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Wildan Insan Fauzi
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Gedung Numan Soemantri, FPIPS UPI, Laboratorium Prodi Pendidikan Sejarah, Lantai 4, Jl. Dr. Setiabudhi No 229 Bandung, 40154
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INDONESIA
Historia: Jurnal Pendidik dan Peneliti Sejarah
Published by Universitas Pendidikan Indonesia
ISSN : 26204789     EISSN : 26157993     DOI : https://doi.org/10.17509/historia.v5i1
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Focus and Scope 1. Learning History at school 2. Learning History in college 3. History education curriculum 4. Historical material (local, national, and world history) 5. History of education 6. Historical material in social studies
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
 1 
Search results for , issue "Vol 11, No 1 (2010): Feudalism, History, and Education" : 9 Documents clear
HISTORIOGRAPHY & MYTHOLOGY OF BENGAWAN SALA Sumardjoko, Bambang
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 1 (2010): Feudalism, History, and Education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.276 KB) | DOI: 10.17509/historia.v11i1.12137

Abstract

The aims of this research are: [1]. Describing the historiographic dimension of Bengawan Sala (Solo River), [2]. Describing the mythology alive in the people’s mind along the River Sala, [3]. Formulating revitalization of historiography and mythology of Bengawan Sala which can support the development of tourism in Surakarta. This is a qualitative research making use of primary and secondary sources. Research data were collected by using in-depth interviews, guided group discussions, field observations, and a close reading method (metode simak). Triangulation of data sources was done to ensure the validity of data. Data were analyzed by using the technique of interactive model. The results of the research show that [1]. Historiography of Bengawan Sala is important and singularly valuable when it is viewed from its historical perspective. From its historiographic aspect, Bengawan Sala was a main and urgent channel of transportation before the coming of train, cars and airplanes. [2]. The meanings of mythology around Bengawan Sala, such as Kerek, Lubuk Maya, Bengawan Goa Sentana, Benawi Getas, Lubuk Werpitu, all show the “sacredness” [or “keangkeran”] of Bengawan Sala as a channel for transportation. This mythological story functions to remind all boating people through such areas to be careful because those areas are the place where two different streams from the opposite direction meet each other, or where whirl pools happen. Mythological story of Tinggang depicts the giants which already died, “ambreganggang” shortened as “Tinggang.” People believe that the big wood fossils scattered in the area are the bones of the giants which were already dead, “ambreganggang“ [or “fell down criss-crossing”]. That mythology shows that the lands around Bengawan Sala are fertile. [3]. The exploratory research gives a basic model of “Revitalization Based on the Historiography of Bengawan Sala” (or “Revitalisasi Bengawan Sala Berbasis Kesadaran Sejarah”), that is revitalization of Bengawan Sala through the historiography and mythology development of it.
K.H. AHMAD DAHLAN’S (1869 – 1923) THOUGHT AND HIS STRUGGLE FOR THE ABOLITION OF FEUDALISM THROUGH REFORMATION OF ISLAMIC EDUCATION Suswandari, -; Suwarno, -
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 1 (2010): Feudalism, History, and Education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (302.714 KB) | DOI: 10.17509/historia.v11i1.12132

Abstract

This article examines the founder of the Muhammadiyah, K. H. Ahmad Dahlan (1869–1923) and the reformation of Islamic education he had proclaimed as an attempt to abolish all feudalism force in society towards a realistic and democratic modern society. The clerical reformist, K. H. Ahmad Dahlan played an essential role and was the key for the improvement and the reawakening of Muslim society so as to abandon the rooted feudal cultural practice. This article first discuss the childhood of K. H. Ahmad Dahlan and his education. The article then discusses the socio-cultural context of feudalist Muslim society within his neighborhood. Then, the article also discusses the Islamic education reformation proclaimed by K. H. Ahmad Dahlan referring to his notion on Islamic education reformation, his view on the relation between religion and mind, as well as his political view.
PRIMARY SCHOOL SYSTEM IN JAVA BEFORE AND UNDER JAPANESE OCCUPATION (1940-1944) Ramli, Murni
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 1 (2010): Feudalism, History, and Education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1092.306 KB) | DOI: 10.17509/historia.v11i1.12133

Abstract

Primary School before and during the Japanese occupation of Indonesia has not been studied comprehensively due to the paucity of authentic data. The Japanese military document called ‘Jawa ni okeru bunkyō no gaikyō’ has served as an important source in this field. This study analyzes the alteration of primary school and its re-establishment process following the example of the educational system employed in imperial Japan. The number of primary schools has been reported to decline dramatically - either the number of schools or that of the students. However, we[who?] found that the number of primary schools did not significantly decrease, and, even more, the number of students increased in Java. One teacher two classes system and the one room two classes were introduced in response to the teacher shortage. The curriculum had been Japanisized through introducing new subjects such as Japanese language, spirit/mental education, physical education and vocational activities. Japanese primary school emphasizes practical education unlike the Dutch system which merely fosters and nurtures the academic side.
ISLAM AND EUROPEAN FEUDALISM IN THE MID-CENTURY Basrowi, -; Sudrajat, Ajat
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 1 (2010): Feudalism, History, and Education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (219.093 KB) | DOI: 10.17509/historia.v11i1.12134

Abstract

This article was aimed to study the development of European Feudalism within the Mid Century. From the existing sources, it was found that as Muslim dominated Mediterranean Sea in the 8th A.D., European economy drastically declined. Moreover, it was said that the economy was near dead. The fall of trade and commerce within the continent had pushed Europe to use land as their source of life again. It is that within this situation, the feudalism found its way. The situation in Europe was changing within the 11th century, i.e. when the trade and commerce were awakening and the markets as well as cities were reviving. Commercial growth and the reuse of currency system, in fact, affected the economy of feudalists. Their life which was represented by manor was then disturbed and declining.
ISLAMIC EDUCATION AND LIBERATION FROM FEUDALISM Syaiful Anwar
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 1 (2010): Feudalism, History, and Education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (254.24 KB) | DOI: 10.17509/historia.v11i1.12129

Abstract

This article aimed at describing Islamic Education strategies and functions in liberating humankind from feudalism. Islam Believes that everybody’s status is equal, one thing that makes him different is his piety. There are Three harmonious relationships can be identified; those are the relationship between human being and God “Allah SWT” (Habblun min Allah, theological aspect), between human being and other human being (Hablun min al-nas, athropo-sociological aspect), and between human being and the natural environment (Hablun min al-‘alam, cosmological aspect). These harmonious relationships are the manifestation of perfect faithfulness of a Muslim to Allah SWT.In the religious dimension, the main purpose of Islam is to develop awareness and understanding about the meaning and of human’s life in relation to God. Meanwhile, in terms of social dimension, the purpose of Islamic Education is to develop understanding of harmonious relationship, either between human beings or between human being with the environment. In this context, human beings hold the responsibility for restraining a society from obstinacy, inanity, and anarchism. In this respect, the concept of liberalism in Islamic Education is to place teachers and students in a harmonious relationship. This relationship is to create learning atmosphere which is based on the principle of democratic and two-way relationship.
REVITALIZATION MODEL OF ETHNIC SETTLEMENT TO PRESERVE CULTURAL HERITAGE AND SUPPORT TOURISM IN SURAKARTA Sariyatun, -
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 1 (2010): Feudalism, History, and Education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (286.615 KB) | DOI: 10.17509/historia.v11i1.12135

Abstract

The main aim of this research is to formulate a revitalizing model of ethnic settlement through the effort of preserving cultural heritage and supporting community-based tourism in Surakarta. It is a qualitative research which uses primary and secondary sources. The research data is gathered through in-depth interviews, guided group discussions, field observations, and the close reading method [metode simak]. The data was obtained through the triangulation method. The data is then analyzed by using the interactive analysis technique. The results of the research are as follows: First, the kinds of ethnic settlements which still survive are Baluwarti, Kauman, Laweyan, Pecinan in Balong and Kampung Arab Pasar Kliwon. Second, writings on the variety of ethnic settlements in Surakarta are still limited. Therefore, it is necessary to enhance this community-based ethnic settlement through writings so that the community would be better known and be able to benefit from the existing tourism settlement projects. Third, the final model is formulated, i.e. the final Interpretation-Based and Benefit-Oriented Model which is shortened as IBaBOM. This means that what is being constructed is a revitalizing model based on interpretative writings. The objective is to secure benefits for Surakarta.The elements to formulate this model are the potentials, problems, and stakeholders. The potentials refer to the attractions, accessibilities, amenities, and activities. Problems cover matters related to diversifications, collaborations, human resource, thought patterns, and promotion. Stakeholders comprise of the community, the government, higher learning institutions, private enterprises, non-governmental organizations, and associations or “paguyuban.” The benefits are the various outcomes which can be enjoyed by all the stakeholders vis-a-vis the process of the empowerment of ethnic communities and the development of culture based tourism in Surakata.According to the Intepretation-Based and Benefit-Oriented Model or (IBaBOM), both the community and the tourists will have knowledge of the history and culture of the ethnic community. The ethnic community as well as the surrounding communities will derive benefits or profits from the undertaking.
EDUCATION IN ANCIENT INDONESIA CULTURE (700-1700) Kasdi, Aminuddin
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 1 (2010): Feudalism, History, and Education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (240.432 KB) | DOI: 10.17509/historia.v11i1.12130

Abstract

Within 1359-1364, Hayam Wuruk did a quest monitoring Majapahit, either to the east side, or the west side. From the many objects he visited, in addition to visiting authorities and local villagers, he also visited religious sacred places. Prapanca, who worked as Dharmadyaksa ring Kasogatan was one of the higher authorities in the kingdom who followed him (Pigeaude, 1963, IV, 150-153). The king’s quest was also followed by many authorities, and they were certainly intellectual prominent figures in their era. The position of saptopapati, for instance, was occupied by those who were entitled to as pangei or sanget. The term was derived from the root words of (V pgat) meaning: putus (Jw) mastery (Van Naerssen, 1933: 239-258). Furthermore, the terms of pgat is also defined by Van Nseassen as notable (Naerssen, 1933: 239-258). Within various epigraphs, authority titled with pamget or samget was under the third position of kingdom higher authority: rakryan katrini, namely rakrayan kartini (three higher authority), rakrayan mamantri I Hino, Rakryan I halu, Rakryan I Siikan. Within Nagarakratagama, pupuh 68, the second syair noted :” … wanten bodda Mahayana pgat/rin tantra yogiswara … was an expert (Jw. Mumpuni) of Buddha mahyana’s lesson on Tantra and Yoga …” (Pigeadu, 1963: 52). The terms refer to educated people who have comprehensive and mastery knowledge, so that they can take a decision based on their expertise independently, either in the field of science or governmental problems. Accordingly, if they master their knowledge (Jw. Putusing ngilmu), they will have the authority to make decision towards a problem whenever they are needed. The question is: what kind of knowledge, how can they attain it, and where they learn it? In many sources it was known that one kind of education spread within the age was mandala. During his quest, Hayam Wuruk, for example visited mandala segara. The term mandaleng (mandala – ing) was also found in Serat Pararaton. This article focuses on studying education in ancient Indonesia.
INSIDE THE “PUZZLE” OF CONTEMPORARY INDONESIA’S REGIONAL AUTONOMY POLICY Hidayat, Syarif
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 1 (2010): Feudalism, History, and Education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (213.725 KB) | DOI: 10.17509/historia.v11i1.12136

Abstract

This paper endeavours to see the nature of Indonesian decentralisation and regional autonomy more on the basis of micro level perspective. While most of the previous studies have relied heavily on macro level perspective, such as—assessing how central government has initiated the idea of decentralisation and regional autonomy, investigating the extent to which power has been distributed to the regions, and exploring central government’s controls over the regions—the material presented in this paper has been focussed more on exploring how local state elites themselves have seen decentralisation and regional autonomy. Based on a series of primary data collected in four research locations (the province of West Java, West Sumatra, West Kalimantan, and East Nusa Tenggara/NTT), the author has subsequently ended up with a proposition which says that: the puzzle of contemporary Indonesia’s regional autonomy policy must be understood on the basis of so called local state elites ambivalence orientation towards decentralisation and regional autonomy policies. The research findings suggested that local state elites had officially manipulated that of ambivalence orientation as the stated justification for their misconduct behaviour in implementing decentralisation and regional autonomy policies. Eventually, the author argues, amongst the distinctive contribution of this paper to the academic development is that it share the work of those who have endeavoured to conceptualise the characteristics of decentralisation and regional autonomy in an epoch the so called “transition towards democracy”.
PEASANTS AND FEUDALISM: THE RELEVANCE OF HISTORICAL EVENTS WITH THE LIFE SKILLS CURRICULUM Siskandar, -
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 1 (2010): Feudalism, History, and Education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (227.842 KB) | DOI: 10.17509/historia.v11i1.12131

Abstract

The life skills values prevalent among the peasants’ society in the past can be integrated into the content of life skills subject in the historical learning given to students. The expansion of plant products export in the era of Dutch Colonial was significant in the emergence of some changes in the socio-economic life of the peasant and villagers in Java. They were further immersed into the flow of commercialism. The issue in this article is how the response of the farmers to those changes. As an object of observation, this article took the object of study of village areas in Afedeeling Purwerodjo in the beginning of the twentieth century. The methodology used in this article was historical method involving the processes of heuristic, critiques of resources, interpretation, and historiography.The theoretical framework used in this article was dialectics between the assumption that the change of the socio-economic life in the villages into commercialism was a prolong nightmare for the villagers and the assumption that the changed socio-economic life of the villages into commercialism brought new economic opportunities for the villagers. The conclusion was commercialism resulted in rationality and prosperity for the farmers. The peasants would spend their time and energy more efficiently to exploit the new opportunities given. The rational considerations were more determining than the social motivation in terms of decision making. The peasants had the life skills to create beneficial alternative economic resources to support their lives in the middle of a greater flow of foreign plantation commercialism.

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