Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Historika JETL (Journal Of Education, Teaching and Learning) KRONIK: Journal of History Education and Historiography
Abidin, Rahman
Unknown Affiliation
Religion Aerospace Engineering Arts Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
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.
Exploring Critical and Ethnopedagogical Dimensions in Living Museums: Ethnographic Perspectives in Cultural Education Practices Abidin, Rahman; Supriatna, Nana; Saripudin, Didin; Yulifar, Leli
JETL (Journal of Education, Teaching and Learning) Vol 9, No 2 (2024): Volume 9 Number 2 September 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i2.5829

Abstract

Living museum is a concept that integrates direct experience with cultural and historical learning. This article explores the critical and ethnopedagogical dimensions in living museum practices with a focus on ethnographic perspectives in cultural education. Through a qualitative approach that includes participant observation, in-depth interviews, and document analysis, this study aims to understand how living museums can function as educational spaces that not only present history, but also encourage critical thinking and cultural reflection among visitors. This study identifies that living museums provide a platform for interactive dialogue between visitors and the cultural practices presented. In this context, living museums are not only places to display artifacts, but also arenas for knowledge exchange that involve community members in the educational process. This study highlights how an ethnopedagogical approach, involving guides as cultural stakeholders, can deepen visitors' understanding of cultural heritage and history. The findings of this study suggest that living museums can function as tools for critical thinking and cultural education, by encouraging visitors to reflect on the social and historical contexts of the artifacts they see. In addition, this study shows that living museums that successfully integrate ethnopedagogical approaches can create immersive and sustainable experiences for visitors, which go beyond mere historical education to embrace broader discussions about cultural identity and social values.
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.
Co-Authors Nana Supriatna Saripudin, Didin Sudarmaji, Arif Krisna Yulifar, Leli