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 241 Documents

7 8 9 10 11

STUDENTâ€™S LEARNING INTEREST AND LEARNING OUTCOMES IN HISTORY LESSON Suhartini, Dewi
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

The research is experimental study of senior high school students in Bogor focuses on the use of e-learning in teaching history and aimed at investigating whether there is any improvement in the studentâ€™s interest and learning outcomes in history lesson on the students who learn by e-learning, compared to those who learn by traditional method. Nonequivalent (pretest and posttest) control group design is used in conducting the research. The population is the senior high school students in Bogor. The result shows that the students who learn history by e-learning achieved higher degree than those who do not learn using e-learning method, statistically significant at p0.05. Furthermore, the score of the students learning outcomes for those who learned through e-learning is significantly improved, compared to those who do not learn using e-learning, statistically significant at p0.05. The social economy status is not significantly correlated to the studentsâ€™ interest and the studentsâ€™ history learning outcomes. In fact, the studentsâ€™ skill in using computer showed a significant correlation to the studentsâ€™ interest and out come at p0.05. It was concluded that the use of e-learning in teaching history is significantly affecting the studentsâ€™ interest in learning history and the student learning outcomes.

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.

The Sultan, Parti Rakyat Brunei, and International Interest In North Kalimantan Affair 1962-1963 Adriani, Nour Muhammad
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 2, No 2 (2019): Pendidikan Sejarah abad 21
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Brunei Revolution in 1962 despite of its small scale is an important event which lead to an international conflict occurred in the region in years next. As its international historical context, the issue about who is the most responsible for triggering it remain in debate. The Sultan of Brunei is one of untouchable party who can be also viewed from this perspective. His reluctance and unresponsive attitude; decision to seize the people's democracy; and arrogance in Malaysia's case, left all interested parties gaining momentum to pressure him to decide. The Brunei People Party (PRB) became one of the parties who tried to do it, with its often-neglected aspirations for national independence, supported by the people, sympathetic neighbours, and left-leaning nations at the time. This failed rebellion also resemble a symbol of relatively untouchable people of monarch which absent from historical critics regarding its powerful position in the modern politics.

THE SOCIAL ECONOMIC LIFE OF BANYUMAS RURAL COMMUNITY UNTIL THE XX CENTURY Sukardi, Tanto
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)

The reconstruction of social economic history in Banyumas in 1830-1900, has purpose to study the various factors which affect the social change in that region. This research uses theoretical frame, connected with the social change theory and the applicable method of history research through multidimensional approach, which related to the social and economic aspect. The historic research may be stated that the implementation of cultuurstelsel (enforcement planting or cultivation system) is the collaboration between West capitalism system with the traditional-feudalistic economy system, in order to exploitate the land and the workforce of the resident. The changes can be sectorial and partial, slow and non-comprehensive. In economic sector, the change is the distribution of money economy, which marked with the economy activities and the establishment of economy institution such as the credit service institution. While in the social sector, there is no new formation of social institution. However, some function dislocations in the society occur.

Penerapan Konsep Kearifan Lokal Masyarakat Sunda (Sabilulungan) dalam Pembelajaran Sejarah Sutarman, Usep
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)

About 1400 years ago, the Prophet Muhammad saw states that the main mission in educate people is to making perfect akhlak and trying to build good characters. It is so important about akhlak and character of human beings from the Prophet Muhammad saw that he gives good examples in educating his peoples. As well as these days, humanâ€™s akhlak and self existence is very important to see, grow so that someoneâ€™s/studentâ€™s potential can grow and finally becomes the character. A nation will be strong if the citizens have the sense of self-existences of his nation. The sense of self-existence will be planted well if the citizens have the horizon of the history journey of his nation. The planning of the sense of self-existence of his nation can be done in the very strategic activities which is through the history learning in the school which indeed the full of the active, innovative and fun history learning and full with the precious heritages.

Implementasi Materi Sejarah Lokal Gerakan Sosial Messianistik dan Nativisme di Banten melalui Pendekatan Saintifik dalam Kurikulum Nasional Fauzan, Rikza
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 1, No 2 (2018): Buku Teks Sejarah dan Sejarah Indonesia
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Kurang diminatinya pelajaran sejarah menjadi satu masalah serius bagi pendidikan di Indonesia. Pelajaran sejarah sesungguhnya sangat berfungsi sebagai pembentuk karakter generasi muda. Masalah ini tentu menggambarkan kondisi yang rawan bagi keberlangsungan kehidupan bangsa dan negara Indonesia. Pemerintah dengan cepat merespons masalah ini dengan cara memposisikan mata pelajaran sejarah sebagai unsur utama yang diperhatikan dalam Kurikulum 2013. Pada Kurikulum 2013, pelajaran sejarah terbagi menjadi dua bagian: Sejarah Indonesia dan Sejarah (Peminatan Ilmu-ilmu sosial). Hal ini menyebabkan terjadinya perubahan jam mata pelajaran sejarah yang meningkat lebih dari dua kali lipat dari sebelumnya. Kurikulum 2013 dalam pembelajarannya menggunakan pendekatan ilmiah (scientific appoach) yang didalamnya mencakup komponen: mengamati, menanya, mencoba, mengolah, menyajikan, menyimpulkan, dan mencipta. Hal ini memungkinkan lebih leluasanya berbagai materi sejarah diajarkan kepada peserta didik. Salah satu diantaranya ialah materi sejarah lokal. Sejarah lokal merupakan sejarah yang terjadi dalam hal spasial (ruang) lokalitas tertentu dalam suatu komunitas masyarakat dengan temporal (waktu). Kejadian ini dapat terjadi secara bersamaan dengan sejarah nasional. Sejarah lokal mengenai gerakan sosial di Banten menjadi satu diantara materi yang kurang diperhatikan sebagai bagian integral dalam periodesasi perjuangan kemerdekaan pada Sejarah Nasional. Pembelajaran sejarah dengan materi sejarah lokal lebih mudah dipahami peserta didik, karena dapat melihat secara langsung realitas kehidupan sesungguhnya di lingkungan terdekat. Antara peserta didik, kehidupannya masa kini dan peristiwa sejarah akan membentuk sebuah ikatan identitas yang memudahkan pewarisan nilai-nilai. Pewarisan nilai dalam peristiwa gerakan sosial Kyai dan petani di Banten akan lebih mudah dalam membentuk nilai-nilai positif, seperti patriotisme dan cinta tanah air.

NATIONAL INTEGRATION AND ITS PROCESS IN INDONESIA Mulyoto, -
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)

National Integration covers the arrangement of culture, territory, power, value and behaviour. Basically, the integration process is a horizontal change for the view of local to national or even international people and vertical change of elite group establishment having power legitimation. Integration process in Indonesia experiences up and downs and it will not enable to satisfy any and allÂ related elements. It is started by national revival to establish the independentÂ country, to find the fit and proper governance, to build a country to be strongÂ in the economy field and then find the independence in liberal democracy nature.Â National integration is processed in accordance with the history development.

ISLAMIC EDUCATION AND LIBERATION FROM FEUDALISM Syaiful Anwar
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)

This article aimed at describing Islamic Education strategies and functions in liberating humankind from feudalism. Islam Believes that everybody’s status is equal, one thing that makes him different is his piety. There are Three harmonious relationships can be identified; those are the relationship between human being and God “Allah SWT” (Habblun min Allah, theological aspect), between human being and other human being (Hablun min al-nas, athropo-sociological aspect), and between human being and the natural environment (Hablun min al-‘alam, cosmological aspect). These harmonious relationships are the manifestation of perfect faithfulness of a Muslim to Allah SWT.In the religious dimension, the main purpose of Islam is to develop awareness and understanding about the meaning and of human’s life in relation to God. Meanwhile, in terms of social dimension, the purpose of Islamic Education is to develop understanding of harmonious relationship, either between human beings or between human being with the environment. In this context, human beings hold the responsibility for restraining a society from obstinacy, inanity, and anarchism. In this respect, the concept of liberalism in Islamic Education is to place teachers and students in a harmonious relationship. This relationship is to create learning atmosphere which is based on the principle of democratic and two-way relationship.

SUNDANESE AND JAVANESE: SUNDANESE NOBLEMEN POINT OF VIEW TOWARDS BUDI UTOMO Mulyana, Agus
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)

Nationalism was born as a result of the education of colonial government in the early of the twentieth century. At the beginning, nationalism was based on the local or ethnic identities that gave birth to ethnonationalism. This ethno-nationalist point of view caused debates among Sundanese noblemen in responding to the establishment of Budi Utomo branch in Bandung.

HISTORY LEARNING IN INDONESIA DURING THE NEW ORDER Umasih, -
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 11, No 2 (2010): History Teaching
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

The three dominant components in the implementation of historical learning are teachers, students and curriculum. The Curriculum function as a teacherâ€™s references to outline the learning and its implementation in the class. The initial is to develop a self-awareness in order that the students will embrace high-spirited nationalism that will be implied to their daily life as a national and global citizen.Â This article discuss on how the historical learning in High School implemented several curriculum in Indonesia. Thereforeurces data were obtained through research, observation, experince, and interview towards a number of history teachers from various of regions in Indonesia.

Page 9 of 25 | Total Record : 241

7 8 9 10 11

Filter by Year

2008 2025

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) Vol 14, No 2 (2013): Pembelajaran sejarah berbasis budaya 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