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Hakikat Ilmu Pengetahuan Sosial: Strategi memahami dan perbaikan kesalahan konsep Kurniawan, Ganda Febri
JIPSINDO Vol. 9 No. 1 (2022): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v9i1.47435

Penelitian bertujuan untuk merumuskan strategi memahami hakikat IPS bagi calon guru. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengedepankan relevansi tema artikel terdahulu sebagai dasar koleksi data. Analisis data dilakukan dengan teknik analisis data interaktif. Hasil penelitian menunjukan bahwa sangat mungkin seorang Sarjana Pendidikan IPS dapat memahami hakikat IPS saat masa studi apabila sistem belajar IPS dapat mengedepankan penekanan pada konsep integrated dan mengikuti tradisi IPS yang ada. Diskusi sebagai langkah demokratis perlu dikedepankan untuk menyadarkan peserta didik tentang pentingnya belajar IPS, sehingga pemahaman yang dibangun bukan sekedar normatif, tetapi yang diharapkan adalah bersifat kritis. Pemahaman yang dibangun dilandaskan pada keinginan bertanya dan mengetahui, bukan informasi searah yang diberikan oleh pengajar ataupun buku teks. Sudah saatnya bidang studi IPS lebih terbuka dan demokratis dalam membentuk karakter guru yang memahami hakikat IPS dalam mendukung pembangunan sumber daya manusia nasional yang sedang dilakukan.The nature of Social Sciences: Strategy to understanding and revised on concept falseThis study aims to formulate strategies to understand the nature of social studies for prospective teachers. The method used is Systematic Literature Review (SLR) by prioritizing the relevance of the theme of the previous article as the basis for data collection. Data analysis was carried out using interactive data analysis techniques. The results of the study indicate that it is very possible for a Bachelor of Social Studies Education to understand the nature of social studies during the study period if the social studies learning system can put an emphasis on integrated concepts and follow the existing social studies tradition. Discussion as a democratic step needs to be put forward to make students aware of the importance of learning social studies, so that the understanding that is built is not just normative, but what is expected is critical. The understanding that is built is based on the desire to ask and know, not unidirectional information given by the teacher or textbook. It is time for the field of social studies to be more open and democratic in shaping the character of teachers who understand the nature of social studies in supporting the ongoing development of national human resources.

Nilai-Nilai Kepahlawanan Ratu kalinyamat Dalam Pembelajaran Sejarah Ahmad, Ikvy Bariqlana; Kurniawan, Ganda Febri
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 6 No. 2 (2025): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v6i2.1442

Penelitian ini bertujuan untuk menganalisis nilai-nilai kepahlawanan Ratu Kalinyamat serta implementasinya di dalam pembelajaran sejarah sebagai bagian dari upaya membentuk karakter peserta didik yang berjiwa nasionalis dan berkepribadian luhur. Ratu Kalinyamat merupakan tokoh perempuan pemimpin Jepara abad ke-16 yang dikenal atas keberaniannya melawan penjajah Portugis, kepemimpinannya yang visioner, serta keteladanan spiritual melalui praktik Topo Wudo. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik studi literatur, yang mengkaji sumber-sumber pustaka berupa jurnal ilmiah, buku sejarah, dan dokumen pendidikan. Hasil penelitian menunjukkan bahwa Ratu Kalinyamat memiliki karakteristik kepemimpinan yang kuat, integritas moral, serta kontribusi nyata dalam membangun kekuatan maritim dan diplomasi antar kerajaan. Nilai-nilai kepahlawanan seperti keberanian, ketegasan, spiritualitas, dan kepedulian sosial yang dimiliki Ratu Kalinyamat sangat relevan untuk diintegrasikan dalam pembelajaran sejarah sebagai penguat pendidikan karakter. Di sisi lain, kajian ini juga menyoroti minimnya representasi tokoh perempuan dalam buku teks sejarah, yang selama ini lebih banyak menampilkan tokoh laki-laki. Penelitian ini menekankan perlunya penguatan narasi ketokohan perempuan dalam kurikulum sejarah agar pembelajaran menjadi lebih inklusif, kontekstual, dan bermakna bagi peserta didik.

The Sociodrama Method in Learning the Indonesian Proclamation of Independence at High School Mita Rizki Utami; Ganda Febri Kurniawan
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 4 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i4.5778

History education on the Indonesian Proclamation of Independence at the high school level often faces challenges due to predominantly narrative and textual methods, hindering students from deeply internalizing its meaning and actively participating. While various digital media innovations have emerged, their drawbacks include limited two-way interaction, high production costs, and insufficient school infrastructure. This study examines the relevance and effectiveness of the sociodrama method as an innovative alternative. Sociodrama enables students to empathetically experience historical events and figures, fostering active participation, collaboration, and communication, while requiring minimal infrastructure. The successful implementation of sociodrama is largely determined by the teacher's role and readiness as a facilitator, students' preparedness and active involvement, the historical accuracy and quality of the scenario, and a conducive learning environment. Thus, the sociodrama method is expected to enhance student participation, cultivate nationalism, and deepen their understanding of the human dimension within the history of the Indonesian Proclamation of Independence.

The Shift in Understanding and Interpretation of the Assassination of Governor Soeryo in 1948 Between Two Generations in Ngawi Regency, East Java Sunandar Priyo Santoso; Ganda Febri Kurniawan
JURNAL PENDIDIKAN IPS Vol 15 No 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3184

The understanding and interpretation of a historical event will inevitably change over time. This shift is closely related to the cultivation of collective memory within each generation, shaped by the knowledge they acquire. This study aims to explore the various understandings and interpretations held by both younger and older generations regarding the incident of the assassination of Governor Suryo in Ngawi Regency, East Java. This research employs a qualitative method with a phenomenological approach, with primary data obtained through interviews conducted in Kauman Village, Widodaren District, and in Planggarem and Planglor Villages, Sidolaju District, Ngawi Regency, from May 11 to 17, 2025. The results of the study indicate a clear shift in understanding and interpretation between the older and younger generations. The older generation possesses a deeper understanding due to their geographical proximity, direct experiences, and the continuation of oral traditions. They interpret this historical event as part of a heritage and a symbol of struggle that must be preserved. On the other hand, the younger generation tends to have a more superficial understanding, primarily gained through formal education and social media, and tends to interpret the event functionally, using it as a moral lesson and a rational approach to fostering nationalism. This generational shift has contributed to a declining concern for the preservation of monuments and local historical traditions. This study highlights the importance of strengthening local historical literacy and implementing local history education interventions to ensure the continuity of collective memory within society and to foster intergenerational nationalism.

Integration of Digital Storytelling in Project-Based Learning to Develop Students Historical Literacy: Literature Review Setyo Purwoto; Ganda Febri Kurniawan
JURNAL PENDIDIKAN IPS Vol 15 No 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3236

In the digital era, history learning in schools faces the challenge of low student historical literacy which is reflected in the weak understanding of chronology, historical concepts and source analysis skills. This research aims to analyse the integration of digital storytelling into the Project-Based Learning (PjBL) model as a strategy to strengthen students' historical literacy. Using the Systematic Literature Review approach, 15 primary articles from various journals and proceedings were systematically reviewed. The results of the study revealed that the application of digital storytelling in PjBL effectively improved the five indicators of historical literacy namely historical knowledge, conceptual understanding, source analysis skills, historical awareness and the use of historical language with more active student participation and more contextual narratives. Constraints such as limited infrastructure, teacher competence and access to credible sources are still the main obstacles. Therefore, intensive training for teachers, strengthening digital infrastructure and adaptive curriculum integration are needed to ensure the effectiveness of technology-based history learning models in Indonesia and support the implementation of Merdeka Curriculum.

The Shift in Understanding and Interpretation of the Assassination of Governor Soeryo in 1948 Between Two Generations in Ngawi Regency, East Java Sunandar Priyo Santoso; Ganda Febri Kurniawan
JURNAL PENDIDIKAN IPS Vol. 15 No. 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3184

The understanding and interpretation of a historical event will inevitably change over time. This shift is closely related to the cultivation of collective memory within each generation, shaped by the knowledge they acquire. This study aims to explore the various understandings and interpretations held by both younger and older generations regarding the incident of the assassination of Governor Suryo in Ngawi Regency, East Java. This research employs a qualitative method with a phenomenological approach, with primary data obtained through interviews conducted in Kauman Village, Widodaren District, and in Planggarem and Planglor Villages, Sidolaju District, Ngawi Regency, from May 11 to 17, 2025. The results of the study indicate a clear shift in understanding and interpretation between the older and younger generations. The older generation possesses a deeper understanding due to their geographical proximity, direct experiences, and the continuation of oral traditions. They interpret this historical event as part of a heritage and a symbol of struggle that must be preserved. On the other hand, the younger generation tends to have a more superficial understanding, primarily gained through formal education and social media, and tends to interpret the event functionally, using it as a moral lesson and a rational approach to fostering nationalism. This generational shift has contributed to a declining concern for the preservation of monuments and local historical traditions. This study highlights the importance of strengthening local historical literacy and implementing local history education interventions to ensure the continuity of collective memory within society and to foster intergenerational nationalism.

Integration of Digital Storytelling in Project-Based Learning to Develop Students Historical Literacy: Literature Review Setyo Purwoto; Ganda Febri Kurniawan
JURNAL PENDIDIKAN IPS Vol. 15 No. 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3236

In the digital era, history learning in schools faces the challenge of low student historical literacy which is reflected in the weak understanding of chronology, historical concepts and source analysis skills. This research aims to analyse the integration of digital storytelling into the Project-Based Learning (PjBL) model as a strategy to strengthen students' historical literacy. Using the Systematic Literature Review approach, 15 primary articles from various journals and proceedings were systematically reviewed. The results of the study revealed that the application of digital storytelling in PjBL effectively improved the five indicators of historical literacy namely historical knowledge, conceptual understanding, source analysis skills, historical awareness and the use of historical language with more active student participation and more contextual narratives. Constraints such as limited infrastructure, teacher competence and access to credible sources are still the main obstacles. Therefore, intensive training for teachers, strengthening digital infrastructure and adaptive curriculum integration are needed to ensure the effectiveness of technology-based history learning models in Indonesia and support the implementation of Merdeka Curriculum.

Colonization is Opposed to Freedom: Anti-Dutch Memories and the Didactic Practice of Indonesian History Teachers Purnomo, Arif; Kurniawan, Ganda Febri; Em, Sereyrath; Mulianingsih, Ferani
Paramita: Historical Studies Journal Vol 34, No 1 (2024): The Election and Political History
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.v34i1.47560

This research examines the complexity of anti-Dutch memory in Indonesia by focusing on the idea that colonization is opposed to freedom. This research was carried out using qualitative methods. Data was collected using interview techniques, observation, and document study. The collected data was analyzed using a thematic analysis approach. An in-depth analytical exploration reveals how Dutch colonialism practices limited freedom. The concept of freedom in the context of colonialism includes restrictions on human rights, detrimental economic systems, and oppression of local culture. Anti-Dutch memory records persistent resistance through rebellion and war as a manifestation of freedom. The idea of independence was reflected in the Proclamation of Indonesian Independence in 1945, and liberator figures such as Soekarno became symbols of the struggle against colonialism. Anti-Dutch memory plays a central role in forming Indonesian national identity, constructing collective memory as a cultural heritage passed down through generations. This analysis enriches historical and social understanding, shows the complexity of teaching history, and emphasizes the importance of a contextual approach. This analytical exploration guides reflection on general statements and provides a basis for a deeper understanding of how essential freedom was in the struggle against colonialism. This article contributes to the Indonesian history education research literature. It opens space for further discussion about the impact of anti-Dutch memory on national identity and actual freedom in Indonesia.Penelitian ini mengkaji kompleksitas memori anti-Belanda di Indonesia dengan berfokus pada gagasan bahwa penjajahan bertentangan dengan kebebasan. Penelitian ini dilakukan dengan menggunakan metode kualitatif. Data dikumpulkan dengan menggunakan teknik wawancara, observasi, dan studi dokumen. Data yang terkumpul dianalisis dengan menggunakan pendekatan analisis tematik. Eksplorasi analitis mendalam mengungkap bagaimana kolonialisme Belanda mempraktikkan kebebasan yang terbatas. Konsep kebebasan dalam konteks kolonialisme mencakup pembatasan hak asasi manusia, merugikan sistem ekonomi, dan penindasan terhadap budaya lokal. Memori anti-Belanda mencatat perlawanan yang gigih melalui pemberontakan dan perang sebagai wujud kebebasan. Ide kemerdekaan tercermin dalam Proklamasi Kemerdekaan Indonesia tahun 1945, dan tokoh pembebas seperti Soekarno menjadi simbol perjuangan melawan kolonialisme. Memori anti-Belanda berperan sentral dalam pembentukan jati diri bangsa Indonesia, mengkonstruksi memori kolektif sebagai warisan budaya yang diwariskan secara turun-temurun. Analisis ini memperkaya pemahaman sejarah dan sosial, menunjukkan kompleksitas pengajaran sejarah, dan menekankan pentingnya pendekatan kontekstual. Eksplorasi analitis ini memandu refleksi atas pernyataan-pernyataan umum dan memberikan dasar untuk pemahaman yang lebih mendalam tentang betapa pentingnya kebebasan dalam perjuangan melawan kolonialisme. Artikel ini berkontribusi pada literatur penelitian pendidikan sejarah Indonesia. Hal ini membuka ruang untuk diskusi lebih lanjut mengenai dampak memori anti-Belanda terhadap identitas nasional dan kebebasan aktual di Indonesia.

The National Heroes in the Indonesian History Curriculum Pramono, Suwito Eko; Ahmad, Tsabit Azinar; Utama, Nanda Julian; Atno, Atno; Kurniawan, Ganda Febri; Nurpratiwi, Hany; Plangsorn, Boonrat
Paramita: Historical Studies Journal Vol 34, No 2 (2024): Disaster and Disease in History
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.v34i2.42419

Abstract: Indonesia has plenty of national heroes. In education, they have the potential as a medium for transmitting values and character education. From 1959 to 2023, the president awarded the title of hero to 206 people. This number will continue to increase every year. However, the contribution of learning about national heroes has not been studied in depth. Therefore, this paper aims to analyze how national heroes' mapping in history class and the heroes' position in the Indonesian History curriculum. This paper also examines the internalization of heroic values and obstacles encountered in historical learning. Data was collected on policies related to hero titles, curriculum documents, history textbooks, and learning cases about national heroes in Semarang City. The results showed that historical learning in the Indonesian curriculum accommodated the teaching of heroes. Some material addressed the role of the hero explicitly. However, not all heroes were conveyed in the lesson. Overproduction of heroes was counterproductive to students' recognition of the value of heroism. On the one hand, the role of local heroes had not been optimally reviewed. As a result, history learning was stuck on the term "learning about heroes." History learning has not entirely made students "learn from heroes" or "learn to be heroes." Abstrak: Indonesia memiliki banyak pahlawan nasional. Dalam dunia pendidikan, mereka memiliki potensi sebagai media transmisi nilai-nilai dan pendidikan karakter. Sejak tahun 1959 hingga 2023, presiden telah menganugerahkan gelar pahlawan kepada 206 orang. Jumlah tersebut akan terus bertambah setiap tahunnya. Namun, kontribusi pembelajaran tentang pahlawan nasional belum dikaji secara mendalam. Oleh karena itu, tulisan ini bertujuan untuk menganalisis bagaimana pemetaan pahlawan nasional dalam pelajaran sejarah dan kedudukan pahlawan dalam kurikulum Sejarah Indonesia. Tulisan ini juga mengkaji internalisasi nilai-nilai kepahlawanan dan kendala yang ditemui dalam pembelajaran sejarah. Data yang dikumpulkan berupa kebijakan terkait gelar pahlawan, dokumen kurikulum, buku teks sejarah, dan kasus pembelajaran tentang pahlawan nasional di Kota Semarang. Hasil penelitian menunjukkan bahwa pembelajaran sejarah di Indonesia dalam kurikulum (K13) dan Kurikulum Merdeka (KM) telah mengakomodir pengajaran tentang pahlawan. Beberapa materi membahas peran pahlawan secara eksplisit. Namun, tidak semua pahlawan tersampaikan dalam pembelajaran. Overproduksi pahlawan justru kontraproduktif terhadap pengenalan siswa terhadap nilai kepahlawanan. Di satu sisi, peran pahlawan lokal belum dikaji secara optimal. Akibatnya, pembelajaran sejarah hanya terpaku pada istilah "belajar tentang pahlawan". Pembelajaran sejarah belum sepenuhnya membuat siswa "belajar dari pahlawan" atau "belajar menjadi pahlawan".

History of Education in Cambodia: A Review of Literature From Past to Present Sereyrath Em; Sarom Mok; Rany Sam; Ganda Febri Kurniawan; Dina Pen
Paramita: Historical Studies Journal Vol. 35 No. 1 (2025): History of Education
Publisher : istory Department, Faculty of Social Sciences, Universitas Negeri Semarang in collaboration with Masyarakat Sejarawan Indonesia (Indonesian Historical Society)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v35i1.9207

Abstract: From the beginning until now, education has been a significant factor in the Cambodian setting. The current article examines the origins of education in Cambodia, which dates back to the prehistoric period. Throughout Cambodian history, education has played a variety of meaningful roles. Education played a significant role in shaping the lives of individuals throughout the many eras of Cambodian prehistory and history. In prehistory, children learned by doing and observing the people around them. Education in Cambodia peaked during the Angkor Empire, also known as the Khmer Empire. During that period, hundreds of educational institutions were located across the country, including more advanced educational establishments in the city serving as Angkor's capital. Thousands of instructors were well-equipped to teach Khmer-speaking students. On the other hand, as the Angkor Empire collapsed, education in Cambodia gradually declined, a trend that persisted until the Khmer Rouge Regime finally eradicated education. During this period, the Khmer Rouge leaders targeted and killed the majority of instructors. Then the Cambodian government and other concerned education stakeholders have been working diligently to rebuild education in Cambodia since the end of that black period, and they have succeeded in doing so to the point where it is now. Finally, the article recommends that the concerned education stakeholders consider the past as the experiences for the present and improve the perspectives of future education. Abstrak: Sejak awal hingga sekarang, pendidikan telah menjadi faktor penting dalam tatanan Kamboja. Artikel ini membahas asal-usul pendidikan di Kamboja, yang dimulai sejak periode prasejarah. Sepanjang sejarah Kamboja, pendidikan telah memainkan berbagai peran yang berarti. Pendidikan memainkan peran penting dalam membentuk kehidupan individu di berbagai era prasejarah dan sejarah Kamboja. Pada masa prasejarah, anak-anak belajar dengan melakukan dan mengamati orang-orang di sekitar mereka. Pendidikan di Kamboja pernah mencapai puncaknya selama Kekaisaran Angkor, yang juga dikenal sebagai Kekaisaran Khmer. Selama periode tersebut, ratusan lembaga pendidikan berlokasi di seluruh negeri, termasuk lembaga pendidikan yang lebih maju di kota yang berfungsi sebagai ibu kota Angkor. Ribuan instruktur diperlengkapi dengan baik untuk mengajar siswa yang berbahasa Khmer. Di sisi lain, ketika Kekaisaran Angkor runtuh, pendidikan di Kamboja secara bertahap menurun, sebuah tren yang bertahan hingga Rezim Khmer Merah akhirnya memberantas pendidikan. Selama periode ini, para pemimpin Khmer Merah menargetkan dan membunuh sebagian besar instruktur. Pemerintah Kamboja dan pemangku kepentingan pendidikan lainnya telah bekerja keras untuk membangun kembali pendidikan di Kamboja sejak berakhirnya masa suram itu, dan mereka telah berhasil melakukannya hingga mencapai titik seperti sekarang. Terakhir, artikel ini merekomendasikan agar para pemangku kepentingan pendidikan mempertimbangkan masa lalu sebagai pengalaman untuk masa kini dan meningkatkan perspektif pendidikan di masa mendatang.

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