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Historia: Jurnal Pendidik dan Peneliti Sejarah

historia
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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 12 Documents

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Search results for , issue "Vol 14, No 2 (2013)" : 12 Documents clear

The Cirebonan Theatrical Performing Art in the Middle of Globalization Exposure Supardan, Dadang
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

This study is based on the concern of solid negligence towards the fundamental values of the Cirebonan theatrical performing arts due to the globalization exposure that affects the contra development or marginality of traditional arts. The problem formulation developed in the research includes: (1) What is the origin of the Cirebonan play performing art in the coastal areas of the West Java border? (2) What are the purposes of the art to be performed in Cirebon, a region located in the coastal areas of West Java? (3) What steps in this theatrical performing arts are to be performed and enjoyed as ordinary folk art performances? (4) What is the philosophical value of is art so that it can be contributed to history education? (5) What is an effort to be made to improve the historical awareness of local people in enjoying these performing arts regardless of the threat of marginality caused by the globalization exposure? The method used in this research is a qualitative approach combined with historical and ethnographic methods. The research results are as follows: (1) The origins of Cirebonan theatrical play performing arts around 1943 0r 1944, during the Japanese occupation in Indonesia. The origin name was Reog Sepat, then became Tonil Cahya Widodo, later on it turned into a combination of Reog Sepat and Tonil Cahya Widodo. (2) The objectives of Cirebonan theatrical play performing arts include; entertainment, telling the chronicles of particular area development, providing exemplary behavior of a hero, as well as for the preaching media, and socialization of the government programs. (3) The stages of the learning implementation include the opening music (total), gimmick scene (surprised with stage tricks, such as fireworks), opening dance; the theatrical play performances; closing, with music and the theater leader epilogue. (4) The philosophical values used for history education blend cultural and spiritual characteristics, including (a) director of interference who is not dominant: the players are free to improvise as long they still stick in from the core story. (b) the diversity of players' everyday profession, such as rickshaw drivers, domestic workers, fishers, and farmers, (c) the canvas painter's involvement in the setting screen display on the stage for a story following the episode. (5) The efforts to preserve the Cirebonan theatrical performing art; both artists and the government have tried to preserve it, is not optimal because lesser Cirebonan theatrical group got a call to perform, as well as there, are no efforts to include it as the local content in the schools' curriculum

Socio-Cultural Values as Community Local Wisdom Katoba Muna in the Development of Learning Materials Social Studies and History Bauto, Laode Monto
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Katoba culture as one form of local wisdom Muna society contains many positive values that need to be preserved and developed. The positive values include religious, social, political, economic, and historical values. This study addressed the relating socio-cultural values learning with appropriate conceptual of Social Science for Elementary school curriculum. Because one of the goals of this study is to develop learning materials Social Science- Elementary school to enhance students' knowledge, attitudes, and skills against local culture (Katoba) to master the subject matter of Social Science- Elementary school. Therefore, the development learning materials will be integrated with relevant local cultural values. The relevant local cultural values (Katoba) curriculum of Social Science- Elementary school is the social values, culture, economics, politics/history, and art/creativity and religion. In addition, the integration of social values in learning katoba cultural, Social Science through cooperative approaches with clarification in terms of the value of learning according to permendiknas No. 41/2007-the model is relevant to theories of learning, and the learning model is selected. Through the stages of Social Science learning model development that are expected to improve the study results (koginitif), strengthen the appreciation and attitude of the students towards the local culture (katoba). This emphasis on the learners' learning process through reconstruction, finding, acquiring knowledge, and developing social values of cultural katoba that is believed or understood and served as a pattern of behavior guidelines in social life. The learning process aligns with emphasizing the outstanding character education of self-reliant humans (moral autonomy) in a neighborhood, community, nation, and state.

From Oranje Nassau to Pulau Laut : The Invest of Coal Mining In Southeast Kalimantan From 1845 to 1931 Mansyur, Mansyur
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

European Industrial Revolution in the eighteenth century brought significant changes not only in Europe itself but also in other parts of the world, including Indonesia, which was used to be a country of the Dutch colony. The invention of steam-powered ships triggered the Dutch to use steam-powered vessels as the alteration of yachts, wind-powered ships, in the 19th century. In the beginning, the steam-powered ships used rotating wheels on the left and right sides; however, the ships finally used ordinary windmills or propellers. In the crisis year in 1930, Pulau Laut Mining Company production dropped so that it was closed down in the same year. The decrease and the lack of this production worsened the competition of other producer countries in the world market and the unstable coal market.

Cultural Value Inheritancance of Cikondang Indigenous People in History Learning in Madrasah Aliyah Al-Hijrah Yulianti, Iing
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

The local cultural values that were recently ignored are an essential issue to be highlighted in teaching history. This research focuses on the cultural values inheritance of Cikondang indigenous people, particularly among young people who are studying in Madrasah Aliyah Al-Hijrah Cikondang, through history education. The approach used in this study is a qualitative approach with ethnographic methods. The results show that the cultural values of the Cikondang society can be actualized and internalized in the lessons of history, including ecological wisdom, respect for history, cooperation culture, education wisdom, and economic wisdom. The teacher has made the community and the surrounding environment a source of learning. Students can match what is acceptable in the classroom with the reality of the environment. Internalization appears in the behavior and consciousness of the students toward the culture of values Cikondang who lived and actualized in everyday life. Thus the inheritance of local wisdom is significant in learning history so that students will know and understand the noble values contained in the culture. This indicates that school has a great potential as the vehicle for the inheritance of the cultural values proven by times.

The Effect of Integrated Social Studies Teaching-Learning toward the Enhancement of Studentsâ€™ Critical and Meaningful Thinking Skills Kurniasari, Yuyun
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Novel Study in Learning History (Descriptive Analytical Study of the Ability of the History Education Department Students in Appreciating Novel) Fauzi, Wildan Insan
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

The background of this study is the writerâ€™s concern about history learning which only focuses on rote learning and textbook that makes the student drown in the sea of facts. Therefore, it is true what Tolstoy said that history is nothing but a useless collection of stories which aimed is only for â€œentertainment.â€ The aim of Novel study can balance the intellectual side and the value of learning, give a better chance to remind various historical facts, and make history learning more enjoyable. However, the history teacherâ€™s ability to appreciate the historical novel needs to support these purposes. The focus of this paper is â€œhow good are the History Education Department students appreciating novels in history learning?â€ This research study used a qualitative approach to find a complex and holistic picture of the studied subject. Besides, the researcher also uses the phenomenology approach, which is used to understand how the students sense their experience when studying the novel and use it to observe the perception, ideas, imagination, emotion, desire, willingness, and action they showed when they analyzed the historical novel.

History Education Model Development for The 21st Century Kamarga, Hansyswani
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

This research aims to obtain a form of the 21st Century History Education Model based on the four converging forces, namely knowledge work, thinking tools, digital lifestyles, and learning research through local history as the substance in the ICT in History Learning course. It is done to anticipate the need for skill development demanded in the 21st century, especially for the Department of History Education, which will produce the history teachers. The results of this research can be used and developed by the Department of History Education as the education model in every course which discusses historical thinking development. The results of the 21st Century History Education Model show that (a) in knowledge work aspect, 90,3% of students opined that this course gave them much knowledge about the development in information and argued technology world; (b) in thinking tools, this course got â€˜good enoughâ€™ mark to help the students in learning, working, and recreating through browsers, email, blogs, UPI SPOT (Sistem Pembelajaran Online Terpadu / Integrated Online Instructional System, accessed on spot.upi.edu), and Wi-Fi facility in the faculty; (c) in digital lifestyles aspect, ICT in History Learning course could bring the changing of studentsâ€™ lifestyle and habit. The students habitually do their tasks by themselves or by groups without being bordered by time or space. The last aspect, (d) learning research aspect of the students are good enough in understanding in searching and developing the information of local history substance via the internet, but in developing their skill of updating the knowledge into meaningful learning, and skill of confirming the information of local history substance that been got from the internet and the local region through observation and interview, 60% of students did feel difficult. Developing students' skills in researching, searching, and finding their region potencies through the tasks related to their locality also could grow their pride with their locality itself and their appreciation of the other regionsâ€™ diversity. Kind of those thoughts are the requirement of the people in the 21st century: always think like a researcher search and find something new.

HISTORY EDUCATION MODEL DEVELOPMENT FOR THE 21ST CENTURY Kamarga, Hansiswany
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 2 (2013)
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

This research aims to obtain a form of the 21st Century History EducationModel based on the four converging forces, namely knowledge work, thinking tools,digital lifestyles, and learning research through local history as the substance in theÂ ICT in History Learning course. It is done to anticipate the need of skill developmentÂ that demanded in the 21st century, especially for Department of History EducationÂ which will produce the history teachers. The results of this research can be used andÂ developed by the Department of History Education as the education model in everyÂ course which discusses about the historical thinking development. The results of the21st Century History Education Model show that (a) in knowledge work aspect, 90,3%Â of students opined that this course gave them much knowledge about the developmentin information and argued technology world; (b) in thinking tools, this course gotÂ good enoughâ€™ mark to help the students in learning, working, and recreating throughÂ browsers, email, blogs, UPI SPOT (Sistem Pembelajaran Online Terpadu / IntegratedÂ Online Instructional System, accessed on spot.upi.edu), and Wi-Fi facility in theÂ faculty; (c) in digital lifestyles aspect, ICT in History Learning course could bring theÂ changing of studentsâ€™ lifestyle and habit. The students started to habitually do theirÂ task by them selves or by groups without being bordered by time or space. The lastÂ aspect, (d) learning research aspect of the students are good enough in understandingÂ in searching and developing the information of local history substance via internet,Â but in developing their skill of updating the knowledge into a meaningful learning,Â and skill of confirming the information of local history substance that been got fromÂ the internet and the local region through observation and interview, 60% of studentsÂ did feel difficult. Developing students skills in researching, searching, and findingÂ their region potencies through the tasks which related to their locality also could growÂ their pride with their locality itself, and their appreciation between the other regionsâ€™Â diversity. Kind of those thoughts are the requirement of the people in the 21st century:Â always think like a researcher search and find something new.

Local Values of Situ Lengkong Conservation Forest to Develop Studentsâ€™ Green Behavior through History Ratih, Dewi
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

In this study, the authors will examine how the implementation of local values of Situ Lengkong conservation forest connected with the development of green behavior in SMAN 1 Lumbung into the teaching of history that would be related to our daily life so that the students can understand the local values and knowing that the neighborhood can be a source of learning. Researchers formulate this study into three questions, and there are: what are the local values that related to green behavior in Situ Lengkong conservation forest as a learning source, how the implementation of the history teaching in developing learnersâ€™ green behaviors using the Situ Lengkong conservation forest at school, what is the result of history teaching of green behaviors learners utilizing the Situ Lengkong conservation in school. The approach in this study used a qualitative approach with inquiry naturalistic methods. The data collection techniques used in this study were interviews, observation, and documentation study. The results of this study presented that the local values of Situ Lengkong conservation forest certainly related to the development of green behavior and can be used as a source of learning. The teachers have already developed the green behaviors of the Situ Lengkong conservation forest and internalized them in history teaching in SMAN 1 Lumbung. The local values related to the green behavior of Situ Lengkong conservation forest have been actualized in the studentsâ€™ daily both within the school and in the community

Criteria of Ideal Leadership by Lontaraq: A Study for Learning Materials of Social Studies and History Learning Abbas, Irwan
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

This study is based on the researcherâ€™s concern about the nationâ€™s condition, especially in the political elites who increased the distance and have been deprived of the noble values of leadership in the past. The various noble values shown by the precursor are available in the local wisdom, which was appropriately recorded in lontaraq. The problem in this study was how the leadership criteria according to lontaraq pappaseng/pappasang on Bugis people of Makassar. This study aimed to describe and analyze the leadership criteria according to the lontaraq pappaseng/ pappasang perspective at Bugis Makassar people. This study used a qualitative approach with a hermeneutic method and content analysis. This research was a descriptive narrative. The data collection method was a literature study of leadership values on the manuscript of lontaraq pappaseng/pappasang and documentation study. This study concluded various leadership criteria based on the local wisdom of Bugis Makassar that had been contained in the lontaraq manuscript. In Bugis Makassar, human leadership is the center of cultural life. The content of the lontaraq pappaseng/ pappasang has some pedagogical values, such as the message and the criteria to be the ideal leader that can potentially contribute as a source of character value in the social science learning process. The findings of this study were expected to be taught through the integration of local content or value in the Core Curriculum of Social learning at the school or university level.

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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

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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