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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 12 Documents
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Search results for , issue "Vol 14, No 2 (2013)" : 12 Documents clear
MEANING AND FUNCTION OF ANCIENT MANUSCRIPTS FOR THE CULTURE AND NATIONAL DEVELOPMENT THROUGH TEACHING HISTORY Saraswati, Ufi
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)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.926 KB) | DOI: 10.17509/historia.v14i2.2025

Abstract

The Indonesian people still keep old manuscripts in considerable amounts. The distribution of ancient manuscripts is found in almost all regions of the Indonesian archipelago, although the amount of ancient manuscripts in each region is not the same. The old manuscript can also be expressed as a document of a nation because the document is defined as an article containing crucial information. Today, they were teaching history using an ancient manuscript still rarely carried out by the teachers. However, it needs to attempt to understand the ancient texts that all information about the past delivered to the present and future generations. Teaching history that relies on scarce resources has brought new challenges for teachers. In this country, history science has become one of the compulsory subjects in the curriculum; since elementary school, there is a question, has history teaching has run well? Teaching history in schools is more than transferring teachers’ knowledge to students in the classroom through one-way communication. Pupils just become passive objects that must memorize the teacher’s notes in order to answer the questions that will be tested. This kind of teaching history method has made history a boring lesson. As for to make history teaching successful, the method used should be constructed “historical memory” accompanied by “emotional memories.” The study of ancient texts in teaching history can be regarded as one of the methods that can lead to “emotional memories.” After students are given the facts of history to construct “historical memory” in the classroom, emotional memory can be explored by studying the ancient texts. Several alternative methods with the modification of history teaching need to be developed. One method that researcher through think could be applied is the utilization of the ancient manuscript to the teaching of history, particularly for the development of Culture and National Character
History Education in Curriculum 2013: A New Approach to Teaching History Hasan, Said Hamid
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)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (371.466 KB) | DOI: 10.17509/historia.v14i2.44294

Abstract

There have been so many findings and thoughts indicating that teaching history is dominated by what teachers tell of what happened in the past as it is written in textbooks or reference books. Students listen, read, and memorize the narration, and the more details the student can memorize, the higher mark she/he will get. The plan for teaching history, syllabus, or lesson plan shows a high level of consistency amongst the learning objectives, teaching processes, and student learning outcomes assessment. Memorize of historical facts and the reproduction of historical narratives as an indication of student’s understanding of historical events, the transmission of information from teacher to student to realize the objectives, and the use of pencil and paper tests to assess student level of achievement is the standard practices in school from primary to secondary education. It would be no surprise if teaching history at the higher level of education would follow the same path. The public still considers a good scholar or historian, in this case, is measured by the amount of knowledge she/he can memorize. She/he should answer many questions about the facts of historical events. There is no question of how many a student has in her/his memory apart from what is questioned

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