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All Journal Jurnal Pendidikan Usia Dini Historika KRONIK: Journal of History Education and Historiography Danadyaksa Historica
Abidin, Rahman
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Religion Arts Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Ethical Policy and The Emergence Of Indonesian Nationalism 1908-1919 in The High School History Textbooks For Grade XI Sudarmaji, Arif Krisna; Abidin, Rahman
HISTORIKA Vol 22, No 2 (2019): Wajah Nasionalisme Indonesia
Publisher : Sebelas Maret University (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.182 KB) | DOI: 10.20961/historika.v22i2.38138

Abstract

This study aims to analyze the implementation of the values of nationalism in Indonesian History textbooks in class XI. Issues raised include: (1). How nationalism can emerge in Indonesia. (2). How the influence of nationalism itself for the Indonesian people. The research method used is critical discourses analysis, which is analyzing discourse contained in Indonesian History textbooks. The approach used is the theory of nationalism E.J. Hobsbawm. Nationalism develops through three phases, ethnolinguistic nationalism, xenophobia, passionate ethnocentrism. The results of the study show that nationalism emerged as a response to Dutch colonialism and imperialism. Emerging local elites were enlightened as a result of the ethical politics of the early 20th century. Many movement organizations were formed, including the Indische Partij, which provided the essential foundation for Indonesian ideas as inspiration for the emergence of the conception of the awareness of modern Indonesian nationhood in 1928.
MINI HISTORIOGRAPHY IN SCHOOL: ENCOURAGING STUDENTS TO BECOME YOUNG HISTORIANS Abidin, Rahman
KRONIK : Journal of History Education and Historiography Vol 9 No 1 (2025): June
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/kjhi.v9i1.42964

Abstract

History education has tended to focus on the transmission of a single narrative that is factual and chronological in nature, thus ignoring the critical and constructive dimensions of the historical thought process. This article proposes a mini-historiography approach as an innovative learning strategy that encourages students to not just memorize events, but to actively construct historical narratives based on data, sources, and interpretations. Through the practice of mini historiography, students are invited to trace traces of local history, conduct field observations, interviews, and document analysis, which are then constructed in the form of historical writings or presentations. This approach not only improves critical thinking skills, historical literacy, and empathy, but also provides space for students to play the role of knowledge producers, not just consumers. This study uses a qualitative study method with classroom observation and analysis of student documents in three high schools in South Sumatra. The results show that mini historiography is able to arouse students' enthusiasm, enrich their understanding of the local historical context, and strengthen cultural identity. In addition, this approach challenges the dominance of large national narratives that often marginalize community history. By involving students as young historians, history education becomes more democratic, contextual, and meaningful. This article recommends the integration of mini-historiography into the history curriculum as a strategic step in building a generation that is historically literate and reflective of the past.
MEMBACA MASA LALU, MENULIS MASA DEPAN: PENDIDIKAN SEJARAH SEBAGAI AKSI KRITIS Abidin, Rahman; Agustina, Ema
Danadyaksa Historica Vol 5, No 2 (2025): Danadyaksa Historica
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/jdh.v5i2.10393

Abstract

Pendidikan sejarah tidak semata-mata bertujuan menanamkan hafalan peristiwa masa lalu, tetapi membuka ruang reflektif bagi peserta didik untuk memahami dinamika sosial, politik, dan budaya yang membentuk identitas kolektif. Artikel ini menyoroti urgensi pendekatan pendidikan sejarah sebagai aksi kritis yang mampu membekali siswa dengan kemampuan berpikir historis, kesadaran etis, dan keberanian untuk mempertanyakan narasi dominan. Melalui pembelajaran sejarah yang dialogis dan kontekstual, peserta didik diajak untuk tidak hanya membaca masa lalu sebagai fakta beku, tetapi menulis masa depan dengan sikap kritis, empatik, dan visioner. Penelitian ini menggunakan pendekatan kualitatif-deskriptif dengan studi pustaka dan analisis kurikulum sebagai metode utama. Hasil analisis menunjukkan bahwa integrasi pedagogi kritis dalam pendidikan sejarah mampu menciptakan ruang belajar yang demokratis dan transformatif. Sejarah diposisikan bukan sebagai instrumen legitimasi kekuasaan, melainkan sebagai medan dialektika dan pembebasan. Oleh karena itu, guru sejarah memegang peran strategis sebagai fasilitator kesadaran, bukan sekadar penyampai materi. Pendidikan sejarah yang demikian akan memungkinkan lahirnya generasi yang tidak hanya tahu tentang masa lalu, tetapi mampu mengartikulasikan masa depan secara lebih adil dan inklusif.
Social Science Learning Model for Early Childhood Based on Digital Wayang Golek to Enhance Social Awareness Hurri, Ibnu; Abidin, Rahman; Wirawan, Gandung
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.63193

Abstract

This research seeks to create and evaluate the efficacy of a social studies learning model for early childhood education (PAUD) rooted in local wisdom through digital puppetry to enhance social awareness in young children. This methodology aims to include Sundanese cultural values using puppet figures and narratives delivered in an interactive digital format. The study employs a Research and Development (R&D) methodology encompassing needs analysis, model creation, expert validation, and both restricted and large field testing. We gathered data through observation, interviews, documentation, and analysis of children's prosocial behavior during the educational process. The study's findings reveal that using digital puppets significantly improves children's ability to demonstrate empathy, share, support peers, collaborate, and resolve minor conflicts. Educators appreciate the ease of conveying social studies content that was once abstract, since digital media facilitates the presentation of a tangible and engaging social context. The digitization of wayang golek has demonstrated its efficacy in revitalizing indigenous wisdom while addressing the demand for technology-based education in early childhood development (PAUD). This study highlights that the amalgamation of culture and technology in social studies learning is a relevant strategy to build children's social character from an early age.
Co-Authors Gandung Wirawan Ibnu Hurri Siswahyudianto Sudarmaji, Arif Krisna