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<![CDATA[MULTICULTURAL AND ETHNICITY HISTORY APPROACH TOWARDS NATIONAL INTEGRATION IN MALAYSIA ]]>
<![CDATA[Seman, Ahmad Ali]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v11i2.12328
<![CDATA[Integration is a process to create national identity in a society which is differs in culture, social matter, location that live in a political unit. The concept of national integration is actually a broad concept. From sociological perspective, the process of understanding can be explained as integration, as in political integration resulted from the efforts in cooperating and uniting the parties that have followers with various ideological background. The national integration process happens as the result of the needs to strengthen the harmony and security for a sovereign country. Malaysia, however, has taken several concrete steps to bridge the diversity in ideology, politics, economy, and social matter, along with the efforts towards educational system. History education had been made as the main choice in Malaysia in order to realize the goal of teaching political value as well as its importance. History also plays a role in improving socialization and awareness towards politics within the young generation, as well as strengthening nationalism as an important element to build a good citizenship. History education should be able to foster national integration and national development. The awareness towards historical heritage is important to foster group identity that later may form the sense of belonging, love, empathy and loyalty. The development on history education in Malaysia shows that the subject of history has been made as a bridge in achieving the above goal (KPM, 2003) namely to foster the loyalty and identity as the citizen of Malaysia and as the member of the world society. Multicultural perspective is important to be delivered in history education so that every ethnic will be pround and respected. Multiculturality and diversity should be considered as a potential to foster diversity into national integration. History may also build an understanding and respect as well as explores other ethnic cultures as to find similarities that can be accepted nationally to build tolerant and to prevent clash among ethnics in Malaysia in the future time.]]>
<![CDATA[DEVELOPING STUDENTS’ SOCIAL SKILL THROUGH MULTICULTURAL BASED HISTORY LEARNING ]]>
<![CDATA[Sumantri, Yeni Kurniawati]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v11i2.12335
<![CDATA[The paper is based on the research on difficulties in history learning particularly in developing the students’ skill. History as one of the national school subjects can be utilized as a medium in developing students’ social skill in order to cope with the complex society. The method can be conducted through multicultural based history learning.The formulation of the research is based on the following questions; why do teachers should apply the multicultural learning system? How to develop a lesson plan and its learning implementation?, how to develop an evaluation on multicultural based history learning?, moreover ,does the multicultural based learning method able to upgrade students’ social skill?.Qualitative research is applied as the research paradigm and action research method is conducted as the tools of analysis. The subject of the study is the 11th grade students of SMA negeri 3 Bandung. The results of the study point out that firstly, the composing of multicultural based lesson plan is applied on the objective formulation, material arrangement, learning method development, and development of learning evaluation. Secondly, the implementation of multicultural based history learning can be elaborated by various learning strategies, particularly strategies involving students’ activity. Thirdly, the learning evaluation on multicultural based history learning shows a positive progress on students’ activity and teachers’ performance. Finally, the well designed multicultural based learning system extends a positive impact on students’ social skill.]]>
<![CDATA[REFORMATION IN LEARNING HISTORY ]]>
<![CDATA[Suranto, -]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v11i2.12329
<![CDATA[Learning history in school have benefit for life and for the nation and state itself. Learning history can evoke a sense of history and national consciousness, but the reality that there is less functional and even become a boring subject. Various reformation efforts have been made, but has not shown significant result, therefore, necessary reforms. These reforms were carried out with a systemic reform, changing the mindset about learning the history and unite the steps of all parties concerned, including decision makers. Renewal in learning the history of applied learning model that develops students intellectually. Through this model of learning is expected to be more attractive and functioning properly.]]>
<![CDATA[THE INFLUENCE OF HYPERTEXT-BASED HISTORY TEACHING METHOD TOWARDS THE INCREASE OF HISTORICAL UNDERSTANDING ]]>
<![CDATA[Arif, Muhamad]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v11i2.12336
<![CDATA[This study was aimed at gaining a comprehensive overview of the influence of hypertext-based history teaching method towards the increase of historical concept understanding. The method used in the study was experimental method, i.e. through non – equivalent control group design (pre-test and post-test). Some points were concluded from the data collected within the study. First, the implemented hypertext-based history teaching model had affected learning activities to focus more on mental activities (thinking process). The whole teaching learning activities benefitted the students a wide chance to study, observe, compose, deliver the questions, answer them, consider others’ view, discuss questions by relating them with textual concepts, and make conclusion together. Second, the hypertext-based history teaching model test showed was proved to that the influence the increase of historical concept mastery was increased by n gain of 0.5 at the experimental class, 0.4 at the control class, with significance value of 0.00 and α = 0.05]]>
<![CDATA[INNOVATIONS OF HISTORY EDUCATION IN THE HIGH SCHOOLS, ICSS, MALAYSIA ]]>
<![CDATA[Salleh, Mohamad Johdi]]>;
<![CDATA[Ayudin, Ahmad Rafaai]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v11i2.12330
<![CDATA[European and Asian developed countries consider History as the main subject in elementary and high schools curriculum, which is professionally reinforced in higher education. This consideration is intended to ensure that people respect leader and community contribution to maintain and develop excellences of civilization in this country. One way or another, the position of some social science subjects, including history, in today’s education system are more challenged by foremost priority over sophisticated physical technology. Although it is considered as a central subject to take by high school students, its position will become vulnerable with loads of critics directed by those involved in the learning and teaching process, i.e. the students. Therefore, this paper focuses on discussion about the implementation of learning and teaching process of history from the aspects of philosophy, objectivity, the excellence of ’little historian’, principles, values and citizenship. Moreover, this paper presents the results of brief analysis towards Form Four and Form Five students in Gombak and Rawang, Selangor, Malaysia. It is expected that the presentation of this paper will produce an outcome in the objectivity of integrated, quality and professional curriculum of history, especially to develop a country in this globalization era on the basis of creativity and innovation of historical education.]]>
<![CDATA[STUDENT’S LEARNING INTEREST AND LEARNING OUTCOMES IN HISTORY LESSON ]]>
<![CDATA[Suhartini, Dewi]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v11i2.12381
<![CDATA[The research is experimental study of senior high school students in Bogor focuses on the use of e-learning in teaching history and aimed at investigating whether there is any improvement in the student’s interest and learning outcomes in history lesson on the students who learn by e-learning, compared to those who learn by traditional method. Nonequivalent (pretest and posttest) control group design is used in conducting the research. The population is the senior high school students in Bogor. The result shows that the students who learn history by e-learning achieved higher degree than those who do not learn using e-learning method, statistically significant at p0.05. Furthermore, the score of the students learning outcomes for those who learned through e-learning is significantly improved, compared to those who do not learn using e-learning, statistically significant at p0.05. The social economy status is not significantly correlated to the students’ interest and the students’ history learning outcomes. In fact, the students’ skill in using computer showed a significant correlation to the students’ interest and out come at p0.05. It was concluded that the use of e-learning in teaching history is significantly affecting the students’ interest in learning history and the student learning outcomes.]]>
<![CDATA[HISTORY LEARNING IN INDONESIA DURING THE NEW ORDER ]]>
<![CDATA[Umasih, -]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v11i2.12332
<![CDATA[The three dominant components in the implementation of historical learning are teachers, students and curriculum. The Curriculum function as a teacher’s references to outline the learning and its implementation in the class. The initial is to develop a self-awareness in order that the students will embrace high-spirited nationalism that will be implied to their daily life as a national and global citizen. This article discuss on how the historical learning in High School implemented several curriculum in Indonesia. Thereforeurces data were obtained through research, observation, experince, and interview towards a number of history teachers from various of regions in Indonesia.]]>
<![CDATA[THE DEVELOPMENT OF HISTORICAL THINKING AND SKILLS IN THE TEACHING OF HISTORY IN THE SENIOR SECONDARY SCHOOL CURRICULUM IN INDONESIA ]]>
<![CDATA[Hasan, Said Hamid]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v11i2.12324
<![CDATA[The present study analyses history education as it is in curriculum document of senior secondary school. The curriculum document is a part of content standard document which is officially announced by Minister of National Education Regulation number 22 year 2005. This official document contains amongst others curriculum structure, competency standards and basic competency. Two major questions this study asks are (1) what is the concept of history education stipulated in curriculum document?, and (2) how far the existing curriculum provides possibilities for the development of historical thinking and skills?  The questions are answered by analysing the document. Considering the characteristic of curriculum document which is an official document and all ideas are planned strictly and clearly written, the analysis uses logical analysis approach where the two research questions serve as analysis framework. The result shows that the exisiting curriculum conceived history education as a scientific discipline education. Also, the curriculum provides an ample opportunity to develop historical thinking and skills. Design used by the curriculum is concecutive design for the development of thinking and learning skills.  It concluded that the concept of history education as a scientific discipline education is appropriate considering the objective of senior secondary education to prepare the students for university education. The study also suggests teachers of history to implement integrated design for the development of historical thinking and skills as an alternative to consecutive design.]]>
<![CDATA[VCT (VALUE CLARIFICATION TECHNIQUE) LEARNING MODEL APPLICATION TO IMPROVE HISTORICAL VALUE UNDERSTANDING ]]>
<![CDATA[Suryani, Nunuk]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v11i2.12382
<![CDATA[Learning the history referred to as the transfer of value. The role of history education is very important in teaching about values, moral and spiritual. By internalizing these values will be formed nationalism in student attitudes. Establishment of nationalistic attitude is important to anticipate the global challenges and a variety of shocks that hit the disintegration of Indonesia recently. Historical experience proves the attitude of nationalism can generate social dynamics in the past. Education history can be said to have educational value if the history of education can contribute to make students become someone who has a wise attitude or have a noble moral values. For history has educative function, then the teacher can make learning history with a moral approach. Moral approach is an approach that emphasizes the value of the meaning contained in the material presented history. Students should be actively involved in learning activities. In order to more meaningful learning history or high value, teachers can use the methods that can internalize the values in it. One is the model of value clarification. Value clarification learning model first used by Louis Raths in the 1950s while teaching at New York University. VCT learning model (Value Clarification Technique) is a “learning model which to assist students in finding and determining a value that is considered good in dealing with problems through the process of analyzing the existing value in the self-student. This approach will help students understand and find value / meaning of historical events in depth (ultimate meaning). Based on the data analysis it is found that the VCT model to produce an understanding of history better than the conventional models. Students with high emotional quotient have the understanding of historical value better than students with low emotional quotient.]]>
<![CDATA[HISTORIOGRAPHY ANALYSIS OF HISTORY TEXT BOOK FROM NEERLANDOCENTRIC TO SCIENTIFIC ]]>
<![CDATA[Darmawan, Wawan]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v11i2.12333
<![CDATA[History text book is a historiography work for educational purpose. The historiography exposed in the history text book is definitely different from historiography of another scientific history book. The practical purpose of education becomes one of the important goals of composing the history text book. The history understood from history text book can do more than only developing the student’s historical awareness. The historical awareness can be detected in the attitude expressed by the students, such as their sense of nationality, partriotism, unity, willingness to sacrifice, etc. However, the history books composition, including the history text books, cannot avoid the spirit of the period it was written. According to the historiography development in Indonesia, the history text books has been written based on nederlandocentrism, indonesiacentrism, ideologism, and scientific, which are the result of how the spritit of a period affected the history text composition. This research analyse the historiography of history text books that are used in school, especialy in how these history text books appropriately reconstruct historical events with the spirit of a period and how it is composed based on scientific rules of history science.]]>
