Jurnal Pendidikan Sejarah Indonesia
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.
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153 Documents
<![CDATA[MENUMBUHKAN KEMBALI MINAT BELAJAR SEJARAH LOKAL PELABUHAN SENAPELAN PADA DIRI SISWA SMA MELALUI KARYA WISATA ]]>
<![CDATA[Aisyah Nur Hanifah]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v4i1p35-48
<![CDATA[The introduction of the Senapelan Harbor, as a part of history of the early birth of the city of Pekanbaru, to students is very important as part of a local history. To explore the historical story and the existence of Senapelan Harbor in the present, it is important for History teachers to introduce the port site through the field work learning method, accompanied by an android-based digital map media. The purposes of this study are (1) to determine how much knowledge high school students in Pekanbaru have about the historical sites of Senapelan Harbor. (2) to determine the effectiveness of the field trip method and digital maps in fostering the love of high school students for the local history of Senapelan Harbor. (3) to find out how much student achievement in learning local history has increased, by using the historical tourism work research method, based on digital maps.]]>
<![CDATA[PENGINTEGRASIAN MATERI ISLAM DI INDONESIA DENGAN HASIL KEBUDAYAAN ISLAM (GREBEG SURO DI JIPANG, CEPU, BLORA, JAWA TENGAH) ]]>
<![CDATA[Fitriah Hanim]]>;
<![CDATA[Sariyatun Sariyatun]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v3i2p126-136
<![CDATA[Social Science lessons that have been in the school curriculum only exemplify and discuss material globally or nationally. And students pay less attention and are less interested because the scope is not in their environment. From these problems, in the social studies curriculum it is necessary to add local historical material related to the local culture. Which in this case is the national material on Islamic material in Indonesia and its cultural results, the example of that culture can be exemplified is Grebeg Suro Jipang. It is expected that from studying this material, students know the benefits of learning to preserve and can benefit from learning, at least from the meaning of the grebeg, the attitude that can be learned is social attitudes such as mutual cooperation, cooperation, and sharing with others. Nor do spiritual attitudes like gratitude. ]]>
<![CDATA[RELEVANSI MUATAN HISTORIS DAN NILAI PENDIDIKAN KARAKTER DALAM NOVEL SEJARAH RORO MENDUT VERSI Y. B. MANGUNWIYA DI ERA DIGITAL ]]>
<![CDATA[Febri Kevin Aditya]]>;
<![CDATA[Ismail Lutfi]]>;
<![CDATA[Lutfiah Ayundasari]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v4i1p98-113
<![CDATA[The digital age is inevitable. The rapid influence of the digitization process has led to a deterioration of character values in students. Students' characters can be built through historical learning based on the search for meaning in the text of historical novels by exploring the educational value of the characters in them. This research aims to describe the value of character education in Roro Mendut historical novel version Y.B. Mangunwijaya and its relevance as reflective material to overcome various challenges of the digital age. This research is qualitative with Ferdinand de Saussure semiological analysis as an analytical technique. The results of this study showed the existence of historical content and found five main educational character values set by the Ministry of Education and Culture. The historical content and educational characters values found to have relevance to the modern life of the digital age. Relevance can be pursued as a historical learning material that builds the character of students. To be utilized in history learning in the classroom, special learning methods are required.]]>
<![CDATA[PEMANFAATAN MASJID JAMI’ SULTAN SYARIF ABDURRAHMAN SEBAGAI SUMBER BELAJAR SEJARAH ]]>
<![CDATA[Ika Rahmatika Chalimi]]>;
<![CDATA[Haris Firmansyah]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v3i2p185-193
<![CDATA[Abstract: This research aims to determine how teachers can use the Jami 'Sultan Syarif Abdurrahman Mosque as a source of learning history. The research method used qualitative research with the form of descriptive analysis. This research was do at SMAN 5, SMAN 6 and SMAN 9 Pontianak. Data collection techniques in this research used indepth interviews, observation and recording of documents and archives. The data analysis technique used data reduction, data presentation and conclusions withdrawal and verification. The research result shows (1) the advantage of the Jami 'Sultan Syarif Abdurrahman Mosque as a learning resource was carried out in various ways of planning, one of which was to first analyze learning resources that were in accordance with Basic Competencies (KD) and learning objectives, then design materials and modify them according to needs. ; then explaining it to the school in order to get a response and permission to be implemented. (2) The way history teachers at SMAN 5, SMAN 6 and SMAN 9 Pontianak City use the Jami 'Sultan Syarif Abdurrahman Mosque as a learning resource is inviting students to research the mosque, telling local stories about mosque as a historical heritage or Islamic history in Pontianak, asking students who have been go to the Jami 'Sultan Syarif Abdurrahman Mosque to tell how the mosque looks like and attach videos or pictures of the Jami' Sultan Syarif Abdurrahman Mosque. Learning evaluation was carried out in several ways including giving essays togroup assignments, combining it with the make a match learning model and making observations. (3) There are several obstacles and solutions made by history teachers so that the use of the Jami 'Sultan Syarif Abdurrahman mosque can be considered effective in achieving learning objectives.]]>
<![CDATA[PEMBELAJARAN SEJARAH LOKAL PADA SEKOLAH MENENGAH ATAS (STUDI KASUS DI SMA N 1 DAN SMA N 8 PONTIANAK) ]]>
<![CDATA[Andang Firmansyah]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v4i1p49-58
<![CDATA[History learning should prioritize local wisdom values that grow in their respective communities. This is, so that future generations do not lose their identity and pride in their region. In learning local history, the next generation must know and understand what happened in the past in their society. This causes future generations to learn from their predecessors and be able to take local wisdom values. Therefore, local history material in history learning in senior high schools is vital. This study aimed to determine the use of local historical sources, teacher preparation in learning, the delivery process, and students' understanding of history learning. The form of this research is qualitative with a research strategy using case studies. The results showed that SMA N 1 Pontianak was better at utilizing local historical sources. This is because the quality of teachers and supporting facilities are of high quality. The SMA N 1 learning implementation plan at the design stage has also included local history materials. Then the delivery process in both schools shows that the teachers are good enough and creative and adjust to each school's conditions. Then the understanding of students in both schools to learn local history is good enough. This is due to students' interest in these materials.]]>
<![CDATA[KERANGKA KONSEPTUAL UNTUK PENDIDIKAN MULTIKULTURAL DI INDONESIA ]]>
<![CDATA[Moch. Dimas Galuh Mahardika]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v3i2p136-145
<![CDATA[Abstrak: Keberagaman yang terintegrasi dalam bingkai Negara Kesatuan Republik Indonesia merupakan suatu hal yang harus menjadi fokus pengamatan dalam konteks pendidikan hari ini. Mengingat negara ini adalah negara yang dihuni oleh berbagai macam suku bangsa, ras dan agama, sedikit banyak menjadi salah satu faktor terjadinya konflik yang berbau SARA, seolah-olah mencederai toleransi atas keberagaman dan perbedaan itu sendiri. Maka pendidikan harus hadir dalam bingkai yang baru untuk mengakomodir pikiran dan pemahaman tentang keberagaman untuk kemudian dapat diajarkan kepada masyarakat. Pendidikan multikultural dapat menjadi salah satu alternatif untuk mengkampanyekan dan membelajarkan keberagaman dalam kerangka pemikiran dan praktik yang lebih konkrit, dengan memberikan pemahaman tentang bagaimana menjalani kehidupan di tengah lingkungan masyarakat yang serba beragam. ]]>
<![CDATA[PENGGUNAAN ARSIP FILM PROPAGANDA ROMUSHA MASA PENDUDUKAN JEPANG SEBAGAI SUMBER BELAJAR SE-JARAH PESERTA DIDIK ]]>
<![CDATA[Dio Yulian Sofansyah]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v4i1p114-127
<![CDATA[With regard to content about the Japanese occupation in history lectures in universities, most of the available material is in textual form, especially in history textbooks. Meanwhile, there is an abundance of archival videos available about this topic that could be used as media or learning materials in classroom learning. This research aims to offer some ideas in using the propaganda films produced during the Japanese occupation as alternative learning material. By doing so, resources learners are expected to realize the teaching and learning process to be varied, fun, easy to understand, able to stimulate imagination, share events that previously abstract in a short time and can bring learners through space and time indirectly because the film media in accordance with the material, needs and objectives proses teaching and learning.]]>
<![CDATA[PERTIMBANGAN PEMILIHAN STRATEGI PEMBELAJARAN SEJARAH DENGAN ORIENTASI STUDENT ACTIVE LEARNING DI SMA ]]>
<![CDATA[Moch. Dimas Galuh Mahardika]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v4i1p9-21
<![CDATA[Today’s, learning paradigm has begun to be directed at student activities become learning centres. History learning, which is identical to the teacher’s domination with the lecture method, has begun to be transformed into empowering independently learning students activities, the goal is oriented towards student active learning. To implement this idea, it’s necessary to develop a history learning strategy expected to be achieved that goal. In developing learning strategies that are oriented towards student activities, some basic considerations that are elements in history learning must be considered to provide great opportunities for students to build their knowledge independently. This article is based on the study of literature, then produce an idea as a contribution to improving the quality of history learning.]]>
<![CDATA[SITUS KAWASAN KAUMAN MENARA KUDUS SEBAGAI SUMBER BELAJAR SEJARAH ]]>
<![CDATA[Moh Rosyid]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v4i1p59-72
<![CDATA[This reasearch aims to illuminate the fact that cultural heritage objects could be used as a source of history instructions. This research data were obtained by the authors with interviews, observations, and literature studies. Then, the data were analyzed with qualitative descriptive approaches. The results of this research show that Kudus in the pre-Islamic past left traces of a great civilization in the form of The Holy Tower, The Twin Arch (both in the Holy al-Aqsha Mosque) and The Breaking of Bubrah in the Kauman Area of the Holy Tower. This fact can be used as an reinforcement that past life that bequeaths cultural traces can be enjoyed by current and future generations as a source of historical learning in educational institutions must learn to college, especially historicalreviewers, archaeologists, sociologists, anthropologists and other scientists about Kudus. The task with Municipiality Kudus, DPRD Kudus, and Kudus citizens is to take care according to their respective portions.]]>
<![CDATA[WATERS TOWARDS RICE TRADE FLOW IN 14TH CENTURY OF JAVA ]]>
<![CDATA[Riza Afita Surya]]>;
<![CDATA[Rif'atul Fikriya]]>
<![CDATA[ Jurnal Pendidikan Sejarah Indonesia Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um0330v3i2p146-156
<![CDATA[Waters as rain, rivers, and seas are one the most common feature found upon Southeast Asian region. It has been establishing this region significantly distinctive along with others. Water is such profound thing everywhere, but it helds most importantly in Southeast Asia Maritime region, with its long shorelines in relation to it landmass, and with the enormous expanses of surrounding Island of Southeast Asia and abutting the shores of Mainland Southeast Asia. Waters in form such rain, rivers, and seas undoubtly giving a certain pattern of social and economical circumstance towards society. Java was known as the biggest rice producer until 19th century, especially manufactured among Javanese kingdoms. Rice had been the trademark of exchange in Java that was contributed across the land overtime. Here, wet rice cultivation has been a typical technique engaged in Java and remains until presents. This article discusses the water impact towards rice trade in Java during 14th century.]]>
