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All Journal Jurnal Pendidikan Sejarah Indonesia Journal of General Education and Humanities
Ika Rahmatika Chalimi
Tanjungpura University
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PEMANFAATAN MASJID JAMI’ SULTAN SYARIF ABDURRAHMAN SEBAGAI SUMBER BELAJAR SEJARAH Ika Rahmatika Chalimi; Haris Firmansyah
Jurnal Pendidikan Sejarah Indonesia Vol 3, No 2 (2020)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v3i2p185-193

Abstract

Abstract: This research aims to determine how teachers can use the Jami 'Sultan Syarif Abdurrahman Mosque as a source of learning history. The research method used qualitative research with the form of descriptive analysis. This research was do at SMAN 5, SMAN 6 and SMAN 9 Pontianak. Data collection techniques in this research used indepth interviews, observation and recording of documents and archives. The data analysis technique used data reduction, data presentation and conclusions withdrawal and verification. The research result shows (1) the advantage of the Jami 'Sultan Syarif Abdurrahman Mosque as a learning resource was carried out in various ways of planning, one of which was to first analyze learning resources that were in accordance with Basic Competencies (KD) and learning objectives, then design materials and modify them according to needs. ; then explaining it to the school in order to get a response and permission to be implemented. (2) The way history teachers at SMAN 5, SMAN 6 and SMAN 9 Pontianak City use the Jami 'Sultan Syarif Abdurrahman Mosque as a learning resource is inviting students to research the mosque, telling local stories about mosque as a historical heritage or Islamic history in Pontianak, asking students who have been go to the Jami 'Sultan Syarif Abdurrahman Mosque to tell how the mosque looks like and attach videos or pictures of the Jami' Sultan Syarif Abdurrahman Mosque. Learning evaluation was carried out in several ways including giving essays togroup assignments, combining it with the make a match learning model and making observations. (3) There are several obstacles and solutions made by history teachers so that the use of the Jami 'Sultan Syarif Abdurrahman mosque can be considered effective in achieving learning objectives.
The Relevance of John Locke’s Thoughts to the Development of Empiricism-Based History Learning in the Era of Independent Learning Ismaul Fitroh; Muhammad Abror Amanullah; Rendy Wahyu Satriyo Putro; Ika Rahmatika Chalimi
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1515

Abstract

This study examines the relevance of John Locke’s empiricism as a philosophical foundation for developing contextual and reflective history learning in the era of Merdeka Belajar. The research responds to the persistent dominance of memorization-oriented history learning, which limits students’ critical thinking and historical awareness despite contemporary educational demands that emphasize active, student-centered learning. This study aims to analyze how Locke’s concepts of tabula rasa, sensation, and reflection contribute conceptually to the development of inquiry-oriented and meaningful history learning. The study employed a qualitative, philosophical library research approach, using Locke’s major philosophical works as primary sources and contemporary literature on the philosophy of education, history education, inquiry learning, and Merdeka Belajar as secondary sources. Data analysis was conducted through data reduction, conceptual categorization, interpretive analysis, and constructive synthesis. The findings indicate that Locke’s empiricism strengthens the ontological, epistemological, and axiological foundations of history learning by emphasizing evidence-based reasoning, reflective inquiry, and active knowledge construction. The study also finds that empiricism-based learning supports inquiry-based, project-based, and authentic-source analysis, as well as reflective assessment practices relevant to the objectives of Merdeka Belajar. Therefore, Locke’s empiricism provides both a conceptual contribution to the philosophy of history education and practical implications for developing more critical, contextual, and meaningful history learning in contemporary Indonesian education.
Co-Authors Firmansyah, Haris Ismaul Fitroh Muhammad Abror Amanullah Rendy Wahyu Satriyo Putro