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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Education Religion Humanities and Multidiciplinary
Sitorus, Enjelika
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Pendidikan Kolonial di Hindia Belanda: Akar Lahirnya Elit Pribumi Nasionalis Ramdani, Heri Agung; Sembiring, Alpha Bestly; Nababan, Key BJ; Sitorus, Enjelika; Simamora, Raymond
Journal of Education Religion Humanities and Multidiciplinary Vol 3, No 2 (2025): Desember 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jerumi.v3i2.7159

Abstract

Penelitian ini mengkaji ambivalensi pendidikan kolonial di Hindia Belanda pada awal abad ke-20. Meskipun sering dianggap sebagai alat kontrol sosial, pendidikan kolonial secara tak terduga melahirkan elit pribumi yang memicu gerakan nasionalis. Melalui pendekatan historis-kritis, analisis sumber, dan kerangka teori hegemoni Antonio Gramsci, penelitian ini menafsirkan kaum intelektual terdidik sebagai "intelektual organik". Hasil penelitian menunjukkan bahwa diskriminasi kelas dan etnis dalam pendidikan kolonial menumbuhkan kesadaran politik yang unik, yang mengarah pada generasi intelektual yang memelopori perlawanan ideologis terhadap kolonialisme. Studi ini menegaskan bahwa pendidikan, meskipun dirancang sebagai alat kekuasaan, menyimpan potensi sebagai ruang resistensi yang berkontribusi pada delegitimasi dominasi kolonial.
MODEL PENILAIAN HISTORIS-KRITIS BERBASIS PARADIGMA KONSTRUKTIVISTIK DALAM PEMBELAJARAN SEJARAH: SEBUAH KAJIAN KONSEPTUAL Heri Agung Ramdani; Damanik , Juan Andrian; Br Sembiring , Quia Natasya; Simarmata, Dea Anastasya; Sihombing , Bonar; Br Tarigan , Riana Debora; Sitorus, Enjelika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52413

Abstract

History learning carries a strategic mission in shaping students' historical consciousness, critical thinking, and national identity. However, assessment practices in schools are still predominantly dominated by fact-memorization approaches dates, figures, events which fail to comprehensively measure historical thinking competencies. This article aims to design the Historical-Critical Assessment Model (HCAM) as an alternative history learning assessment grounded in the constructivist paradigm. The method employed is a conceptual review based on library research, identifying problems in history assessment, reviewing theories of evaluation, constructivism, authentic assessment, and historical thinking, then synthesizing them into a cohesive model design. HCAM consists of five main components: historical source analysis, understanding of chronology and context, comparison of historical perspectives, construction of evidence-based arguments, and reflection on values and contemporary relevance. The model is equipped with six implementation steps and an authentic assessment rubric on a 1–4 scale. The novelty of this article lies in the explicit integration of three pillars that have not been previously unified in a single history assessment design: the constructivist paradigm, historical thinking framework, and authentic assessment principles. Theoretically, HCAM enriches the discourse on history learning evaluation; practically, it can be adapted in the Merdeka Curriculum implementation that emphasizes meaningful learning and the development of the Pancasila Student Profile.
Co-Authors Br Sembiring , Quia Natasya Br Tarigan , Riana Debora Damanik , Juan Andrian Heri Agung Ramdani Nababan, Key BJ Ramdani, Heri Agung Sembiring, Alpha Bestly Sihombing , Bonar Simamora, Raymond Simarmata, Dea Anastasya