cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lutfiah Ayundasari
Contact Email
lutfiah.ayundasari.fis@um.ac.id
Phone
+6285646664559
Journal Mail Official
jpsi.journal@um.ac.id
Editorial Address
Jl. Semarang No.5 Kota Malang 65145, East Java
Location
Kota malang,
Jawa timur
INDONESIA
Jurnal Pendidikan Sejarah Indonesia
Published by Universitas Negeri Malang
ISSN : -     EISSN : 26221837     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Jurnal Pendidikan Sejarah Indonesia (JPSI) publish original research papers, conceptual articles, review articles and case studies. The whole spectrum of history learning and history education, which includes, but is not limited to education systems, institutions, theories, themes, curriculum, educational values, historical heritage, media and sources of historical learning, and other related topics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 153 Documents
 12   13   14   15   16 
PEMANFAATAN MUSEUM NASIONAL SEBAGAI SUMBER BELAJAR BAGI MAHASISWA PENDIDIKAN SEJARAH UNIVERSITAS SRIWIJAYA Wijaya, Tomy; Alauwiyah, Fatimah; Pahlevi, Muhammad Reza
Jurnal Pendidikan Sejarah Indonesia Vol 8, No 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v8i1p42-60

Abstract

Abstrak:Penelitian ini bertujuan untuk menganalisis pemanfaatan Museum Nasional sebagai sumber belajar dalam meningkatkan kualitas pemahaman sejarah bagi mahasiswa Program Studi Pendidikan Sejarah Universitas Sriwijaya. Museum sebagai lembaga pelestarian warisan budaya dan sejarah memiliki potensi besar dalam mendukung proses pembelajaran. Dalam pendidikan sejarah, mahasiswa tidak cukup hanya menguasai teori, melainkan juga dituntut memiliki kemampuan berpikir kritis, historis, dan reflektif. Oleh karena itu, keberadaan museum sebagai sumber belajar menjadi alternatif yang kontekstual, aplikatif, dan bermakna. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif-analisis. Data dikumpulkan melalui observasi langsung di Museum Nasional Jakarta, serta dokumentasi koleksi-koleksi yang relevan dengan materi kuliah. Teknik analisis data mengacu pada model Miles dan Huberman, yang mencakup proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pemanfaatan Museum Nasional sebagai sumber belajar memberikan dampak positif bagi penguatan pemahaman materi sejarah mahasiswa. Koleksi museum, seperti artefak prasejarah, peninggalan Hindu-Buddha, nisan kuno, manuskrip Islam, senjata perjuangan, arsip pergerakan nasional, hingga dokumen kemerdekaan, secara nyata membantu mahasiswa mengaitkan teori yang dipelajari di kelas dengan bukti otentik yang dapat diamati langsung. Selain memperkuat aspek kognitif, pengalaman belajar berbasis museum juga menumbuhkan apresiasi dan kesadaran historis mahasiswa terhadap pentingnya pelestarian warisan budaya bangsa. Interaksi langsung dengan koleksi di museum mendorong mahasiswa untuk tidak hanya menghafal fakta sejarah, tetapi juga mengembangkan pemikiran kritis, membangun hubungan sebab-akibat antar peristiwa, dan memahami dinamika sosial, politik, ekonomi, dan budaya dalam konteks sejarah Indonesia. Dengan demikian, pemanfaatan Museum Nasional sebagai sumber belajar tidak hanya memperkaya proses pembelajaran, tetapi juga menjadi sarana efektif dalam membentuk karakter mahasiswa yang berwawasan historis dan cinta terhadap budaya bangsa. Abstract:This research aims to analyze the utilization of the National Museum as a learning resource in improving the quality of historical understanding for students of the History Education Study Program of Sriwijaya University. Museums as cultural and historical heritage preservation institutions have great potential in supporting the learning process. In history education, it is not enough for students to master theory, but they are also required to have the ability to think critically, historically, and reflectively. Therefore, the existence of museums as a learning resource is a contextual, applicable, and meaningful alternative. This research uses a qualitative method with a descriptive-analytical approach. Data were collected through direct observation at the National Museum Jakarta, as well as documentation of collections relevant to the course material. The data analysis technique refers to the Miles and Huberman model, which includes the process of data reduction, data presentation, and conclusion drawing. The results showed that the utilization of the National Museum as a learning resource had a positive impact on strengthening students' understanding of historical material. Museum collections, such as prehistoric artifacts, Hindu-Buddhist relics, ancient gravestones, Islamic manuscripts, weapons of struggle, national movement archives, and independence documents, clearly help students link the theories learned in class with authentic evidence that can be observed directly. In addition to strengthening cognitive aspects, museum-based learning experiences also foster students' appreciation and historical awareness of the importance of preserving the nation's cultural heritage. Direct interaction with collections in the museum encourages students to not only memorize historical facts, but also develop critical thinking, establish cause-and-effect relationships between events, and understand social, political, economic, and cultural dynamics in the context of Indonesian history. Thus, the utilization of the National Museum as a learning resource not only enriches the learning process, but also becomes an effective means in shaping the character of students with historical insight and love for the nation's culture.
STORYTHAT COMIC BASED ON THE NGIDERI DHISAH TRADITION: AN INNOVATION IN HISTORY LEARNING TO ENHANCE STUDENTS’ VISUAL PERCEPTUAL SKILLS Triyanto, Jefri Rieski; Na'im, Mohamad
Jurnal Pendidikan Sejarah Indonesia Vol 8, No 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v7i2p301-318

Abstract

Abstract: This study aims to develop a history learning medium using a Storythat comic based on the Ngideri Dhisah tradition. Secondly, it aims to measure the effectiveness of the Storythat comic medium based on the Ngideri Dhisah tradition in enhancing students’ visual perceptual skills. This research is a development study or Research & Development (R&D) adopting the ADDIE model by Branch. The study was conducted at SMAN 1 Tenggarang with the research subjects being grade X students. Data collection techniques included questionnaires, interviews, and observations. Meanwhile, the data analysis technique to measure students’ visual perceptual skills used IBM SPSS V29. The results of this study indicate that: (1) the Storythat comic medium based on the Ngideri Dhisah tradition is suitable for use in the learning process with minor revisions; (2) the Storythat comic medium based on the Ngideri Dhisah tradition can significantly enhance students’ visual perceptual skills with a “Large Effect” category (Relative Effectiveness Test score of 0.83). This research provides initial information for future studies that will examine the effectiveness of the Storythat comic medium in improving students’ visual perceptual skills, particularly in the history learning process.
BELAJAR DARI NEGERI EVEREST: SISTEM PENDIDIKAN DASAR DALAM PERUBAHAN SOSIAL NEPAL, 1950-2000 Agli, Muhammad Rizky; Wibowo, Des Fitra Dwi; Rizal, Aslama Nanda
Jurnal Pendidikan Sejarah Indonesia Vol 8, No 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um0330v8i1p19-29

Abstract

Abstract:Pendidikan dasar di Nepal memainkan peran kunci dalam perubahan sosial, menghubungkan upaya modernisasi dengan tantangan ketimpangan sosial, geografis, dan budaya. Sebagai landasan pembangunan manusia, pendidikan dasar di Nepal berkembang dari sistem yang eksklusif di era Dinasti Rana—yang membatasi akses hanya bagi elit—menuju sistem inklusif pasca-revolusi 1951. Dengan menggunakan metode studi literatur dan metode kualitatif untuk menganalisis sumber, penelitian ini menelaah transformasi sistem pendidikan dasar dan dampaknya terhadap masyarakat melalui analisis berbagai sumber sekunder, termasuk laporan pendidikan, jurnal internasional. Hasil kajian menunjukkan bahwa reformasi pada 1970-an, melalui New Education System Plan (NESP), berhasil memperluas akses pendidikan dengan sentralisasi kurikulum, meskipun wilayah pedesaan tetap tertinggal. Pada 1990-an, upaya untuk menciptakan pendidikan gratis dan inklusif semakin meningkatkan angka partisipasi, termasuk dari kelompok perempuan dan masyarakat marginal. Namun, tantangan seperti bias budaya yang meminggirkan kelompok minoritas, kurangnya infrastruktur di wilayah terpencil, dan ketergantungan pada donor asing terus membatasi efektivitas sistem pendidikan. Di sisi lain, pendidikan dasar berhasil meningkatkan mobilitas sosial, memberdayakan perempuan, dan memperkuat identitas nasional di tengah keberagaman etnis dan bahasa. Abstract:Primary education in Nepal plays a key role in social change, linking modernization efforts with the challenges of social, geographic and cultural inequality. As a cornerstone of human development, primary education in Nepal evolved from an exclusive system under the Rana Dynasty-which restricted access to the elite-to an inclusive system after the 1951 revolution. Using the literature study method and qualitative methods to analyze sources, this research examines the transformation of the primary education system and its impact on society through the analysis of various secondary sources, including educational reports, international journals. The results show that reforms in the 1970s, through the New Education System Plan (NESP), succeeded in expanding access to education by centralizing the curriculum, although rural areas remained behind. In the 1990s, efforts to create free and inclusive education further increased enrollment, including from women and marginalized communities. However, challenges such as cultural biases that marginalize minority groups, lack of infrastructure in remote areas, and dependence on foreign donors continue to limit the effectiveness of the education system. On the other hand, basic education has improved social mobility, empowered women and strengthened national identity amid ethnic and linguistic diversity.

Page 16 of 16 | Total Record : 153

 12   13   14   15   16 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol 8, No 1 (2025) Vol 7, No 2 (2024) Vol 7, No 1 (2024) Vol 6, No 2 (2023) Vol 6, No 1 (2023) Vol 5, No 2 (2022) Vol 5, No 1 (2022) Vol 4, No 2 (2021) Vol 4, No 1 (2021) Vol 3, No 2 (2020) Vol 3, No 1 (2020) Vol 2, No 2 (2019) Vol 2, No 1 (2019) Vol 1, No 2 (2018) Vol 1, No 1 (2018) More Issue