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INDONESIA
Jurnal Pendidikan Sejarah
Published by Universitas Negeri Jakarta
ISSN : 2301461X     EISSN : 25809180     DOI : https://doi.org/10.21009/JPS
Core Subject : Education, Social,
Education Social Sciences
Arjuna Subject : -
Articles 132 Documents
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Pendidikan Sejarah dalam Kurikulum di Republik Federal Jerman Kurniawati Kurniawati
Jurnal Pendidikan Sejarah Vol 4 No 1 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 1 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (269.284 KB) | DOI: 10.21009/JPS.041.01

Abstract

The aim of this article is to find out what philosophy behind the education curriculum in Germany,its system and structure especially on history curriculum to be compared with Indonesia”s experience.Traditionally the German educational system is strongly influenced by the tradition of naturalistichumanism - specifically those of the Humbold philosophy regarding as Bildung. History Education is acompulsory subject that is given to students from grade 6-10 as much as two hours of lessons per week,while in grade 10-12 or 13 lessons, history is no longer a compulsory subject. In grade 6-9 curriculum isbased on chronological history revolves around the history of Western Civilization, in grade 10 historylessons relating to contemporary history in the 20th century, while in grade 11-12 / 13 history lessonfocused on the history of modern Europe and non- European history.
Kurikulum Sejarah Jenjang SMA: Sebuah Perbandingan Indonesia-Australia Abrar Abrar
Jurnal Pendidikan Sejarah Vol 4 No 1 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 1 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.935 KB) | DOI: 10.21009/JPS.041.02

Abstract

The purpose of this paper was to compare how the education system and curriculum history at secondaryschool level between Indonesia and Australia. The education system in Indonesia is not much differentfrom Australia. History curriculum in Indonesia philosophically is more multi dimensional thanAustralia which essentialism as priority. Indonesian history curriculum is more comprehensive intermsof content than Australia that is optional for students. The ability to interpret the history curriculum inAustraliais more prominent than Indonesia.
Sistem Pendidikan dan Pendidikan Sejarah di Singapura Sebagai Refleksi bagi Pengembangan Kurikulum di Indonesia Djunaidi Bunglai
Jurnal Pendidikan Sejarah Vol 4 No 1 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 1 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1599.256 KB) | DOI: 10.21009/JPS.041.03

Abstract

This paper examines the history of the education system and education in Singapore to reflect forcurriculum development in Indonesia. The results show, that the education system in Singaporeand Indonesia are relatively not much difference. The differences even in consistency and consequentof both countries in implementing it. The Ministry of Education of Singapore is very consistent andconsequently, the opposite occurs in Indonesia.The consistency of government and the consequences ofit has been a factor of excellence in the education system of Singapore. The next finding , development ofeducational curriculum in high school history in Singapore prepared with a very broad scope , holistic andphilosophical orientation, global competition based on perennialism, humanism , and reconstrucionism,so that they can participate to realize the advantages of education in Singapore.
Perbandingan Kurikulum Pendidikan Sejarah di Rusia dan Indonesia Jumardi Jumardi
Jurnal Pendidikan Sejarah Vol 4 No 1 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 1 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1599.256 KB) | DOI: 10.21009/JPS.041.04

Abstract

Learning of history very real associated with human life itself. Learning the history of studying thehuman role in the nation’s history and history itself . Learning curriculum history becomes important instudying the role of every human being . This should be reviewed when learning materials and learningoutcomes are not proportional . The educational system of a country determines how a curriculum isapplied to all subjects . Comparing a learning curriculum Indonesian history becomes necessary to obtaina picture of how the teaching of history in Indonesia and the Russian State history teaching curriculum. Models of teaching history in Indonesia using the spiral model ( repetition ) while Russia using linearmodels . Learners and citizens of Russia have the pride of the history of his country.
Kurikulum Pendidikan Sejarah di Malaysia: Sebagai Bahan Refleksi Pengembangan Kurikulum Sejarah di Indonesia Nur'aeni Marta
Jurnal Pendidikan Sejarah Vol 4 No 1 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 1 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1599.256 KB) | DOI: 10.21009/JPS.041.05

Abstract

This article reviewed the history of the educational curriculum in Malaysia. The goal is to describe theeducation system and educational curriculum in Malaysian history. The Malaysian government is awarethat education is a strategic tool in preparing qualified human resources due to the vision or intimation2020 as a common goal to be achieved.. In Malaysian history courses are compulsory subjects taughtat the terrace which learners from grade 4 elementary school to middle school high. Education historyconducted by the Malaysian centric approach. The goal is to instill a sense of nationalism, patriotism andthe formation of the united Malaysian nation.
Kurikulum Pendidikan Sejarah di Amerika Serikat Bahri Bahri
Jurnal Pendidikan Sejarah Vol 4 No 1 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 1 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1599.256 KB) | DOI: 10.21009/JPS.041.06

Abstract

The Bradley is a commission created in 1987 in response to concern over the shortage , both in quantityand quality , of the teaching of history in America , both at primary and secondary school level . Indeed,before 1892, the teaching of history is considered not too concerned, but for various cases at the highschool level , forcing the National Education Association case the importance of teaching all levels ofeducation. History must have particular relevance to struggle with the problem of irreversibility timein their own lives , searching for meaning and commitment to themselves, and defines adolescents whodevelop a sense of their own past of their relationship with the community. Four patterns in the teachingof history in the teaching of history in secondary schools in the US, and the school was granted fordetermining the pattern to be used
Kurikulum Pendidikan Sejarah di India Naijan Naijan
Jurnal Pendidikan Sejarah Vol 4 No 1 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 1 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1599.256 KB) | DOI: 10.21009/JPS.041.07

Abstract

Schooling educational system in India uses system 5-3-2-2 in level, Lower Primary School for 5 years(class I-V), Upper Primary School for 3 years (classs VI-VIII), Secondary School 2 for years (class IXX),Higher Secondary School for 2 years (class XI-XII). Educational Curriculum ruled by a nationalcurriculum named National Curriculum Framework 2005 produced by National Council of EducationalResearch and Training (NCERT). NCERT is a governmental institution which hold education in India.NCERT is an institution belongs to Human Resource Development Ministry. Relating to the historysubject in the Indian Schools, the government puts it as an important subject, mainly for increasing thestudent’s nationalisme attitude. For this reason, the government makes the history as a compulsry subjecfor all level of school education in India, particularly the National History for class I - XII. Meanwhilethe World History taught only from class I until class X only.
Pembelajaran Sejarah dan Teacherpreneur Abrar Abrar
Jurnal Pendidikan Sejarah Vol 4 No 2 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 2 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2201.101 KB) | DOI: 10.21009/JPS.042.01

Abstract

The purpose ofthis paper reveals that the history teacher must be a teacherpreneur. The task of teacher preneur in implementing the learning history is to develop the ability to think creatively learners.It was motivated by the challenges of the times were more severe in all aspects of community life in the 21st century. The method used is literature study. Creative thinking skills can be cultivatedinthe teaching of historyby familiarizing students learn to solve problems. Through studying the history of learners solving problems is required to make a report based its findings workings historians. Teacherpreneur role is how to develop learning strategies that creative thinking was growing. Teacherpreneur is a teacher whois always doing good innovation to improve the knowledge and the learning process.
Mencari Makna Dalam Sejarah: Meninjau Kembali Historiografi Indonesiasentris Sebagai Sumber Belajar Sejarah Kurniawati Kurniawati
Jurnal Pendidikan Sejarah Vol 4 No 2 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 2 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2201.101 KB) | DOI: 10.21009/JPS.042.02

Abstract

This article describes the historiography toward Indonesia after independence and its relevance to the teaching of history at the time.The Method used in writing this article is the research literature. Writing the history of Indonesia, which has a style Indonesiacentric is an issue that has always promoted in the historiography Indonesia. Since independence in 1945, a form of history writing seeks embodied Indonesiacentric.Therefore it seeks a National History Congress was held to formulate the form of historiography Indonesiasentric but Congress was not fully able to formulate clearly .Historiografi Indonesia finally caught up to the political interests that lead to the deconstruction of old regime history. History teacher thus becomes very important in answering the anxiety people especially students in learning history.Curriculum 2013 gives greater space to the history teachers to design learning history allows students not only rely on textbooks but explores a variety of sources and historiography are available.
Strategi Pengelolaan Pembelajaran Isu Materi Sejarah “Serupa” dan Sejarah Kontroversial Djunaedi Bunglai
Jurnal Pendidikan Sejarah Vol 4 No 2 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 2 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2201.101 KB) | DOI: 10.21009/JPS.042.03

Abstract

The purpose of this writing is to seek for the solution in the teacher’s “problem” in managing Indonesian History as a regular subject and History Teaching as a special subject in accordance with 2013 Currriculum. That is because not only that two subjects contain the “same” scope of subject’s material, but also because those contain controversial history material substance.Based on the difference between the purpose of each subject, those are therefore offering the correct solution, which are the strategies in managing the “same” subject’s material history substance teaching based on Constructivistic-ColaborativeBy using those two strategies, not only that those solve the teacher’s “problem” in implementing those two subjects, but also exploring student’s competence in accordance with each learning objectives

Page 2 of 14 | Total Record : 132

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