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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 237 Documents
 1   2   3   4   5 
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.
ETHNIC HETEROGENEITY IN THE MALAYSIAN ECONOMY Shafii, Zuhrina
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 10, No 2 (2009): Nationalism, Ethnicity, and National Integrity
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 (64.237 KB) | DOI: 10.17509/historia.v10i2.12225

Abstract

The purpose of this article is to outline the current state of knowledge in relation of economic involvement and ethnicity in Malaysia. Firstly, this chapter will review on the state of employment in relation to the ethnic groups in Malaysia. This is important since the income factor is one of the major factors that determine the level of economic participation and the state of wealth of individuals. Stable and adequate level of income is one of the determinants of wealth accumulation for individuals other than wealth and net wealth level. This raises the question of employment opportunities among different ethnic groups in Malaysia. The root of the employment opportunities, it can be argued, stems from the access of different ethnic groups to high education, which also discussed in the article.
THE LOCAL WISDOM OF KEI PEOPLE AS A SOURCE OF LEARNING LOCAL HISTORY TO STRENGTHEN STUDENTS’ 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)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (205.925 KB) | DOI: 10.17509/historia.v14i1.1906

Abstract

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 Struggle of Sultan Babullah in Expelling Portuguese from North Maluku Setiawan, Johan; Kumalasari, Dyah
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 2, No 1 (2019): Historiografi Buku Teks Sejarah: dari nasionalisme hingga Ecopedagogy
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 (123.431 KB) | DOI: 10.17509/historia.v2i1.12806

Abstract

This research was aimed at knowing Sultan Babullah’s struggle in expelling Portuguese from North Maluku in year 1570-1783. This research employed history method with the following steps (1) heuristic (2) source critic (3) interpretation (4) historiography. The research results were: (1) The murder of Sultan Khairun that was done by Antonio Pimental ordered by Diego Lopez de Masquita was the cause of resistance arising as well as eviction that was done by Sultan Babullah to Portuguese, (2) Babullah struggle started when he was inducted as Sultan of Ternate in 28th of February 1570. During his induction he swore to take revenge on his father’s death. Babullah flamed Soya-soya war or land liberation war. Portuguese’s posts were destroyed. Portuguese’s defense fortresses were taken down one by one except Gamlamo Fortress, (3) The final struggle of Babullah was when Gamlamo Fortress as Portuguese’s defense fortress was encircled for five years from 1570-1575, until Portuguese surrendered and was evicted from North Maluku.
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)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (342.693 KB) | DOI: 10.17509/historia.v14i2.2027

Abstract

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.
Sebaran dan Dominasi Pemikir Ilmu Pendidikan di Lembaga Pendidikan Tenaga Kependidikan (LPTK): 1954-1999 Subkhan, Edi
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 3, No 1 (2020): Pendidikan Sejarah dan Sejarah Pendidikan
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 (151.95 KB) | DOI: 10.17509/historia.v3i1.17107

Abstract

This article tracing the existence of the pedagogic thinkers and their works in several teacher colleges in Indonesia in the period of 1950 to the late of 1990, among others in teacher training institute and pedagogy (IKIP) in Yogyakarta, Bandung, Jakarta, Semarang, Malang, Surabaya, Padang, and Ujung Pandang. This research employing qualitative approach by analyzing several classical references on pedagogy and find out that the pedagogic thinkers in IKIP Bandung and Yogyakarta are very prominent than others. For examples Imam Barnadib and Noeng Muhadjir from Yogyakarta, and Kartini Kartono, Sikun Pribadi, Redja Mudyahardja, Ngalim Purwanto dan others from Bandung. Several pedagogic thinker from another teacher college also prominent, but they are still less productive than pedagogic thinkers from IKIP Bandung and Yogyakarta. It is just Mochtar Buchori and Soegarda Poerbakawatja who could offset the pedagogic thinker’s productivity from IKIP Bandung and Yogyakarta. Artikel ini menelusuri keberadaan para tokoh pemikir ilmu pendidikan dan karya-karyanya di beberapa LPTK di Indonesia dalam kurun waktu 1950-an hingga 1990-an akhir, antara lain IKIP Yogyakarta, IKIP Bandung, IKIP Jakarta, IKIP Semarang, IKIP Malang, IKIP Surabaya, IKIP Padang, IKIP Ujung Pandang, dan juga beberapa institusi lain. Dengan menggunakan pendekatan penelitian kualitatif melalui penelusuran terhadap referensi-referensi klasik mengenai ilmu pendidikan, terlihat bahwa para penulis ilmu pendidikan di IKIP Bandung dan IKIP Yogya­karta sangat menonjol dibanding lainnya. Sebut saja Imam Barnadib dan Noeng Muhadjir dari IKIP Yogyakarta, kemudian Kartini Kartono, Sikun Pribadi, Redja Mudyahardja, Ngalim Purwanto dan lainnya dari IKIP Bandung. Beberapa penulis dari LPTK lain juga cukup diperhitungkan, namun masih kalah produktif dari IKIP Bandung dan IKIP Yogyakarta. Kiranya hanya Mochtar Buchori dan Soegarda Poerbakawatja yang dapat mengimbangi produktivitas dari para penulis ilmu pendidikan IKIP Bandung dan Yogyakarta tersebut.
The Religious Life Harmony and the Nation’s Integrity in History View Budiwati, Neti
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 13, No 2 (2012): Local History in History Learning
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 (256.136 KB) | DOI: 10.17509/historia.v13i2.6217

Abstract

In addition to a multi-ethnic and multi-cultural, Indonesian people’s life is also multi-religion/beliefs. This plural living conditions is prone to conflict. Most conflict happened is often ridden by religious issues and sentiments. Such circumstances should not be avoided to maintain the national integration. Plural life should be maintained in order to realize the the harmony of life in a multi-ethnic, multi-cultural, and multi-religious society.Therefore, the government issued UU Kerukunan Hidup Beragama (the Law on Religious Life Harmony) to achieve harmony in the society’s life. In addition, one alternative to consider is to develop a civil society that is the embodiment of the nation as the realization of developing a nation that is advanced in every sector of development. The establishment of civil society must be understood as an aspiration to realize the democratic and infependent modern nation among the hustle and bustle of the differences. An ideal civilization will be able to build a nation with significant progress. The perspective of civil society in Indonesia is simple, to build a fair, open, and democratic society upon the foundation of the Almighty God. Therefore, to be developed in this kind of life is the constructive pluralism, which can be developed through multicultural education.
Filosofis Kurikulum Mata Pelajaran Sejarah Masa Orde Lama Zulkarnain, Zulkarnain
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 1, No 1 (2017): Pembelajaran Sejarah lokal
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 (115.176 KB) | DOI: 10.17509/historia.v1i1.7011

Abstract

Para pengambil kebijakan  sering kali tidak menyadari efek dari sebuah keputusan penting dan strategis yang diambilnya di bidang pendidikan, terutama kebijakan pemerintah dalam melakukan perubahan  terhadap  kurikulum. Arti pentingnya filosofi dalam suatu pengembangan kurikulum  didasari atas keyakinannya  bahwa pendidikan adalah sebuah proses pengembangan potensi peserta didik. Filosofi pengembangan kurikulum yang dijadikan pijakan oleh pemerintah dalam hal ini kementerian pendidikan sangat berpengaruh dalam  menentukan arah perkembangan aspek-aspek yang berhubungan dengan kebijakan kurikulum pendidikan. Aspek-aspek tersebut meliputi: tujuan, materi, proses, dan evaluasi hasil belajar, dalam pengembangan kurikulum, Pancasila sebagai filosofi pendidikan tertinggi yang diadopsi dari agama dan kebudayaan lokal serta nasional perlu terpatri dalam sanubari bagi setiap warga, termasuk di dalamnya para peserta didik Pada massa orde lama filosofis dan  praktik-praktik pendidikan sarat dengan muatan politis dan doktrin  idiologis,hal ini disebabkanb oleh beberapa hal diantaranya secara formal sebenarnya Indonesia baru mempuyai undang undang pendidikan nasional pada tahun 1950. Para pengambil kebijakan lebih banyak disibukkan pada hal hal yang berhubungan dengan konstitusi kenegaraan, mereka  lupa bahwa ketika Indonesia merdeka seharusnya perdebatan utama justru pada tataran filosofi pendidikan. Oleh karenanya, 5 tahun setelah Indonesia merdeka tepatya pada tahun 1950, barulah Indonesia memiliki Undang-Undang Sistem Pendidikan nasional.
CONSTRUCTING ONLINE BASED HISTORY LEARNING: COMPARISON OF LEARNING CONTENT MANAGEMENT SYSTEM (LCMS) TO LEARNING MANAGEMENT SYSTEM (LMS) Kamarga, Hansiswany
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 12, No 2 (2011): History Learning
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 (1527.089 KB) | DOI: 10.17509/historia.v12i2.12105

Abstract

The purpose of this paper is to find a comparison between the use of QuestGarden learning content management system and Edmodo learning management system in learning particularly for the teaching of history. Characteristics of history filled with facts mastery often make teacher forget the real purpose of history learning. The abundance of facts characteristics brought up in history teaching, so it often put history learning as facts mastery learning through rote learning activity. This writing attempt to lift other approach in history learning namely online based learning that was identified can improve the ability to think. The results show QuestGarden (LCMS) or Edmodo (LMS) can be implemented in the history teaching learning, though both have different characters and use. Teachers need to understand them so that they can implement it in a synergic position.
HISTORY CURRICULUM DEVELOPMENT MODEL TOWARDS NATION BUILDING OF MALAYSIA Ahmad, Abdul Razaq; Ayudin, Ahmad Rafaai
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 12, No 1 (2011): Nationalism and History 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 (2852.624 KB) | DOI: 10.17509/historia.v12i1.12116

Abstract

Malaysia is a heterogenic country as the nation is formed by multiracial.  Thus, national stability and racial harmony are depending on how relationship among ethnics is enhanced and preserved in order to form a strong nation state.  The government is fully aware that educational institutions are the most important  disseminators of unity values in enhancing the nation of Malaysia.  Schools are the main disseminators through curriculum development and evaluation towards values of unity and national integration, in restoring understanding on the nation and the country.   The Curriculum Development Model is the foundation of the research proposal to serve as an implementation manual to inculcate values of unity through History Curriculum.  The implementation involves  five  relevant constructs  in defining curriculum, involving comprehensive efforts in providing  students education, which are: (1) textual contents (text books)  (2) pedagogical elements, (3) inculcation of values, (4) usage of teaching aids and (5) assessment. This research evaluates the relationship among the five constructs towards the elements of racial unity in establsihing the nation state of Malaysia, with the demise of prejudiced and racial gap.  The comprehensive curriculum empathizes on the importance of holistic unity components to ensure that the inculcation of values is successfully done through multiple dimensions.

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