adanya stigma terhadap politik Islam di Indonesia, seperti ekstrimis kanan, komando jihad, dan kadrun. Kadrun merupakan bentuk terbaru dari stigma terhadap Islam di Indonesia, sehingga menarik untuk diulas. Stigma terhadap Islam dapat muncul karena tiga hal utama, yaitu: kesalahpahaman terhadap Islam karena direpresentasikan menurut sudut pandang Orientalisme, framing media arus utama, dan serangan “teroris” dari dunia Barat. Penelitian ini menggunakan pendekatan historis yang mengidentifikasi berbagai istilah stigma terhadap Islam dalam arsip. Arsip-arsip mengenai protes di Jawa pada abad ke-20 digunakan untuk mengidentifikasi stigma yang dilekatkan pada Islam pada akhir masa kolonial. Arsip-arsip di MUI (Majelis Ulama Indonesia) digunakan untuk melihat hubungan antara istilah ekstremis kanan dan komando jihad dalam dinamika relasi Islam selama masa Orde Baru. Metode analisis isi dan teknik pengumpulan data “crawling” Twitter digunakan untuk mendeskripsikan konsep kadrun. Hasil penelitian terhadap kata ekstremis kanan, jihad komando, dan kadrun menempatkan Islam sebagai doktrin politik yang menjadi oposisi bagi pemerintah yang berkuasa. Analisis historis menunjukkan bahwa stigma terhadap Islam politik telah menjadi fenomena yang berulang sejak era Hindia Belanda, yang berlanjut hingga era sekarang dan mungkin akan terus berlanjut sebagai lingkaran setan konflik di Indonesia. 
Refleksi Guru Terhadap Problem Keragaman Media Daring dalam Pembelajaran Sejarah Kurniawati, Yeni; Darmawan, Wawan; Santosa, Ayi Budi; Labibatussolihah, Labibatussolihah
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 5 No 2 (2021): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v5i2.4484

Abstract

This article aims to explain the problem of the variety of online media used by teachers during online history learning. This problem arises because there is no standard provision for online media that must be used by teachers. So that teachers can freely take advantage of various free and paid online media or even develop media independently. The research method used is a survey using a questionnaire distributed by random sampling technique for one month to 41 respondents spread over nine provinces in Indonesia. The results of the descriptive statistical analysis show that teachers mix and match the use of online media in accordance with the learning objectives. Another finding is that it is understood that each media has its own advantages and disadvantages. A relatively similar impression in sorting and selecting various online media is described in this article. The most popular online media for planning are Google Classroom and WhatsApp Group. As for the implementation of learning, namely Zoom Meeting and Google Meeting. Online media for learning evaluation using Quizizz.Artikel ini bertujuan untuk menjelaskan persoalan ragam media daring yang digunakan oleh guru selama pembelajaran sejarah daring. Persoalan ini muncul karena tidak adanya ketentuan baku akan media daring yang wajib digunakan oleh guru. Sehingga guru dapat leluasa memanfaatkan berbagai media daring yang gratis maupun berbayar atau bahkan menggembangkan media secara mandiri. Metode penelitian yang digunakan yaitu survei dengan menggunakan angket yang disebarkan dengan teknik random sampling selama satu bulan kepada 41 responden yang tersebar di sembilan provinsi di Indonesia. Hasil dari analisis statistis deskriptif menunjukkan bahwa guru memadupadankan penggunaan media daring yang sesuai dengan tujuan pembelajaran. Temuan lainnya yaitu telah dipahami bahwa setiap media memiliki kelebihan dan kekuranganya masing-masing. Kesan yang relatif sama dalam memilah dan memilih berbagai media daring diuraikan dalam artikel ini. Media daring yang paling diminati untuk perencanaan yaitu Google Classroom dan WhatsApp Group. Sedangkan untuk pelaksanaan pembelajaran yaitu Zoom Meeting dan Google Meeting. Media daring untuk evaluasi pembelajaran menggunakan  Quizizz.
Bataviaasch Genootschap Van Wetenschappen and the Institutionalization of Science in the Dutch East Indies 1778-1942 Santosa, Ayi Budi; Abdurakhman, Abdurakhman; Kurniawati, Yeni; Fauzi, Wildan Insan
Diakronika Vol 24 No 1 (2024): DIAKRONIKA
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/diakronika/vol24-iss1/415

Abstract

The background of this research is that Science in Indonesia develops through institutions, not ideas, people, or instruments. This research aims to describe the institutionalization of scientific institutions in the Dutch East Indies. The historical method analyzes various resources to aid the reconstruction of the Dutch East Indies’s science institutionalization process. This research uses archives from ANRI (National Archives of the Republic of Indonesia) regarding Bataviaasch Genootschap van Wetenschappen (The Batavia Society of Arts and Science). Archives from other scientific institutions, such as Bogor and Cibodas Botanical Gardens, are also used to illustrate the institutionalization process. The findings of this research include studies on the process and the necessity to pay attention to elements such as rules, norms, cultural benefits, roles, and material resources. Institutionalizing science and technology in the Dutch East Indies underwent at least three stages: the emergence of amateur scientists from Europe, the efforts to build scientific groups, and the establishment of science institutions. This research concludes that the first two stages were outside the bureaucratic channels of the colonial government. However, in the third stage, scientists needed help to escape the role of the colonial bureaucracy in developing these scientific institutions. Bataviaasch Genootschap van Wetenschappen, founded in 1778, was a private organization studying commerce, agriculture, and humanities. It played a significant role in encouraging various other research institutions
Artificial Intelligence In Project-Based Learning as a Resource for Learning Local History In Bandung Kusmarni, Yani; Santosa, Ayi Budi; Winarti, Murdiyah; Kurniawati, Yeni; Yulianti, Iing; Gumelar, Faujian Esa; Pangestu, Dimas Aldi
Diakronika Vol 24 No 2 (2024): DIAKRONIKA
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/diakronika/vol24-iss2/425

Abstract

The history learning process today needs to optimize the use of technology. Optimizing technology, especially artificial intelligence, can avoid the negative effects of students' use of gadgets. Project Based Learning is a model that AI can integrate into history learning. This article outlines the Project Based Learning (PjBL) model that utilizes Artificial Intelligence (AI) as an ICT platform in the Local History curriculum. The research methodology is descriptive and qualitative, involving data collection methods such as observation, interviews, and documentation. The project focuses on historic buildings that reflect Bandung’s history, architecture, and culture, particularly Gedong Tjai Tjibadak. The study results show that 1) the PjBL model effectively combines with Artificial Intelligence (AI). 2) Presenting Local History content in a different format makes the learning experience more diverse and exciting. And 3) Utilizing AI-based projects as educational tools for history allows students to demonstrate their abilities effectively. The AI-integrated PjBL model enhances the learning of Local History content in a way that meets the requirements. AI technology makes learning smoother, more convenient, and more captivating.
Pelatihan Pemanfaatan Media Digital Berbasis Artificial Intelligence sebagai Sumber Belajar Sejarah pada Guru-Guru Sejarah di Kabupaten Subang Kusmarni, Yani; Santosa, Ayi Budi; Fazri, Syarah Nurul; Rahman, Syahidah Sumayyah; Amanullah, Muhammad Abror
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.21632

Abstract

Background: Artikel ini merupakan hasil kegiatan pengabdian yang dilatarbelakangi oleh pengintegrasian AI sebagai media pembelajaran khususnya di bidang Sejarah. Kegiatan pengabdian ini bertujuan untuk meningkatkan pemanfaatan teknologi Artificial Intelligence (AI) sebagai media pendukung pembelajaran pada jenjang sekolah menengah, khususnya dalam pembelajaran mata pelajaran sejarah. Teknologi AI digunakan untuk membantu tenaga pendidik dalam mengidentifikasi pola belajar peserta didik secara lebih cepat dan akurat, sehingga memungkinkan penyesuaian metode pengajaran sesuai kebutuhan individu. Metode: Metode dalam kegiatan Pengabdian Kepada Masyarakat ini dilakukan melalui pelatihan dengan pendekatan persuasif dan edukatif. Pengelolaan PKM berupa pelatihan berupa workshop dengan tahapan pemahaman melalui teori dan praktik diberikan kepada para guru-guru bidang sejarah. Hasil: Hasil kegiatan ini mendorong para guru untuk terbiasa menggunakan media pembelajaran berbasis AI yang mudah diakses dan digunakan dalam berbagai topik sejarah, sehingga dapat meningkatkan pemahaman dan pengetahuan siswa secara efektif. Kesimpulan: Dengan demikian, media pembelajaran digital berbasis AI dapat digunakan oleh guru-guru sejarah sekaligus berperan strategis dalam mendukung proses pembelajaran sejarah di kelas lebih interaktif, edukatif, dan menyenangkan.
Co-Authors Abdurakhman Abdurakhman Amanullah, Muhammad Abror Dimas Aldi Pangestu Fazri, Syarah Nurul gumelar, faujian esa Hanna Hanna Iing Yulianti Labibatussolihah, Labibatussolihah Rahman, Syahidah Sumayyah Wawan Darmawan wildan Insan Fauzi Winarti, Murdiyah Yani Kusmarni, Yani Yeni Kurniawati, Yeni