Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

Historia: Jurnal Pendidik dan Peneliti Sejarah

historia
Website

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 15 Documents

1 2

Search results for , issue "Vol 14, No 1 (2013): local wisdom" : 15 Documents clear

THE 2013 CURRICULUM: STANDS ON TWO CONTRADICTIVE TRADITIONS Muhidin, Aeng
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

The 2013 Curriculum on history learning is a contradictive combination between the major tradition and alternative tradition. The major tradition focused in morality inculcation, political history material, clarification teaching method, logical thinking, and morality assessment. Challenges in major tradition implementation are (1) value determination, (2) topics election, and (3) learning climate. Alternative tradition appeared as a critic for major tradition. Alternative tradition itself focused in historical skill, history knowledge, and historical method based on learning principle. The main challenges in alternative tradition implementation are mastery in science and learning methods. The major tradition creates attitude competency, included spiritual and socialâ€™s value and morality; and alternative tradition creates knowledge and skill competency.

THE LOCAL WISDOM OF KEI PEOPLE AS A SOURCE OF LEARNING LOCAL HISTORY TO STRENGTHEN STUDENTSâ€™ SOCIAL COHESION Ulfie, Agustinus
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom in history education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Local culture as a social capital in the life of Kei people should always be established particularly for young generation through education. Now the Kei People is being introduced by modern culture as a reflection of city life, it tends to precede individualistic as well as materialistic which affect the occurrence of violence, brawling or gang fighting, hoodlumism, and even terrorism which have degraded moral values of nation. Conserving values of culture as the local wisdom of Kei people is very important not only to control violence, brawling or gang fight between groups, individualism, and hedonism which have been dominating the local people life, but also because this region have ever been stricken by social conflicts. Rebuilding as well as retighten social solidarity and cohesion through learning history sourced from values of local wisdom are indeed required. Social Cohesion is an adhesive uniting society, developing sociological harmony and spirit along with commitment to achieve mutual goals. Reviving and conserving values of local culture which are applied as a source of learning local history are absolutely imperative in order to eliminate even stop various violence, revive conflict, brawling or gang fight, and drugs abuse among young generation.

THE DEVELOPING OF SOCIO-DRAMA MODEL OF LEARNING BY USING THE THEATER MEDIA IN HISTORY EDUCATION PROGRAM STUDY, FKIP UNSRI Syarifuddin, Ki Agus
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom in history education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

CONTENT OF WOMEN HISTORY IN THE CURRICULUMOF HISTORY FOR SENIOR HIGH SCHOOL COMPARISON STUDY OF 1994, 2004, AND 2006 Budiarti, Budiarti; Fahmi, Giri Rachmawati
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom in history education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

This paper reviewed the content of women in history in the 1994, 2004 (KBK), and 2006 curriculums. It uses content analysis method. The result of this research shows that the content of women history was not increased and in different in from curriculum to the others. In 1994 Curriculum, women history only focused on the woman organizations in national movement period. In KBK and KTSP, there was women history in Hinduism-Buddhism era, and in the colonial era. In KBK and 2006 curriculums, students could learn more although the material was not as complete as in 1994, but they can learn it from the internet. From the analysis result of the women history narration in history textbook in 1994 Curriculum, KBK, and 2006 curriculums, because of the patriarchy culture and political factor, the writing of women history was androcentric.

HISTORY EDUCATION IN BORDERLINE TERRITORY Ardhana, I ketut
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom in history education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Indonesian government policies that emphasize economic growth and national stability, characterized by authoritarian and centralized government in the past, inflict a disparity in regional growth. The control of central government to the region, seems to disturb the sense of justice and the welfare of the people on the borderline territory which are considered retarded, isolated, and marginalized. Moreover, the increasing of smuggling, human trafficking, and terrorism has been disturbing the sense of historical awareness in relation to the issue of nationality. It started from reform era followed by regional autonomy policy gives space to the region government to balance the local development. This article discussed, first: The importance of History education in borderline territory, Second: ethnic historical concept and regional studies in borderline territory, third: ethnical integration based on sociocultural aspect of national character reinforcement in borderline, and fourth: history education development to increase the competitiveness, which also expected to strengthen the nationalism in borderline territory.

THE DESIGNING OF TECHNOLOGY BASED HISTORY LEARNING (THE APPLICATION OF TECHNOLOGY BASED SURVEY RESULT IN THE LECTURES OF HISTORY EDUCATION STUDY PROGRAM AT UHAMKA AND UNJ) Gunawan, Rudi
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom in history education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

EDUCATIONAL POLICY IN THE COLONIAL ERA Suratminto, Lilie
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom in history education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

VALUE DEVELOPMENT IN HISTORY LEARNING THROUGH PARIBASA AND BABASAN Mulyana, Agus; Darmawan, wawan
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom in history education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

This research derived from an anxiety that looked history learning as a subject that was very close with intellectual competences development. In fact, history itself ilustrated value experience which could give such a kind of wisdom, and more over the history also had a big value in it. So, it was thought that there was a need to have a right strategy to understand the value of history. One kind of value that could be internalized to students in history learning was Sundane local wisdom. Sundanese culture had various inheritances, for example was like oral literature (folklore) in paribasa and babasan. The problems in this research were how to identify the values of Sundanese culture in paribasa and babasan, and how the people could use paribasa and babasan in a process of value socialization and internalization, how those values could be applied in history learning. This research used a qualitative approach. It was divided in two phases, the first one was about folklore, and the second one was about naturalistic study on history learning process in the class. The result of this research was also divided in two parts. The first part was related to social values identification that could be extracted on Cireundeu Cultural Village pass through paribasa and babasan. Based on the result of the observation and interview with the villagers, they used paribasa and babasan which generally got the same point with the others Sundanese societies, so there was no specialty in Cireundeu. The main point was they still used paribasa and babasan in their daily life, especially when they counseled their children, interacted to each other, said euphemism critic, and taught Sundanese values to the young generations. Second, this part was related to paribasa and babasanâ€™s value implementation in history learning on SMA Pasundan 1 Bandung. There were two approaches in this implementation, value inculcation approach and value clarification approach. This kind of history learning that put paribasa and babasan as a media of value inculcation passed through appreciation, self-identification, behavior implementation, and habit forming

THE HISTORY OF CHRISTIANIZATION: EDUCATION AS THE FIRST STEP OF SPREADING THE RELIGION IN BATAVIA IN THE 17TH CENTURY Novi Puspitasari, Ni Wayan Radita
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom in history education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

CLASSROOM MANAGEMENT IN THE TEACHING AND LEARNING OF HISTORY Handayani, Sri
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 1 (2013): local wisdom in history education
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

History education, including the teaching and learning of history, is a form of teaching and learning that is establishing national character values as to develop critical and chronological thinking as well as to acquire knowledge about the past in order to understand and explain the development and the changes in society as well as socio cultural diversity in order to find national identity among world society. The goals of the teaching and learning will be achieved if the student are well managed. As to manage teaching and learning in a proper way, educational management is required. Teaching and classroom management are a certain activities or process in managing cooperative group efforts in educational organization as to reach the goals effectively and efficiently. The functions of management includes: planning, organizing, actuating, controlling and evaluating. History education requires the functions in order to manage teaching and learning to be productive. Productivity is reflected from the effectivity and efficiency of learning.

Page 1 of 2 | Total Record : 15

1 2

Filter by Year

2013 2013

Filter By Issues

All Issue Vol 8, No 2 (2025): on progress Vol 8, No 1 (2025): Media dan Propaganda Kesehatan era Kolonial Vol 7, No 1 (2024): Kritik Sosial dalam Sejarah dan Pembelajaran Sejarah Vol 6, No 2 (2023): Pembelajaran Sejarah berbasis Digital Vol 6, No 1 (2023): Sejarah untuk Pembelajaran Sejarah Vol 5, No 2 (2022): Pengembangan Materi dalam Pembelajaran Sejarah Vol 5, No 1 (2022): Kreativitas dalam Pembelajaran Sejarah Vol 4, No 2 (2021): Pengayaan Materi Pembelajaran Sejarah Vol 4, No 1 (2021): Monumen Sejarah dan Pembelajaran Sejarah Vol 3, No 2 (2020): Pembelajaran Sejarah dan Kearifan Lokal Vol 3, No 1 (2020): Pendidikan Sejarah dan Sejarah Pendidikan Vol 2, No 2 (2019): Pendidikan Sejarah abad 21 Vol 2, No 1 (2019): Historiografi Buku Teks Sejarah: dari nasionalisme hingga Ecopedagogy Vol 1, No 2 (2018): Buku Teks Sejarah dan Sejarah Indonesia Vol 1, No 1 (2017): Pembelajaran Sejarah lokal Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya Vol 14, No 2 (2013) Vol 14, No 1 (2013): local wisdom Vol 14, No 1 (2013): local wisdom in history education Vol 13, No 2 (2012): Local History in History Learning Vol 13, No 1 (2012): pembelajaran sejarah lokal dan nasional Vol 12, No 2 (2011): History Learning Vol 12, No 1 (2011): Nationalism and History Education Vol 11, No 2 (2010): History Teaching Vol 11, No 1 (2010): Feudalism, History, and Education Vol 10, No 2 (2009): Nationalism, Ethnicity, and National Integrity Vol 9, No 2 (2008): Perkembangan Islam di Indonesia More Issue

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Wildan Insan Fauzi

Contact Email
wildaninsanfauzi@upi.edu

Phone
+6285221045707

Journal Mail Official
historia@upi.edu

Editorial Address
Gedung Numan Soemantri, FPIPS UPI, Laboratorium Prodi Pendidikan Sejarah, Lantai 4, Jl. Dr. Setiabudhi No 229 Bandung, 40154

Location
Kota bandung,

Jawa barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Wildan Insan Fauzi

Contact Email wildaninsanfauzi@upi.edu

Phone +6285221045707

Journal Mail Official historia@upi.edu

Editorial Address Gedung Numan Soemantri, FPIPS UPI, Laboratorium Prodi Pendidikan Sejarah, Lantai 4, Jl. Dr. Setiabudhi No 229 Bandung, 40154

Location Kota bandung, Jawa barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Wildan Insan Fauzi

Contact Email
wildaninsanfauzi@upi.edu

Phone
+6285221045707

Journal Mail Official
historia@upi.edu

Editorial Address
Gedung Numan Soemantri, FPIPS UPI, Laboratorium Prodi Pendidikan Sejarah, Lantai 4, Jl. Dr. Setiabudhi No 229 Bandung, 40154

Location
Kota bandung,

Jawa barat

INDONESIA