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<![CDATA[Study of Local Wisdom Based on Disaster Mitigation in the Community of Traditional Villages in West Java as Materials in History Learning ]]>
<![CDATA[Darmawan, Wawan]]>;
<![CDATA[Mulyana, Agus]]>;
<![CDATA[Kurniawati, Yeni]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 5, No 1 (2022): Kreativitas dalam Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v5i1.40123
<![CDATA[Livestock, and the harmonious relationship between humans/communities and the natural surroundings. This paper examines several local pearls of wisdom related to disaster mitigation in the lives of the people of West Java. Mitigation can build a culture of reaction to a culture of prevention, or from acting after the incident to acting before the incident. The study becomes interesting by searching for local wisdom of disaster mitigation still growing in the community. This study uses a qualitative descriptive method that describes the research subject in the field. Part of the data was obtained by observation before the COVID-19 pandemic and partly from the documentation. Furthermore, it is analyzed through data reduction, verification, and presentation. The results showed that the traditional village communities in West Java, such as Kampung Adat Naga, Kampung Adat Ciptagelar, Kampung Adat Cireundeu, Kampung Adat Polo, and Kampung Adat Kuta, have local wisdom in disaster mitigation which is implemented in the construction of houses, prohibition forests, prohibition of raising animals. The local wisdom of disaster mitigation is reinforced by myths with magical nuances that have strong potential in protecting the surrounding natural environment. Local wisdom can be a form of indirect awareness and has meaning in dealing with disaster threats to reduce disaster risk.]]>
<![CDATA[Peranan Ulama Muhammadiyah dalam Pembentukan APS (Askar Perang Sabil) di Yogyakarta Tahun 1947-1949 ]]>
<![CDATA[Hidayah, Siti Nurul]]>;
<![CDATA[Birsyada, Muhammad Iqbal]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 5, No 1 (2022): Kreativitas dalam Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v5i1.34537
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui: (1) Bagaimana Gambaran umum Yogyakarta Pada Masa Revolusi Fisik di Indonesia (2) Bagaimana Gambaran Umum Ulama Masa Revolusi Fisik di Yogyakarta (3) Bagaimana Peranan Ulama Muhammadiyah dalam Pembentukan APS (Askar Perang Sabil) di Yogyakarta. Metode yang digunakan dalam penelitian ini adalah Literatur dengan lima tahapan, yakni: (1) Pemilihan topik, menentukan pokok-pokok masalah yang akan diteliti, (2) Heuristik, (3) Kritik sumber, (5) Historiografi, penyusunan sejarah secara kronologis sehingga tersusunlah penulisan sejarah. Hasil penelitian ini menunjukkan (1) Revolusi Fisik di Yogyakarta terjadi karena beberapa hal yaitu, Agresi Militer Belanda I, Pemberontakan PKI di Gunungkidul, Agresi Militer Belanda II dan Serangan Umum 1 Maret, (2) Pada masa Revolusi Fisik di Yogyakarta, Para ulama seperti NU, MIAI memiliki peranan dalam memperjuangkan kemerdekaan salah satunya yaitu dalam mendirikan laskar-laskar islam seperti Hisbullah dan Sabilillah (3) para ulama di Yogyakarta yaitu Muhammadiyah juga ikut berpartisipasi pada masa Revolusi Fisik yaitu dalam pembentukan APS dan dalam memberikan latihan-latihan Fisik, Idiologi dan Kerohanian. ]]>
<![CDATA[Maintaining Social Harmony Through Historical Learning Based on Local Wisdom of Indigenous Peoples in Maluku ]]>
<![CDATA[Ufie, Agustinus]]>;
<![CDATA[Oruh, Shermina]]>;
<![CDATA[Agustang, Andi]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 5, No 1 (2022): Kreativitas dalam Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v5i1.39974
<![CDATA[This research unveiled the local wisdom values of wawar tradition that have been passed down from generation to generation among indigenous people in Kei islands that can be the driving force and conclusion to various social phenomena such as conflict, violence, and radicalism. This is a qualitative study with a descriptive analytical approach to 35 informants as the respondents. The results show that Wawar’s local wisdom values, such as Tet Yaa, can manifest respect for and respect for attitudes, actions, words, and actions concretely in everyday life. Ain Ni Ain can manifest belonging to each other, brotherhood, loving others despite different religions, ethnicities and social statuses. Ha Maren, Yel Lim can embody the attitude of helping, giving and receiving in all aspects of life. On the other hand, the findings indicated that wawar tradition was a local wisdom capable of fostering an atmosphere of civilization and social order since this tradition contained social and moral values, which were able to gather and organize the social integrity of the community from all walks of life inhabiting Kei islands. Mutual respect and sharing, spirit of brotherhood and harmony were maintained amidst the ever growing onslaught of modern culture. Hence, wawar local culture as the identity of indigenous peoples among the school and students can be developed into learning sources so that education is able to prepare future generations who have cultural identity and self-integrity based on the values of local cultures and traditions. ]]>
<![CDATA[Upaya Mempertahankan Nilai Sejarah melalui Pendekatan Experiental Marketing di Hotel Savoy Homann Bidakara ]]>
<![CDATA[Fitriyani, Endah]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 5, No 1 (2022): Kreativitas dalam Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v5i1.38594
<![CDATA[Tujuan dari penelitian ini untuk memperoleh gambaran experiental marketing dalam upaya mempertahankan nilai sejarah di salah satu hotel bersejarah di Bandung, Savoy Homann Bidakara. Penanganan strategis guna melihat keunggulan dari sejarah hotel dan kendala yang dihadapi. Mengolahan data dilakukan dengan menyebarkan kuesioner dan observasi di hotel. Penelitian dilakukan selama enam bulan di salah satu hotel yang memiliki nilai sejarah di kota Bandung. Hasil dari penelitian menunjukkan bahwa nilai sejarah yang diimplementasikan melalui experiental marketing memperoleh nilai tinggi dengan sub variabel relate memperoleh nilai tertinggi dengan persentasi 20,3% menunjukkan tamu merasa senang dan meningkat prestigenya saat menginap karena merupakan hotel sejarah dengan sebutan tempat singgahnya para raja dan orang penting. Mempertahankan nilai sejarah menjadi keuntungan hotel dalam memasarkan produk hotel. Penelitian selanjutnya diharapkan mengkaji nilai sejarah hotel dalam perspektif yang berbeda, seperti brand, sumber daya manusia, pemerintah dan para ahli. Penelitian ini memberikan kontribusi dalam menentukan strategi pemasaran bagi hotel bersejarah lainnya dan nilai sejarah yang harus dipertahankan dalam penggunaan bangunan warisan budaya Eropa.]]>
<![CDATA[Pertempuran Normandia dan Refleksinya Terhadap Kekuatan Militer Indonesia dalam Menghadapi Pertempuran Konvensional ]]>
<![CDATA[Rachmatika, Anisa Nurur]]>;
<![CDATA[Bangun, Ernalem]]>;
<![CDATA[Wibowo, Agus]]>;
<![CDATA[Waskito, Wasis]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 5, No 1 (2022): Kreativitas dalam Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v5i1.38271
<![CDATA[Pertempuran di Normandia adalah satu peristiwa sejarah yang paling berpengaruh di dunia kemiliteran. Pihak Sekutu yang diwakili oleh Inggris, Amerika Serikat, dan Kanada berhasil merebut pantai di wilayah Utara Perancis tersebut karena menerapkan strategi pertempuran yang baik. Kemenangan Sekutu atas Jerman menunjukkan bahwa pantai adalah wilayah yang paling mempengaruhi hasil akhir dari suatu pertempuran. Tujuan dari tulisan ini adalah untuk mengetahui bagaimana strategi perang yang dilancarkan oleh Sekutu dapat direfleksikan oleh kekuatan militer Indonesia sebagai negara kepulauan. Penelitian ini ditulis secara kualitatif dengan menggunakan metode konten analisis berdasarkan teori strategi pertempuran. Dari berbagai artikel yang terkait dapat digambarkan bahwa besarnya kuantitas dari kekuatan militer Sekutu adalah faktor yang paling mempengaruhi kemenangan. Dikaitkan dengan kondisi lingkungan strategis regional, penulis menyimpulkan bahwa Indonesia masih perlu berusaha untuk mengimbangi kekuatan militer negara besar pada masa damai yang sedang berlangsung dalam menghadapi pertempuran konvensional.]]>
<![CDATA[History Education in Curriculum 2013: A New Approach to Teaching History ]]>
<![CDATA[Hasan, Said Hamid]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v14i2.44294
<![CDATA[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]]>
<![CDATA[Pengembangan Media Galeri Visual Sejarah (GVS) berbasis Website pada Materi Candi-Candi di Malang Raya ]]>
<![CDATA[Muhammad Rofiul Alim]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 5, No 2 (2022): Pengembangan Materi dalam Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v5i2.35323
<![CDATA[AbstractThe Covid-19 pandemic made the learning process online and limited. An innovation of learning media is needed to support learning during the pandemic. Thus, the main purpose of this research is to develop a visual gallery of history as a website-based learning media to overcome of online learning problems. The research method used was research and development methods. The objects of research and development were students of class X IPS 2 and XI IPS 2 Madrasah Aliyah Negeri Kota Batu 2020/2021. Data collection techniques were carried out using online questionnaires and interviews, while data analysis techniques used qualitative and quantitative. The results of the research and development trials showed feasibility with an average result of 86.7%. The use of web-based learning media is accessibility and increases student’s understanding of historical objects.Keywords: Covid 19, Digital Learning, and Website AbstrakPandemi Covid 19 menjadikan proses pembelajaran dilaksanakan secara online dan terbatas. Diperlukan suatu inovasi media pembelajaran untuk menunjang pembelajaran pada masa pandemi. Sehingga tujuan utama penelitian ini adalah untuk mengembangkan galeri visual sejarah sebagai media pembelajaran berbasis website untuk mengatasi permasalahan pembelajaran online. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan. Objek penelitian dan pengembangan adalah peserta didik kelas X IPS 2 dan XI IPS 2 Madrasah Aliyah Negeri Kota Batu tahun pelajaran 2020/2021. Teknik pengumpulan data dilakukan secara online dengan menggunakan kuesioner dan wawancara, sedangkan teknik analisis data menggunakan kualitatif dan kuantitatif. Hasil uji coba penelitian dan pengembangan menunjukkan kelayakan dengan hasil rata-rata 86,7%. Penggunaan media pembelajaran berbasis website bersifat aksesibilitas dan meningkatkan pemahaman peserta didik terhadap objek sejarah.Kata kunci: Covid 19, Pembelajaran Digital, dan Website]]>
<![CDATA[Pemanfaatan Google Classroom dalam Menumbuhkan Kreativitas Peserta Didik pada Pembelajaran Sejarah di Masa Pandemi ]]>
<![CDATA[Euis Nela]]>;
<![CDATA[Nana Supriatna]]>;
<![CDATA[Leli Yulifar]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 5, No 2 (2022): Pengembangan Materi dalam Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v5i2.44416
<![CDATA[This research is motivated by government instructions, namely learning from home (BDR), with these instructions, teachers are still confused about the right media, methods and strategies for online teaching and learning activities, so that learning activities are still teacher-centered resulting in the learning process feeling less fun and does not motivate students to learn so that they have not been able to grow creativity, both creative thinking and creativity. The general purpose of writing is to find out the use of Google Classroom in fostering student creativity. The method used in this research is descriptive verification. Based on the results of this study, it is known that the teacher has made a good lesson plan, then the application of Google Classroom can create a virtual classroom that creates a more effective communicative environment for teachers and students; The learning process using Google Classroom has been integrated with the use of the Creative Learning approach and the Video Critical Learning (VCL) learning model as well as lecture, assignment, discussion and question and answer methods. Google Classroom has also been integrated with Youtube, namely in the use of the chat feature in the Google Classroom forum/stream, this feature is useful because it can be a means of interaction between teachers and students or students with other students. In this feature students can express their creative opinions, can send video presentations that are integrated with Youtube as a result of their work to be watched, analyzed and commented on/criticized by other students; The use of Google Classroom-based LMS in fostering students' creativity has had a pretty good impact.]]>
<![CDATA[Kali Kemit sebagai Garis Demarkasi Indonesia-Belanda Pasca Agresi Militer Belanda I di Kebumen Tahun 1947 ]]>
<![CDATA[Apriliyan Tri Hastuti]]>;
<![CDATA[Akhmad Arif Musadad]]>;
<![CDATA[Nur Fatah Abidin]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 5, No 2 (2022): Pengembangan Materi dalam Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v5i2.46813
<![CDATA[This study aims to analyze: (1) The Armistice background of the Post-Military Aggression I in 1947, (2) Kali Kemit as the Indonesian-Dutch Demarcation Line in Post-Dutch Military Aggression I, (3) The Impact of Kali Kemit as the Indonesian-Dutch Demarcation Line in Post-Dutch Military Aggression I in 1947. The method used in this research is the historical method. Sources of data used in this study are primary sources and secondary sources. The research data were obtained through interviews with historical actors and witnesses, literature studies in the form of Dutch newspapers, direct observations at Kali Kemit, and documentation of historical actors' records. The results of this study indicate that: (1) The prolonged battle between the allies and the Dutch against Indonesia ended after the two parties agreed to a ceasefire. (2) The ratification of the Renville Negotiations led to a border agreement between Republic of Indonesia and Dutch. The border agreement was implemented in the southern part of Central Java by establishing Kali Kemit as the border between Republic of Indonesia and Dutch, so that the Dutch withdrew their defense line to the west of the Kali Kemit. (3) The impact caused by the results of the Renville Negotiations was the division of the territory in Kebumen into two parts with Kali Kemit being the boundary line, the transfer of troops from the enclave to the territory of the Republic of Indonesia, Kali Kemit being the initial target of the Dutch attack when they were about to continue their journey to Yogyakarta in December 1948.]]>
<![CDATA[Penanaman Kesadaran Lingkungan melalui Muatan Sejarah Lingkungan dalam Pembelajaran Sejarah ]]>
<![CDATA[Yusuf Budi Prasetya Santosa]]>;
<![CDATA[Hendi Irawan]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 5, No 2 (2022): Pengembangan Materi dalam Pembelajaran Sejarah ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
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DOI: 10.17509/historia.v5i2.36606
<![CDATA[Abstract : The environmental damage that occurs can cause natural disasters that are detrimental to humans. Historically, environmental damage has occurred since humans were transformed from hunters and gatherers to farmers and food gatherers. Since the transformation, humans have been able to manipulate nature, so that it has an impact on environmental changes. Environmental damage in the modern era occurred during the industrial revolution which lasted throughout the 19th and 20th centuries. Environmental damage continues to this day, therefore it is necessary to cultivate environmental awareness. Planting environmental awareness can also be given in schools as formal educational institutions through various existing subjects. One of the subjects that can contribute to instilling environmental awareness is the subject of history, through the content of environmental history. This study aims to look at the cultivation of environmental awareness through the content of environmental history in history learning. This study uses a descriptive qualitative method with a literature study approach by collecting various data that can support the writing process. The results of the study found that planting environmental awareness through environmental history content could be carried out, but not all basic competencies in history subjects could be integrated. In addition, history teachers must have more effort so that the objectives of the integration process, namely the cultivation of environmental awareness, can be achieved properly.Abstrak : Kerusakan lingkungan yang terjadi dapat menimbulkan bencana alam yang merugikan bagi manusia. Secara historis kerusakan lingkungan telah terjadi sejak manusia bertransformasi dari para pemburu dan pengumpul makanan, menjadi para petani dan peramu makanan. Sejak transformasi tersebut manusia telah mampu memanipulasi alam, sehingga berdampak pada perubahan lingkungan. Kerusakan lingkungan di era modern terjadi ketika masa revolusi industri yang berlangsung sepanjang abad 19 dan abad 20. Kerusakan lingkungan terus terjadi hingga sekarang, maka dari itu perlu kiranya penanaman kesadaran lingkungan. Penanaman kesadaran lingkungan juga dapat diberikan di sekolah sebagai lembaga pendidikan formal melalui berbagai mata pelajaran yang ada. Salah satu mata pelajaran yang dapat turut menanamkan kesadaran lingkungan adalah mata pelajaran sejarah, melalui muatan sejarah lingkungan. Penelitian ini bertujuan untuk melihat penanaman kesadaran lingkungan melalui muatan sejarah lingkungan dalam pembelajaran sejarah. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi pustaka dengan mengumpulkan berbagai data yang dapat mendukung dalam proses penulisan. Hasil penelitian menemukan jika penanaman kesadaran lingkungan melalui muatan sejarah lingkungan dapat dilakukan, namun tidak semua kompetensi dasar dalam mata pelajaran sejarah dapat diintegrasikan. Selain itu guru sejarah harus memiliki upaya lebih agar tujuan dari proses integrasi, yaitu penanaman kesadaran lingkungan dapat tercapai dengan baik. ]]>
