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All Journal Chronologia Jurnal Pendidikan Terapan
Johan Wahyudhi
UIN Syarif Hidayatullah Jakarta
Humanities Education Social Sciences Other

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Merumuskan Perspektif: Kontribusi Gagasan Kajian Bahasa Arab dan Sejarah dari Ilmuwan Nahdhliyin di Fakultas Adab dan Humaniora IAIN Syarif Hidayatullah Tahun 1970 – 2000 Hilmi Akmal; Kaula Fahmi; Johan Wahyudhi
CHRONOLOGIA Vol 7 No 1 (2025): Chronologia
Publisher : Universitas Muhammadiyah Prof. Dr. Hamka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jhe.v7i1.22097

Abstract

Penelitian ini bertujuan untuk menganalisis kontribusi para ilmuwan Nahdhiliyin (secara cara pandang bersinggungan dengan Nahdlatul Ulama) yang berkiprah di Fakultas Adab dan Humaniora, IAIN Syarif Hidayatullah Jakarta dalam pengembangan wacana keilmuan sastra dan sejarah Islam di Indonesia pada paruh akhir abad ke-20. Fokus utama penelitian diarahkan pada peran akademisi NU dalam memperkaya kajian Bahasa Arab, praktik penerjemahan teks-teks klasik dan modern, serta pengembangan historiografi Islam dalam konteks pendidikan tinggi. Penelitian ini menggunakan pendekatan sejarah intelektual dengan menempatkan gagasan, karya tulis, dan praktik akademik para ilmuwan NU sebagai objek kajian utama. Metode penelitian meliputi studi arsip institusional Fakultas Adab, analisis karya ilmiah berupa buku, artikel jurnal, dan terjemahan, serta penelusuran konteks sosial-intelektual yang melingkupi aktivitas akademik mereka.  Hasil penelitian menunjukkan bahwa para ilmuwan NU memainkan peran penting dalam membangun dan mematangkan wacana sastra di Fakultas Adab, khususnya sastra Arab dan bidang penerjemahan. Mereka tidak hanya memperkenalkan karya-karya sastra Arab klasik dan kontemporer, tetapi juga mengembangkan pendekatan interpretatif yang kontekstual dan historis. Di bidang sejarah Islam, kontribusi mereka tampak dalam penguatan kajian historiografi yang menggabungkan sumber-sumber Arab klasik dengan perspektif sosial dan budaya Indonesia. Temuan ini menegaskan bahwa kehadiran ilmuwan NU di Fakultas Adab turut membentuk tradisi keilmuan yang khas, integratif, dan berkelanjutan dalam pengembangan wacana sastra dan sejarah Islam.
Inquiry-Based Learning in History Teacher Education: A Local History Approach to Prospective Teachers’ Understanding Arif Saefudin; Johan Wahyudhi; Yusran Ilyas; Loso Judijanto; Akhlaqur Rahman
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.868

Abstract

Purpose: Traditional history teaching methods in the social sciences often overlook constructivist and inquiry-based approaches, meaning that trainee history teachers are under-exposed to such approaches. This study aims to evaluate how trainee history teachers understand and apply inquiry-based methods when local history is integrated into teaching materials, as well as to assess the pedagogical effectiveness of local history in enhancing teacher education. Methods: This study employed an exploratory qualitative approach involving history teacher trainees enrolled in a teacher training programme at UIN Syarif Hidayatullah Jakarta. Data were collected through focus group discussions, interviews, and classroom-based inquiry activities. Data were analysed using thematic analysis to identify patterns in participants’ understanding and perceptions of inquiry-based learning utilising local history. Findings: The findings indicate that integrating local history into the curriculum significantly enhances participants’ engagement and interest. Students demonstrated a deeper understanding of inquiry-based learning, particularly in formulating questions, analysing sources, and drawing evidence-based conclusions. Participants also reported increased confidence in applying inquiry-oriented teaching methods, although concerns regarding classroom implementation remain. Research implications: This study is limited to specific groups and contexts, which may affect generalisability. However, it highlights the pedagogical value of contextual and inquiry-based approaches in teacher education. Challenges such as time constraints and institutional readiness need to be considered for wider implementation. Originality: This research contributes by demonstrating the effectiveness of local history as a pedagogical medium to support inquiry-based learning. It offers a contextual approach to bridging theory and practice in teacher education and suggests directions for future longitudinal research on sustained pedagogical impacts.
Co-Authors Akhlaqur Rahman Arif Saefudin Hilmi Akmal Kaula Fahmi Loso Judijanto Yusran Ilyas