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ISTORIA

istoria
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Published by Universitas Negeri Yogyakarta

ISSN : 18582621 EISSN : 26152150 DOI : -

Core Subject : Education,

Education

Journal Istoria is a high quality research journal that is published by History Education Study Program Universitas Negeri Yogyakarta in collaboration with Masyarakat Sejarawan Indonesia (MSI) and Keluarga Alumni Prodi Pendidikan Sejarah (KAPPS). Journal Istoria is providing a platform that welcomes and acknowledges high quality empirical original research papers about education written by researchers, academicians, professional, and practitioners from all over the world.

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Articles 190 Documents

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THE VALUE OF CHARACTER EDUCATION BASED ON HISTORY OF THE MATARAM KUNO KINGDOM IN THE 8TH-9TH AD Naufal Raffi Arrazaq
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 15, No 1 (2019): ISTORIA Edisi Maret 2019, Vol. 15, No.1
Publisher : Universitas Negeri Yogyakarta

Abstrak Mataram Kuno merupakan kerajaan bercorak Hindu Buddha yang berkembang abad VIII-X Masehi. Kerajaan Mataram Kuno memiliki beberapa peninggalan sejarah. Salah satu wilayah yang menyimpan peninggalan sejarah Kerajaan Mataram Kuno adalah Kabupaten Magelang. Peninggalan sejarah yang ditemukan berupa candi, arca, dan prasasti. Tujuan dari penelitian ini adalah menganalisis corak pendidikan dan nilai pendidikan karakter berdasarkan sejarah Kerajaan Mataram Kuno abad VIII-X Masehi. Penelitian ini menggunakan metode penelitian sejarah menurut Kuntowijoyo, dengan tahapan yaitu: (1) pemilihan topik, (2) pengumpulan sumber, (3) kritik sumber, (4) interpretasi, (5) penulisan sejarah. Hasil dari penelitian ini yaitu, pendidikan di Kerajaan Mataram Kuno bercorak keagamaan. Hasil dari kegiatan pendidikan tersebut berupa pengetahuan di bidang keagamaan dan penanggalan atau astronomi. Nilai pendidikan karakter yang dapat dipelajari adalah local genius dan toleransi yang diwujudkan dalam bangunan candi. Nilai pendidikan karakter selanjutnya adalah kesetaraan gender. Berdasarkan prasasti yang ditemukan di Kabupaten Magelang dapat diketahui adanya pejabat perempuan di tingkat wanua. Kata Kunci: Pendidikan karakter, Mataram Kuno, Sejarah Abstract The Mataram Kuno Kingdom is a thriving Buddhist Hindu in 8th-9th centuries AD. The Mataram Kuno Kingdom has some historical relics. One area which houses historical relics of Mataram Kuno Kingdom is Magelang Regency. Historical heritage that is found in the form of temples, statues, and inscriptions. The purpose of this research is to analyze the pattern of education and character education based on the history of the Mataram Kuno Kingdom in 8th-9th centuries AD. This research uses the methods of historical research, according to Kuntowijoyo, by stages, namely: (1) selection of topics, (2) the collection of sources, (3) source criticism, (4) interpretation, (5) writing of history. The results of this study, namely, education in the religious institution of the ancient Mataram Kingdom. The result of these educational activities in the form of knowledge in the field of religious and astronomical or calendar. The value of character education that can be learned is local genius and tolerance is manifested in temple building. The value of the next character education was gender equality. Based on inscriptions found in Magelang Regency knowable existence of women officials at the level of wanua.Keywords: character education, the ancient Mataram, history

PERISTIWA PEMBERANTASAN PGRS-PARAKU DI KALIMANTAN BARAT TAHUN 1967 (KAJIAN TEORI HEGEMONI GRAMSCI UNTUK PEMBELAJARAN SEJARAH LOKAL) Yulita Dewi Purmintasari
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 10, No 1 (2014): ISTORIA Edisi Maret 2014, Vol. 14, No.1
Publisher : Universitas Negeri Yogyakarta

Tujuan dari penelitian ini adalah untuk mendapatkan informasi yang objektif mengenai peristiwa pemberantasan PGRS/Paraku di Kalimantan Barat, analisis teori hegemoni Gramsci terhadap peristiwa pemberantasan PGRS/Paraku, pembelajaran sejarah lokal melalui materi peristiwa pemberantasan PGRS-Paraku. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan bentuk studi kasus terpancang. Sumber data dalam penelitian ini adalah informan atau narasumber yang terdiri dari dosen dan mahasiswa. Teknik pengumpul data berupa observasi langsung dengan alat pengumpul data panduan observasi, komunikasi langsung dengan alat pengumpul data panduan wawancara.Berdarkan pembahasan penelitian yang telah diuraikan di atas maka dapat ditarik kesimpulan bahwa PGRS/Paraku dibentuk ketika terjadi konfrontasi antara Indonesia Malaysia, dimana Soekarno tidak setuju terhadap pembentukan Federasi Malaysia. Sikap Soekarno ini didukung oleh rakyat Kalimantan Utara. Namun ketika Orde Baru, kondisi menjadi berubah. PGRS/Paraku yang dulunya menjadi garda terdepan dalam konfrontasi akhirnya diperangi dan dibumihanguskan. Teori hegemoni Gramsci membantu dalam menganalisis peristiwa pemberantasan PGRS/Paraku. Hegemoni merupakan alat untuk melanggengkan kekuasaan. Dalam penumpasan PGRS/Paraku sebagai bentuk kecil hegemoni di Kalimantan Barat, tindakan kekerasan yang bersifat memaksa dilakukan oleh militer, dalam hal ini adalah angkatan darat. Soeharto memberi kontrol yang sangat ketat untuk dapat mengendalikan situasi di lapangan. Masyarakat Dayak di daerah perbatasan menghimpun kekuatan bersama-sama ABRI melawan komunis yang telah memecah belah mereka dan menumpas PGRS/Paraku.Kajian peristiwa pemberantasan PGRS/Paraku melalui kajian hegemoni Gramsci dapat menjadi suatu materi pembelajaran sejarah lokal. Mahasiswa dapat menggali sejarah lokal yang ada dan dapat menambah pengetahuan baik bagi mahasiswa maupun dosen serta dapat meningkatkan rasa nasionalisme pada mahasiswa generasi yang akan datang. Adapun saran yang dapat disampaikan bahwa penggunaan sejarah lokal suatu daerah harus terus dikembangkan agar pembelajaran sejarah tidak hanya mengkaji sejarah nasional saja. Hal ini dapat meningkatkan jiwa nasionalisme dan patriotisme. Kata Kunci : PGRS/Paraku, Hegemoni Gramsci

PENANAMAN NILAI-NILAI NASIONALISME MELALUI PEMBELAJARAN SEJARAH DI SMA KEBANGSAAN YOGYAKARTA Wira Fimansyah; Dyah Kumalasari
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 11, No 1 (2015): ISTORIA Edisi Maret 2015, Vol. 11, No.1
Publisher : Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mengetahui: (1) proses penanaman nlai-nilai nasionalisme melalui pembelajaran Sejarah, (2) kesulitan-kesulitan yang dialami oleh guru Sejarah, dan (3) upaya yang dilakukan oleh guru Sejarah untuk mengatasi kesulitan tersebut. Penelitian ini menggunakan metode kualitatif naturalistik, menggunakan snowball sampling. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Teknik analisis data menggunakan model analisis interaktif Miles Huberman. Hasil penelitian menunjukkan: (1) Proses penanaman nilai-nilai nasionalisme melalui pembelajaran Sejarah di SMA Kebangsaan yakni melalui persiapan pembelajaran, pelaksanaan pembelajaran (menggunakan strategi yang bervariasi seperti merumuskan perasaan siswa melalui karikatur, cerpen, puisi, pantun, teka-teki silang dan memanfaatkan berbagai media yang disesuaikan dengan tujuan pembelajaran seperti film, gambar, artefak dan lain-lain), dan evaluasi. (2) Kesulitan-kesulitan yang dihadapi oleh guru Sejarah dalam proses penanaman nilai-nilai nasionalisme adalah latar belakang peserta didik yang berbeda-beda, kesulitan untuk mengontrol penggunaan internet, pemberitaan media massa (kurang contoh dari tokoh nasional), dan belum adanya laboratorium sejarah. (3) Upaya yang dilakukan oleh guru Sejarah dalam mengatasi kesulitan tersebut adalah dengan menjadikan dirinya sebagai teladan dan motivator bagi siswanya, mengadakan agenda wajib kunjungan ke tempat-tempat bersejarah, dan ikut serta dalam setiap acara peringatan hari-hari besar nasional. Kata Kunci: nasionalisme, pembelajaran sejarah

DONGGALA: FROM IMPERALISM TO THE REGENCY ESTABLISHMENT Lukman Nadjamuddin; Idrus Idrus
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 7, No 1 (2008): ISTORIA Edisi Maret 2018, Vol. 7, No.1
Publisher : Universitas Negeri Yogyakarta

AbstractThe Effort exerted by the Dutch to conquer Banawa Kingdom, particularly Donggala City, began with the assumption derived from economic and political calculation that the confiscation would make it possible for the Dutch to pacify its trade channel in Makasar narrows and extend economic exploitation, given that Donggala had a strategic port, related to the chain of Archipelago’s trade. The method of confiscation-friendship relation was not realized because resistances, in the form of physical attack- began to come forward. In Donggala, Molanda played a role as the main actor in the rebellion. In Sigi, Toma I Dompo consistently attacked, both after and before arrested in Sukabumi. In Sojol, Toma Tarima along with his son assailed the Dutch and in Kulawi, Toma Itorengke set about the Dutch as well.During the Japanese imperialism, the education system of the Dutch waseliminated, and replaced with Japanese education which required to speak Japanese and Indonesia languages, to sing Kimigayo, to give respect to Hinomaru, to do Seikrei, Kinrohosyi and Taiso. The social and political organization was limited, while those which supported the mass mobilization were established, such as Seinendan. This led the nationalists to do the underground movement. In the agriculture, native people were obligated to plant cotton, rice, corn and cassava as to overcome the lack of food and clothing.After the independence was announced, Donggala faced by two struggle NICAattack and to establish the Donggala Regency. The effort to maintain the freedom was conducted in two ways, physical struggle and establish of social and political organization, while the establishment of Donggala Regency gained two important momentum; the establishment of Administrative region of Donggala on the basis of Sulawesi Governor’s verdict no. 633 on October 25th, 1951 and the establishment of Donggala Regency on the basis of Government regulation no.33 on August 12th.1952. Keyword: Donggala, Imperialism, Regency.

PENERAPAN MODEL PROBLEM BASED LEARNING DALAM PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN MOTIVASI DAN PRESTASI BELAJAR SISWA KELAS XI IPS 1 SMAN 1 BUTAR SULAWESI TENGAH Kamisa Aman
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 12, No 1 (2016): ISTORIA Edisi Maret 2016, Vol. 12, No.1
Publisher : Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mengetahui bagaimana penerapan model problem based learning dalam pembelajaran sejarah untuk meningkatkan motivasi dan prestasi belajar siswa kelas XI IPS 1 SMAN 1 Butar. Sulawesi Tengah. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah triangulasi sumber dan triangulasi metode. Analisis data yang digunakan dalam metode ini adalah analisis kualitatif dan analisis kuantitatif Setelah Model Problem Based Learning diterapkan, terjadi peningkatan motivasi belajar siswa telah mencapai 85 % pada siklus 3 dan peningkatan prestasi pada siklus 1 terjadi dari 49,5 menjadi 75. Peningkatan pada siklus 2 terjadi dari 53,5 menjadi 81. Peningkatan prestasi pada siklus 3 terjadi dari 60 menjadi 83. Kendala yang dihadapi dalam penerapan Model Problem Based Learning antara lain kurangnya pemahaman siswa mengenai Model Problem Based Learning pada saat awal, dan terdapat siswa yang tidak bisa bekerjasama dalam kelompok. Kelebihan dari penerapan Model Problem Based Learning antara lain siswa lebih aktif dalam pembelajaran, kemampuan siswa lebih terasah, siswa dapat melatih kerjasama dalam kelompok, menciptakan semangat kompetisi antar kelompok, dan guru lebih mudah dalam melihat pemahaman siswa dalam materi. Kata kunci: Model Problem Based Learning, Motivasi Belajar, dan Prestasi Belajar Siswa.

Pers dan Bangkitnya Kesadaran Nasional Indonesia pada Awal Abad XX Miftahul Habib F
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 13, No 1 (2017): ISTORIA Edisi Maret 2017, Vol. 13, No.1
Publisher : Universitas Negeri Yogyakarta

AbstractThis study aims to: (1) find out the initial development of the press in the Dutch East Indies, (2) find out the role of print capitalism in the distribution of national consciousness Indonesia, (3) find out the related of press and the rise of Indonesian national consciousness. This study was conducted using the historcal method as described by Kuntowijoyo. The result of the study showed that the development of the press is always related to the social and political conditions related to age. The press in the early twentieth century was influenced by the ethical policies which idealize the advanced of indigenous peoples. The development of press is supported by print capitalism. Print capitalism allowed the spread of Indonesian national consciousness. National consciousness first manifested itself in the spread of the discourse of advances among the educated natives as well as the spread of the use of the Malay language as the lingua franca in the East Indies. The relation between the press and the rise of Indonesian national consciousness is seen in Bintang Hindia and Medan Prijaji. Bintang Hindia is a newspaper that contains many advances discourse. A number of important ideas in this newspaper among others Kaoem Moeda and Bangsawan Fikiran. Both of these ideas provide a stimulus for the political consciousness of the educated natives. Meanwhile, Medan Prijaji is a newspaper to be more radical than Bintang Hindia. The article in Medan Prijaji contains many criticisms to the colonial government and provide legal assistance to the reader which needed. Keywords: Press, National Consciousness, Indonesia

PENGEMBANGAN MEDIA EVALUASI PEMBELAJARAN SEJARAH BERBASIS GOOGLE FORMULIR DI SMA N 1 PRAMBANAN Dwi Purwati; Alifi Nur Prasetia Nugroho
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 14, No 1 (2018): ISTORIA Edisi Maret 2018, Vol. 14, No.1
Publisher : Universitas Negeri Yogyakarta

The research aimed to find out: (1) to produce history evaluation media based on google form; (2) know the level the effectiveness of google form as a evaluation teaching history in SMA N 1 Prambanan. This research use research and development method which adapted with the design development ADDIE; (1) analysis model; (2) design model; (3) development; (4) implementation; and (5) evaluation. The study population was high school in SMA N 1 Prambanan. The instruments that used to collect the data were observation sheets, interview and test achievement. The research result showed that History media evaluation based on Google Form in History with feasibility level according to the assessment by material experts was obtained by 79,8% which was category of feasible, assessment by media experts was obtained by 78,5% which was category of feasible, and assessment by learning experts was obtained by 86,3% which was category of very feasible. The limited trial result obtained percentage by 86,3% which was category of very feasible. The result of extensive trial obtained percentage by 83,6% which was category of very feasible. Keyword: Google form, media evaluation, history

YUVAL NOAH HARARI’S VIEW ON THE CHALLENGES OF 21st CENTURY EDUCATION Jiva Agung
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 15, No 2 (2019): ISTORIA Edisi September 2019, Vol. 15, No.2
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/istoria.v15i2.26230

ABSTRACTOne of the aims of formal education is to enable people to live or to work accordingly to the needs of their era. Unfortunately, instead of being used as a tool of living, nowadays learning (particularly History Education) at schools still focuses on memorizing and is far from productive let alone progressive. Yuval Noah Harari, a professor in the History Department of the Hebrew University of Jerusalem, whose trilogy books describe maps out challenges, problems, as well as recommendations for education in the 21st Century so that people of the Century could live their lives properly. This research is a critical review of Yuval Noah Harari’s thoughts about the challenges of 21st Century education. Three monumental Harari’s works (Sapiens, Homo Deus, 21st Lessons) were examined and critically compared with other relevant works. This paper concludes that there are three ways to resolve the problem of education in the 21st Century. First, by relating three periods (past, present, future); secondly, encouraging governments to make positive policies on the three most important issues (nuclear war, environmental crisis, and the disruption of information and technology); and thirdly, inviting the world to participate in solving global problems.Keywords: The 21st Century, Education, Challenges

SERBA-SERBI TANAM PAKSA Zulkarnain Zulkarnain
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 8, No 1 (2010): ISTORIA Edisi September 2010, Vol. 8, No.1
Publisher : Universitas Negeri Yogyakarta

Zaman tanam paksa adalah era paling eksploitatif dalam praktek ekonomi Hindia Belanda. Sistem tanam paksa ini jauh lebih keras dan kejam dibanding sistem monopoli VOC karena ada sasaran pemasukan penerimaan negara yang sangat dibutuhkan pemerintah. Aset tanam paksa inilah yang memberikan sumbangan besar bagi modal pada zaman keemasan kolonialis liberal Hindia-Belanda pada tahun 1835- 1940. Di atas kertas, teori Cultuurstelsel memang tidak terlalu membebani rakyat, namun dalam pelaksanaannya, terbukti sangat merugikan petani terutama di Jawa, yang mengakibatkan kesengsaraan, kemiskinan, dan kematian bagi rakyat di tanah koloni. Kata kunci : penerapan, Cultuurstelsel, daerah koloni.

OPTIMALISASI PEMBELAJARAN SEJARAH DENGAN PENERAPAN METODE ACTIVE DEBATE Dyah Kumalasari
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 7, No 1 (2008): ISTORIA Edisi Maret 2018, Vol. 7, No.1
Publisher : Universitas Negeri Yogyakarta

Abstract This research is intended to solve the problem of optimizing the application of active debate method to improve of learning quality of History Reflection subject at the History Education Department of Social Science and Economics Faculty of the State University of Yogyakarta. The research is designed as a classroom action research, applied to the sixth semester students, from January to July of the 2006 academic year. The research is conducted in two cycles of actions through four stages: the stage I and II encompassing the First Diagnostic and Therapy stage, and the stage III and stage IV constituting the Repeated Diagnostic and Therapy Stage. The data of study were collected by means of observations and interviews as well as evaluation of the quality of discussing skills with the grading scores of 1, 2, 3, and 4, and the data obtained were then analyzed using a t-test. Findings of the classroom action research through optimizing the application of the active debate method to the learning process of History Reflection subject show the significant improvement in learning process and achievement. Qualitatively, the quality of learning process increase significantly and quantitatively the learning achievement improved the averaged achievement of 2,3. Therefore, the research has been able to increase the averaged achieved score of 79,6, with a t-coefficient of 2,89344047 at the level of significance of 1% (very significant). Keywords: Active Debate Method, Historical Learning, Learning Quality

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