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Pembelajaran Sejarah dan Kebebasan Berpikir Yusuf Budi Prasetya Santosa; Hendi Irawan
CHRONOLOGIA Vol 2 No 2 (2020): Chronologia
Publisher : Universitas Muhammadiyah Prof. Dr. Hamka

Learning is part of the educational process carried out by teachers and students. One of the lessons carried out is history learning. A part of the history learning process is still dominated by history teachers. Students feel they are not actively involved in the history learning process. History teachers still respect historical knowledge without providing sufficient opportunities for students. History learning should provide opportunities to think logically for students. Freedom of thought in learning history will have a positive impact on learning history itself and students. The purpose of this study is intended to provide a perspective on the importance of providing freedom of thought in history learning for students. The method used in this research is literature study, both technical and non-technical literature. The result was found that freedom of thought in history learning can make the learning process dynamic. Freedom of thought can develop students' logical and systematic reasoning abilities. Differences in interpretation due to diversity of thinking make the learning process run dialectically. Abstrak Pembelajaran adalah bagian dari proses pendidikan yang dilakukan oleh guru dengan peserta didik. Salah satu pembelajaran yang dilakukan ialah pembelajaran sejarah. Sebagian dari proses pembelajaran sejarah masih didominasi oleh guru sejarah. Peserta didik merasa tidak dilibatkan secara aktif dalam proses pembelajaran sejarah. Guru sejarah masih menghegomoni pengetahuan kesejarahan tanpa memberikan kesempatan yang cukup bagi peserta didik. Pembelajaran sejarah seharusnya memberikan kesempatan berpikir secara nalar bagi peserta didik. Kebebasan berpikir dalam pembelajaran sejarah akan berdampak positif bagi pembelajaran sejarah itu sendiri dan peserta didik. Tujuan penelitian ini dimaksudkan untuk memberikan sebuah sudut pandang akan pentingnya memberikan kebebasan berpikir dalam pembelajaran sejarah bagi peserta didik. Metode yang digunakan di dalam penelitian ini ialah studi literatur, baik literatur teknis maupun non-teknis. Hasilnya ditemukan bahwa kebebasan berpikir dalam pembelajaran sejarah dapat membuat proses pembelajaran menjadi dinamis. Kebebasan berpikir dapat mengembangkan kemampuan penalaran peserta didik secara logis dan sistematis. Perbedaan interpretasi akibat keberagaman berpikir menjadikan proses pembelajaran berjalan secara dialektis.

Fall and Revilitazion Traditional Game in Indonesia at 1990-2010 Hendi Irawan; Januar Barkah; Muhammad Abdul Karim
Tsaqofah Vol 16 No 2 (2018): December 2018
Publisher : Departement of History and Islamic Civilization, Faculty of Ushuluddin and Adab, State Islamic University of Sultan Maulana Hasanuddin Banten, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tsaqofah.v16i2.3157

The number of traditional game in Indonesia decreasing since change with new style of society and religion, but in late 20th century, with more popular of video game in Indonesia made big change in society and the number of traditional game more decreasing than before.Documentation of traditional game has started either by goverment before modern entertainment more popular in Indonesia at 1980-2000’s, but revilitazion not much do in grassroot. The communities and goverment started to preserving theintangible heritage with many ways also from, either in local or national above 2000's when they reliaze many traditional game has disappear and Indonesian heritage under threat.

Media Pembelajaran Vidio dalam Pembelajaran Sejarah: Studi Kasus di SMA Sejahtera 1 Depok Yusuf Budi Prasetya Santosa; Hendi Irawan; Fahmi Hidayat
LITERATUS Vol 3 No 2 (2021): Jurnal Ilmiah Internasional Sosial dan Budaya
Publisher : Neolectura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37010/lit.v3i2.610

Learning media is one of the important components in the learning process. For teachers, the use of learning media can help in delivering the subject matter. As for students, learning media can help understand the learning material. One of the learning media used by teachers is learning video media. Learning video media can provide a concrete picture of the ideas and ideas contained in the subject matter. The subject is one of the subjects that are suitable for using learning videos. This study aims to see how the use of learning media and how to apply instructional video media in learning history. The population and sample of the entire study were students of class XI IPS at SMA Sejahtera 1 Depok. results Based on the research that has been done, video learning media is a good medium to use in history subjects. Learning video media can also increase the effectiveness and enthusiasm of students' learning.

Penanaman Kesadaran Lingkungan melalui Muatan Sejarah Lingkungan dalam Pembelajaran Sejarah Yusuf Budi Prasetya Santosa; Hendi Irawan
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 5, No 2 (2022): Pengembangan Materi dalam Pembelajaran Sejarah
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/historia.v5i2.36606

Abstract : The environmental damage that occurs can cause natural disasters that are detrimental to humans. Historically, environmental damage has occurred since humans were transformed from hunters and gatherers to farmers and food gatherers. Since the transformation, humans have been able to manipulate nature, so that it has an impact on environmental changes. Environmental damage in the modern era occurred during the industrial revolution which lasted throughout the 19th and 20th centuries. Environmental damage continues to this day, therefore it is necessary to cultivate environmental awareness. Planting environmental awareness can also be given in schools as formal educational institutions through various existing subjects. One of the subjects that can contribute to instilling environmental awareness is the subject of history, through the content of environmental history. This study aims to look at the cultivation of environmental awareness through the content of environmental history in history learning. This study uses a descriptive qualitative method with a literature study approach by collecting various data that can support the writing process. The results of the study found that planting environmental awareness through environmental history content could be carried out, but not all basic competencies in history subjects could be integrated. In addition, history teachers must have more effort so that the objectives of the integration process, namely the cultivation of environmental awareness, can be achieved properly.Abstrak : Kerusakan lingkungan yang terjadi dapat menimbulkan bencana alam yang merugikan bagi manusia. Secara historis kerusakan lingkungan telah terjadi sejak manusia bertransformasi dari para pemburu dan pengumpul makanan, menjadi para petani dan peramu makanan. Sejak transformasi tersebut manusia telah mampu memanipulasi alam, sehingga berdampak pada perubahan lingkungan. Kerusakan lingkungan di era modern terjadi ketika masa revolusi industri yang berlangsung sepanjang abad 19 dan abad 20. Kerusakan lingkungan terus terjadi hingga sekarang, maka dari itu perlu kiranya penanaman kesadaran lingkungan. Penanaman kesadaran lingkungan juga dapat diberikan di sekolah sebagai lembaga pendidikan formal melalui berbagai mata pelajaran yang ada. Salah satu mata pelajaran yang dapat turut menanamkan kesadaran lingkungan adalah mata pelajaran sejarah, melalui muatan sejarah lingkungan. Penelitian ini bertujuan untuk melihat penanaman kesadaran lingkungan melalui muatan sejarah lingkungan dalam pembelajaran sejarah. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi pustaka dengan mengumpulkan berbagai data yang dapat mendukung dalam proses penulisan. Hasil penelitian menemukan jika penanaman kesadaran lingkungan melalui muatan sejarah lingkungan dapat dilakukan, namun tidak semua kompetensi dasar dalam mata pelajaran sejarah dapat diintegrasikan. Selain itu guru sejarah harus memiliki upaya lebih agar tujuan dari proses integrasi, yaitu penanaman kesadaran lingkungan dapat tercapai dengan baik.

Perkembangan Kurikulum Madrasah 2002-2013: (Studi pada Madrasah Aliyah Mutmainah-Bogor) Hendi Irawan
LITERATUS Vol 4 No 3 (2022): Pergeseran Sosial, Budaya, dan Hukum dalam Menghadapi Era Society 5.0
Publisher : Neolectura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37010/lit.v4i3.989

Curriculum is a tool to achieve educational goals. Hamalik (2017) states that curriculum objectives are goals to be achieved by a study program, field of study, and a subject, which are structured based on institutional objectives. As an important tool for achieving goals, the curriculum must be adaptive to changing times and advances in science and technology. In addition, the curriculum must also develop in accordance with developments in educational theory and practice. The writing of this article is the result of previous research which aims to determine the development of the 2002-2013 madrasah curriculum in its implementation at Madrasah Aliyah Mutmainah-Bogor. The method used in this research is a qualitative method with a descriptive approach, which is a way of collecting data and information as well as existing symptoms according to what they were at the time the research was conducted. The madrasa's efforts to adapt were not easy, even in the adaptation process it resulted in an Educational Dualism between public schools and religious schools. This dualism was inherited from the Dutch colonialists since the colonial period, where the Dutch colonials were indebted to Indonesia which was an ethical policy.

SEJARAH PERKEMBANGAN MAKANAN INDONESIA DARI ABAD KE 10 HINGGA MASA PENDUDUKAN JEPANG Yusuf Budi Prasetya Santosa; Hendi Irawan
JURNAL PENELITIAN SEJARAH DAN BUDAYA Vol 9, No 1 (2023)
Publisher : Balai Pelestarian Nilai Budaya Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36424/jpsb.v9i1.364

Sejak dahulu bangsa Indonesia dikenal sebagai bangsa yang hebat dalam mengolah makanan. Hal ini dapat dilihat dari keragaman makanan yang dimiliki oleh bangsa Indonesia. Keragaman makanan Indonesia telah ada sejak abad ke-10. Perkembangan makanan di Indonesia juga dipengaruhi oleh berbagai kebudayaan asing yang datang silih berganti, mulai dari India, Cina dan Eropa (Portugis, Spanyol dan Belanda). Berdasarkan hasil penelitian ditemukan jika keanekaragaman makanan Indonesia memiliki sejarah yang panjang. Keanekaragaman makanan Indonesia terjadi karena proses akulturasi dengan berbagai budaya asing, seperti India, Cina dan Eropa yang dibawa oleh para pendatang ke Nusantara. Akulturasi yang terjadi disebabkan masyarakat Indonesia memiliki sikap terbuka terhadap hal-hal baru. Namun meski begitu kebudayaan asli Nusantara tidak hilang selama proses interaksi tersebut. Masa penjajahan Jepang, selama periode Perang Asia-Pasifik 1942-1945, sebagai penutup periode imperialisme bangsa asing di Indonesia juga ikut memperkaya perkembangan makanan di Indonesia. Penelitian ini berfokus kepada bagaimana perkembangan sejarah makanan di Indonesia dari abad ke-5 sampai akhir masa pendudukan Jepang. Dan apakah ada tindakan saling mempengaruhi dalam proses pekembangan makanan di Indonesia selama periode tersebut. Penelitian ini menggunakan metodologi penelitian historis yang terdiri dari empat tahap, yaitu heuristik, verifikasi, interpretasi, dan historiografi.

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