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All Journal Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Diakronika
Melda Amelia Rohana
Universitas Negeri Jakarta
Humanities Education Social Sciences

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Membaca Ken Angrok dalam Kacamata Teori Kebenaran Melda Amelia Rohana; Aria Putra; Syaifudin Syaifudin
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 9 No 1 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v9i1.27454

Abstract

Ken Angrok or Sri Ranggah Rajasa Amurwabhumi is one of the famous historical figures during the Hindu-Buddhist kingdom as the founder of the Singhasari or Tumapel kingdom, which was established in 1222. Although his figure is very well-known, the origin and truth of his story cannot be ascertained because no primary source has been found in the form of an inscription issued directly by Ken Angrok. Sources that explain and mention Ken Angrok are non-contemporary sources, namely the Pararaton and Negarakrtagama kakawins, as well as inscriptions from the Wisnuwarddhana era (the fourth king of Singhasari or Tumapel) and inscriptions from the Majapahit era. This article was written to examine the truth of the Ken Angrok figure in history using three theories of truth, namely coherence, correspondence, and pragmatism. The method used in this study is the historical research method, and then analyzed using a descriptive analytical model with an approach to the theory of truth in philosophy. By using this theory of truth, it was concluded that the Ken Angrok figure was a real figure in history, although several things cannot be ascertained due to the lack of supporting sources.
Building a Critical Thinking Generation: Developing an Innovative History Learning Model Abrar Abrar; Nur Aeni Marta; M Hasmi Yanuardi; M Fakhruddin; Firlyda Risqi; Melda Amelia Rohana; Yusuf Budi Prasetya Santosa
Diakronika Vol 25 No 1 (2025): DIAKRONIKA
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/diakronika/vol25-iss1/479

Abstract

In this digital era, many historical narratives are vulnerable to misinformation and biased interpretations that circulate freely on social media and online platforms. This requires students to develop critical thinking skills that can be improved through history learning. This study aims to develop teaching materials based on conceptual achievement and creative problem-solving models to improve students' critical thinking skills in history learning. The method used in this study is R&D with the ADDIE model. In the analysis stage, the process involves identifying core problems and understanding students' needs. The design stage focuses on planning teaching materials. The actual instructional product is created during the development stage, including content, media, and student activities. The implementation stage involves testing the developed teaching materials in a real classroom environment (conducted on 32 grade XI students of SMA Labschool Jakarta). Finally, the evaluation stage assesses the effectiveness of the teaching materials in meeting the intended learning objectives. The study's results showed that the developed teaching materials effectively improved students' critical thinking skills, as evidenced by a significant increase in pretest and posttest scores (p-value < 0.05). Further effectiveness was measured using N-gain analysis, which indicated effectiveness in the moderate category, with a 32% increase. Expert validation from content and media specialists also confirmed a very high level of feasibility (> 80%). Thus, teaching materials focusing on conceptual achievement and creative problem-solving can be an alternative to traditional history learning, encouraging students to think critically and gain a deeper understanding of history.
Co-Authors Abrar Abrar Aria Putra Firlyda Risqi M Fakhruddin M Hasmi Yanuardi Syaifudin Syaifudin Yusuf Budi Prasetya Santosa