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RUANG MARITIM DI SISI BARAT PULAU SUMATERA YANG DIABAIKAN, SEBUAH TINJAUAN HISTORIOGRAFIS Purwanto, Bambang
Paramita: Historical Studies Journal Vol 27, No 2 (2017): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v27i2.11162

Most history writing involves and actualizes different perspectives and approaches. As a historiography, the past is usually constructed with value judgment from which historian creates the narrative of history. This article deals with the way how Indonesian historiography excludes systematically the maritime world of western coast of Sumatra and the adjacent islands. The grand narrative of Indonesian history stays in the land of Sumatra and hardly goes to the water world of the surrounding islands. The applied approach is inspired partly by the exclusion and inclusion nature of historiography developed by those who comprehensively critical to the national historical canon, of which maritime world of the western coast of Sumatra and the adjacent islands together people live there is assumed historically not important in representing modern, civilized, and globalized Indonesia. The source material uses consists chiefly of secondary sources. The aim here is not to open debate over what is the reality of the maritime world of western coast of Sumatra and the adjacent islands, but to argue about marginalization and exclusion of the area, and to explain why Indonesian national narrative neglecting it.Â Â Sebagian besar penulisan sejarah melibatkan dan menghadirkan berbagai cara pandang dan pendekatan. Sebagai historiografi, masa lalu biasanya dikonstruksi berdasarkan nilai tertentu yang digunakan oleh sejarawan untuk membangun narasi sejarah. Tulisan ini membahas tentang bagaimana historiografi Indonesia mengeksklusi secara sistematis dunia maritim pantai barat Sumatera dan pulau-pulau di sekitarnya. Narasi besar sejarah Indonesia berada di daratan Sumatera, dan hampir-hampir tidak menyentuh dunia air dan pulau-pulau di sekitarnya. Dasar berpikir yang di-terapkan terinspirasi sebagian oleh prinsip-prinsip eksklusif dan inklusif secara historiografis yang dikembangkan oleh mereka yang kritis terhadap kanon sejarah nasional, dimana dunia maritim pantai barat Sumatera dan pulau-pulau di sekitarnya termasuk masyarakat yang ada di dalamnya diasumsikan secara historis tidak penting untuk mewakili Indonesia yang mondern, beradab, dan global. Tulisan ini terutama menggunakan sumber-sumber sekunder. Tujuan tulisan ini bukan untuk membuka perdebatan mengenai apa kenya-taan yang terjadi di dunia maritim pantai barat Sumatera dan pulau-pulau di sekitarnya, namun untuk menyatakan adanya marginalisasi dan eksklusi atas daerah tersebut beserta masyarakatnya, serta untuk menjelaskanÂ mengapa narasi nasional sejarah Indonesia mengkerdilkan dan mengabaikannya.Â

THE USE OF TEACHERSâ€™ QUESTIONING STRATEGIES TO STIMULATE STUDENTSâ€™ CRITICAL LITERACY: A CASE OF TWO ENGLISH LECTURERS IN INDONESIA Siti Aimah; Bambang Purwanto
Indonesian EFL Journal Vol 5, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i1.1608

To create an effective teaching, teachers should consider the use of questioning strategies to not only elicit studentsâ€™ attention, but also stimulate their critical literacy. This study aims to know the use of questioning strategies used by the English lecturers in the classrooms. An in-depth research was done to provide the information dealing with the reasons of using the questioning strategies and the questioning strategies used to stimulate studentsâ€™ critical literacy. A case study was carried out by involving two English lecturers of Universitas Muhammadiyah Semarang, Indonesia. Both of them taught the second semester students in Reading class and Language Testing class in the Academic Year of 2017/2018. Data were collected through video-recordings and interview with both lecturers. The findings showed that both lecturers used question-planning strategies and question-controlling strategies as proposed by Xuerong (2012) and Walsh (2011). To stimulate the studentsâ€™ critical literacy, open-referential questions and follow-up questions were posed to encourage them to be more critical. Wait-time given by the lecturers also helped the students answered the questions, and their questions were more accurate, elaborate, and reasonable.Keywords: critical literacy; effective teaching; question-controlling strategies; question-planning strategies; teachers questioning strategies.

Evaluating Teachers’ Performance: A Need for Effective Teaching Siti Aimah; Bambang Purwanto
Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited
Publisher : Soegijapranata Catholic University

This article reports a study, which aims to evaluate the EFL teachers’ performance of teaching in the English Education Department of Universitas Muhammadiyah Semarang (Unimus). The study was conducted to find out how competent the English lecturers/university teachers in the Department are in conducting an English Language Teaching (ELT) program in the classroom. A case study was employed to five teachers who taught the fifth-semester students in the Academic Year of 2017/2018. Through an observation during their teaching and learning process by involving four observers and through a questionnaire distributed to the 13 students in the fifth semester. The study shows the different results of teachers’ performance from both the teachers’ and students’ perspectives. Based on observation, it is revealed that the teachers’ performance in ELT program does not show a satisfactory result yet. The teachers tend to use unvarying methods and focus on certain students without knowing that some of them have learning problems. Meanwhile, from the questionnaire distributed to the students, it shows that the teachers have good competencies in conducting an ELT program in the classroom in which one of the indicators is seen from the personality of the teachers.

Lesson Study: Engaging Collaborative Learning to Promote Teachers’ Pedagogical Competence Siti Aimah; Bambang Purwanto; Heri Dwi Santoso; Muhimatul Ifadah
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (771.874 KB)

Teacher quality is the most important factor in enhancing student achievement. In order to achieve the goal, lesson study comprises three main phases of plan, do, and see encourages teachers to do collaborative learning in which they create learning communities to discover, create, and negotiate new meanings to improve their teaching. Teachers at all stages of their careers could learn from one another. They could work together, discuss common teaching issues, share successful strategies, and develop new approaches to share problems. Organizing such networks of teacher in collaborative learning promotes an eﬀective way to share pedagogical and content knowledge. In order to think productively about ways to enhance student learning, teachers need to consider both the material they are teaching and the ways that they are presenting it. Considering the importance of both of them, this study aims to know the impact of collaborative learning to teacher performance particularly in SD/MI Al Hikmah Semarang. By involving three model teachers conducting teaching and learning process, and six observers (teachers and lecturers) observing the teacher performance and student activities in the classroom conducted in two cycles, this study shows that collaboration among teachers increased their performance of teaching in which teachers emphasized using active engagement, appropriate learning designs, and application of theories on learning. The majority of teachers agreed that collaborative learning through lesson study helped their performance of teaching. Teachers who participated in collaborative learning had better achievement in their teaching performance rather than those who did not participate in collaborative learning.

Kurikulum Merdeka: Pendampingan Pembelajaran Berdiferensiasi bagi Guru SD di Wonosobo dan Banjarnegara Siti Aimah; Bambang Purwanto; Wiyaka Wiyaka; Divya Fitriyani; Elmira Noer Shaumi; Nurani Ayu Febriana
Jurnal Surya Masyarakat Vol 8, No 1 (2025): November 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.8.1.2025.149-159

The lack of comprehension of the Merdeka Curriculum among elementary school teachers generally affects how they implement differentiated learning in the classroom. This program aims to 1) assist elementary school teachers with the Merdeka Curriculum; 2) assist elementary teachers with the student diversity in differentiated learning; and 3) share best practices in differentiated learning implementation with elementary teachers. To accomplish the aforementioned goals, especially for 24 primary school teachers, a variety of strategies were used, including offline and online workshops. The findings of the interview and the workshop observations indicate that elementary school teachers' comprehension of the Merdeka curriculum has improved. To assist them in putting differentiated learning into practice, the majority of them are adept at modifying the teaching module (MA), which covers understanding learning outcomes (CP), expanding them into learning objectives (TP), and so on. Elementary school teachers in Kab. Banjarnegara & Kab. Wonosobo now have a greater knowledge of differentiated learning in the classroom and the Merdeka curriculum after attending the workshops. It is intended that teachers can completely incorporate differentiated learning into the classroom to provide students with relevant learning experiences.

Kurikulum Merdeka: Pendampingan Pembelajaran Berdiferensiasi bagi Guru SD di Wonosobo dan Banjarnegara Siti Aimah; Bambang Purwanto; Wiyaka Wiyaka; Divya Fitriyani; Elmira Noer Shaumi; Nurani Ayu Febriana
Jurnal Surya Masyarakat Vol 8, No 1 (2025): November 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.8.1.2025.149-159

The lack of comprehension of the Merdeka Curriculum among elementary school teachers generally affects how they implement differentiated learning in the classroom. This program aims to 1) assist elementary school teachers with the Merdeka Curriculum; 2) assist elementary teachers with the student diversity in differentiated learning; and 3) share best practices in differentiated learning implementation with elementary teachers. To accomplish the aforementioned goals, especially for 24 primary school teachers, a variety of strategies were used, including offline and online workshops. The findings of the interview and the workshop observations indicate that elementary school teachers' comprehension of the Merdeka curriculum has improved. To assist them in putting differentiated learning into practice, the majority of them are adept at modifying the teaching module (MA), which covers understanding learning outcomes (CP), expanding them into learning objectives (TP), and so on. Elementary school teachers in Kab. Banjarnegara & Kab. Wonosobo now have a greater knowledge of differentiated learning in the classroom and the Merdeka curriculum after attending the workshops. It is intended that teachers can completely incorporate differentiated learning into the classroom to provide students with relevant learning experiences.

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