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Paramita: Historical Studies Journal
Published by Universitas Negeri Semarang
ISSN : 24075825     EISSN : 24075825     DOI : https://doi.org/10.15294/paramita.v30i2.20890
Core Subject : Humanities,
Humanities
The journal publishes writings on (1) historiography, (2) philosophy of history, (3) history of education, and (4) history educaiton. Historiography means the writing of history based on the critical examination of sources, the selection of particular details from the authentic materials in those sources, and the synthesis of those details into a narrative that stands the test of critical examination. Historiography studies cover chronologically various themes, such as local history, social history, cultural history, economic history, political history, military history, intellectual history, environmental history, and other historical studies. Philosophy of history, the study either of the historical process and its development or of the methods used by historians to understand their material. History of education is a study of the past that focuses on educational issues. These include education systems, institutions, theories, themes and other related phenomena in the past. History education includes studies of how history teaches in school or society, curriculum, educational values in events, figures, and historical heritage, media and sources of historical learning, history teachers, and studies of textbooks.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 742 Documents
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PENGEMBANGAN MODEL INTERNALISASI NILAI KARAKTER DALAM PEMBELAJARAN SEJARAH MELALUI MODEL VALUE CLARIFICATION TECHNIQUE
Paramita: Historical Studies Journal Vol 23, No 2 (2013): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v23i2.2674

Abstract

This research produce a product model of internalization of the character in learning history through Value Clarification Technique as a revitalization of the role of social studies in the formation of national character. In general, this research consist of three levels : (1) doing  pre-survey which identified the current condition of  the learning value of character in ​​in learning history (2) development of a model based on the findings of  pre-survey, the model used is the Dick and Carey Model, and (3) validating the models. Development models implemented with limited trials and extensive testing. The findings of this study lead to the conclusion that the VCT model is effective to internalize the character value in learning history. VCT models effective for increasing the role of learning history in the formation of student character. It can be concluded VCT models effective for improving the quality of processes and products of learning character values ​​in social studies SMP especially in Surakarta Keywords: Internalization, the value of character, Model VCT, learning history, learning social studies Penelitian ini bertujuan menghasilkan suatu produk model internalisasi nilai karakter dalam pembelajaran IPS melalui Model Value Clarification Technique sebagai revitalisasi peran pembelajaran IPS dalam pembentukan karakter bangsa. Secara garis besar tahapan penelitian meliputi (1) prasurvai untuk mengidetifikasi kondisi pembelajaran nilai karakter pada pembelajaran  IPS Sejarah SMP yang sedang berjalan, (2) pengembangan model berdasarkan hasil prasurvai, model yang digunakan adalah model Dick and Carey, dan (3) vaidasi model. Pengembangan model dilaksanakan dengan ujicoba terbatas dan uji coba luas. Temuan penelitian ini menghasilkan kesimpulan bahwa model VCT efektif  menginternalisasi nilai karakter dalam pembelajaran Sejarah. Model VCT efektif untuk meningkatkan peran pembelajaran Sejarah dalam pembentukan karakter siswa yang pada gilirannya dapat meningkatkan pembentukan karakter bangsa. Sehingga dapat disimpulkan model VCT efektif untuk meningkatkan kualitas proses dan produk  pembelajaran nilai karakter pada mata pelajaran  IPS Sejarah SMP  khususnya di Solo Raya. Kata Kunci : Internalisasi, nilai karakter, Model VCT, pembelajaran Sejarah, IPS.    
ALGEMENE MIDDELBARE SCHOOL SOLO 1925-1932: PORTRAIT OF THE FIRST MULTICULTURAL EDUCATION IN INDONESIA
Paramita: Historical Studies Journal Vol 28, No 2 (2018): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v28i2.16205

Abstract

Six decades ago, Muhammad Yamin with some other scholars actualized the dream of “indigenization” of Indonesian historiography in the Indonesian National Historical Seminar I. Yamin obtained the knowledge about Nusantara history when he attended Algemene Middelbare School (AMS) Solo in section A1, Oostersch Letterkundige (Eastern Letter) class. Under the care of Dr. W.F. Stutterheim, archaeologist, AMS students were taught about Indonesian culture. In here, students’ perspective was broadened with the point of views of Islam, Hinduism, and Buddhism since they were taught about Indonesian culture that formed from a mixed element of Islam, Hindu, and Buddhist culture. Not to forget, they also studied Javanese and Malay literature with Raden Tumenggung Yasawidagda. In the era of 1926, it is recorded that this school had more than 100 students. They came from Ambon, Batak, Padang, Aceh, Betawi, Priyangan, Madura, Sumatra, Bali, and Central Java, as well as Chinese and Dutch people. That historical fact shown that AMS Solo was the favorite school at that moment, at least was heard until outside Java. This first school in Indonesia that taught multicultural education produced many magnates at a later time like Dr. Prijono, Dr. Tjan Tjoe Siem, Armijn Pane, Amir Hamzah, Ahdiat K. Mihardja, Prof. Mr. Kusumadi, Prof. Ali Afandi, etc. This paper aims to discuss the learning model in AMS Solo based on cultural diversity, profiles of great teachers in AMS who had produced many national figures, as well as the response of Dutch colonial government and indigenous kingdom. Enam dekade silam, Muhammad Yamin bersama kaum cerdik pandai lainnya mewujudkan impian “pribumisasi” historiografi Indonesia dalam forum Seminar Sejarah Nasional Indonesia I. Pengetahuan tentang sejarah Nusantara diperoleh Yamin tatkala duduk di Algemmene Middelbare School (AMS) Solo. Di sini pula, perspektif siswa diperluas dengan pandangan dari sudut Islam, Hindu, dan Buddha lantaran mereka dicekoki kebudayaan Indonesia yang terbentuk dari percampuran antara unsur budaya Islam, Hindu, dan Buddha. Tidak lupa mempelajari juga kesusasteraan Jawa dan Melayu dengan guru Raden Tumenggung Yasawidagda. Pada era 1926, tercatat sekolahan ini sudah memperoleh murid lebih dari 100 orang. Mereka berasal dari Ambon, Batak, Padang, Aceh, Betawi, Priyangan, Madura, Sumatra, Bali, dan Jawa bagian tengah, serta kelompok Tionghoa dan Belanda. Fakta historis tersebut menujukkan bahwa AMS Solo merupakan sekolah favorit kala itu, setidaknya terdengar sampai ke luar Jawa. Sekolah pertama di Indonesia yang mengajarkan pendidikan multikultural ini melahirkan banyak tokoh terkemuka di kemudian hari seperti Dr. Prijono, Dr Tjan Tjoe Siem, Armijn Pane, Amir Hamzah, Ahdiat K. Mihardja, Prof. Mr. Kusumadi, Prof. Ali Afandi dan lainnya. Makalah ini bertujuan untuk mendiskusikan model pembelajaran di AMS Solo yang berbasis keragaman budaya, profil para guru hebat di AMS yang berhasil menelurkan sederet tokoh bangsa, serta respon pemerintah kolonial Belanda dan kerajaan pribumi. 
PENDIDIKAN SEJARAH UNTUK MEMPERKUAT PENDIDIKAN KARAKTER
Paramita: Historical Studies Journal Vol 22, No 1 (2012): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v22i1.1875

Abstract

Character education is an attempt to address the multidimensional crisis that is currently happening. This is done by instilling the values ​​in education. Curriculum Center formulate at least there are 18 values ​​of character education, namely religious, honesty, tolerance, discipline, hard work, creative, independent, democratic, curiosity, the spirit of nationalism, patriotism, recognize excellence, friendship / communicative, love peace, likes to read, care for the environment, social caring, and responsibility. In the history education, these values ​​can be integrated in the learning. History education has a role promote character education because it was strategically to establish character and civilization of the nation's dignity. It also serves to realize nationalism and patriotism. Strengthening the lessons of history as a character education can be applied starting from the goal, the implementation of learning, materials, and media sources up to the assessment.Keywords: character education, learning of history.Pendidikan karakter merupakan satu upaya untuk menangani permasalahan krisis multidimensional yang saat ini terjadi. Hal ini dilakukan dengan penanaman nilai-nilai dalam pendidikan. Pusat Kurikulum merumuskan paling tidak ada 18 nilai pendidikan karakter, yakni religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan tanggung jawab. Di dalam pendidikan sejarah, nilai-nilai tersebut dapat diintegrasikan dalam pembelajaran. Pendidikan sejarah berperan dalam pendidikan karakter karena pelajaran Sejarah memiliki arti strategis dalam pembentukan watak dan peradaban bangsa yang bermartabat serta dalam pembentukan manusia Indonesia yang memiliki rasa kebangsaan dan cinta tanah air. Penguatan pelajaran sejarah sebagai pendidikan karakter dapat diterapkan mulai dari tujuan, pelaksanaan pembelajaran, materi, sumber dan media, sampai dengan penilaian.Kata kunci: pendidikan karakter, pembelajaran sejarah.
KEHIDUPAN POLITIK DI KOTA SURAKARTA DAN YOGYAKARTA MENJELANG PEMILIHAN UMUM 1955
Paramita: Historical Studies Journal Vol 27, No 2 (2017): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v27i2.11164

Abstract

The problem of the studied is “Why Surakarta and Yogyakarta during the revolution have different attitudes and fate, but in welcoming the elections of 1955, the political parties  are equally vibrant.  This study is a historical research with utilizing sources from archives, newspapers, informant, book and previous research. The results of studied showed that the anti-colonialism/imperialism movement, nationalism, anti-feudal and democracy that became the value of the Indonesian revolution had influence to the political situation in Surakarta and Yogyakarta. The anti-feudal/anti swapraja movement in Surakarta brings consequences  to the palace had lost to political power and its territory became part of administrative territory of Central Java. Political control is then held by the figure of revolution and political parties which wasn’t from the elite of the palace. The opposite  of true in Yogyakarta, the rulers palace became the pioneer of the revolution, so there wasn’t anti-swapraja movement. Yogyakarta remained as a special region called Daerah Istimewa Yogyakarta (DIY) and the ruler of the palace  existed  to head of DIY. The attitude of the rulers of the palace and the nobles of Yogyakarta who gave the flexibility of the establishment of the political parties toward the elections, show that they are as a consistent  ruler  to revolution value, especially erode the feudal culture and to developed democracy, even though society still has a very obedient culture (feudal trait) high against the rulers of the palace and other nobles. Permasalahan yang dikaji yaitu “mengapa Surakarta dan Yogyakarta yang pada masa revolusi memiliki sikap dan nasib yang berbeda, tetapi dalam menyambut pemilu 1955 partai-partai politik sama-sama semarak”. Penelitian ini merupakan penelitian sejarah dengan memanfaatkan sumber dari arsip, surat kabar, narasumber, buku dan penelitian terdahulu. Hasil penelitian menunjukkan bahwa gerakan anti kolonialisme/imperialisme, nasionalisme, antifeodal dan demokrasi yang menjadi nilai revolusi Indonesia berpengaruh terhadap situasi politik di Surakarta dan Yogyakarta. Gerakan antifeodal/antiswapraja di Surakarta  mengakibatkan kraton kehilangan kekuasaan politik dan wilayahnya menjadi bagian dari wilayah admnistratif Jawa Tengah. Kendali politik selanjutnya dipegang oleh tokoh revolusi dan partai politik yang bukan berasal dari kelompok elite kraton. Hal sebaliknya di Yogyakarta, penguasa kraton menjadi pelopor revolusi, sehingga tidak terjadi gerakan anti swapraja. Yogyakarta tetap sebagai daerah istimewa dengan sebutan Daerah Istimewa Yogyokarta (DIY) dan  penguasa kraton eksis menjadi kepada DIY. Sikap peng-uasa kraton dan bangsawan Yogyakarta yang memberi keleluasaan berdirinya partai politik menyambut pemilu menunjukkan pribadi yang konsisten terhadap tuntutan revolusi, terutama untuk mengikis budaya feodal dan mengembangkan demokrasi, walaupun masyarakat masih memiliki budaya patuh (ciri feodal) yang sangat tinggi terhadap  penguasa  kraton dan  bangsawan lainnya.  
ARCA DWARAPALA PADA CANDI-CANDI BUDDHA DI JAWA TENGAH
Paramita: Historical Studies Journal Vol 20, No 2 (2010)
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v20i2.1047

Abstract

Temple as a product of the culture of Hindu-Buddhist period is the building that describes the concept of cosmogony and a replica of Mount Mahameru the place of the gods. Dwarapala statue is one of the guards in almost Javanese temple. The existence of this statue in the temple (depiction microcosm) has a meaning. Problems which will be solved, namely: (1) where the statue Dwarapala placed in the temple Plaosan and the temple Sewu (2) how is the depiction of Dwarapala statues in the temple Palosan and the temple Sewu? Gana figure that became the object of the study were analyzed with hermeneutical analysis. Hermeneutical analysis of the statue Dwarapala can only be done if the information about these statues is known. From the results of research and discussion can be seen that the meaning of the statue at Buddhist temple Dwarapala not be separated from the concept of cosmogony. Portrayal system was adapted to the function of these statues at the temple. So it can be said that the statues have meaning that Dwarapala is a portrayal of religious situation in the Hindu-Buddhist and the symbol of the world above (heaven). The placement of temple statues Dwarapala complement cosmogony concept representations, thus building meaning of worship into a whole. Keywords:  Dwarapala, temple, hermeneutic   Candi sebagai produk dari budaya masa Hindu-Buddha adalah bangunan yang menggambarkan konsep kosmogoni dan replika Gunung Mahameru tempat para dewa. Patung Dwarapala adalah salah satu penjaga di kuil hampir Jawa. Keberadaan patung ini di candi (mikrokosmos penggambaran) memiliki arti. Masalah yang akan dipecahkan, yaitu: (1) bagaimana patung Dwarapala ditempatkan di candi Plaosan dan candi Sewu (2) bagaimana penggambaran patung Dwarapala di candi Palosan dan candi Sewu? Gana sosok yang menjadi objek penelitian dianalisis dengan analisis hermeneutis. Analisis hermeneutis patung Dwarapala hanya dapat dilakukan jika informasi tentang patung-patung ini dikenal. Dari hasil penelitian dan pembahasan dapat dilihat bahwa arti dari patung pada candi Budha Dwarapala tidak lepas dari konsep kosmogoni. Penggambaran sistem adalah disesuaikan dengan fungsi dari patung-patung di candi. Jadi dapat dikatakan bahwa patung-patung memiliki makna bahwa Dwarapala adalah gambaran situasi agama di Hindu-Buddha dan simbol dunia atas (surga). Penempatan patung Dwarapala candi melengkapi representasi konsep kosmogoni, demikian membangun makna ibadah menjadi keseluruhan.   Kata kunci: Dwarapala, candi, hermeneutik  
THE DEVELOPMENT OF AGROINDUSTRY AND TRANSPORTATIONAL NETWORK IN THE CENTRAL JAVA DURING DUTCH COLONIZATION
Paramita: Historical Studies Journal Vol 24, No 1 (2014): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v24i1.2860

Abstract

The Java Land has been developed into a big plantation area, especially a sugar cane and coffee plantation. Those plantation was carried out since the seventeenth century by VOC , and then it is developed rapidly in nineteenth century, especially in the cultivation system period. The development of plantation company needs supporting vehicles and facilities. As a result of this, there are a development of land transportation, especially a train since the middle of the nineteenth century and the water transportation includes a big ships which enliven some harbours in Java, such as Semarang, Jakarta, Cirebon and Surabaya. Keywords: agroindustry, transportation network, Dutch colonization  Tanah Jawa pernah berkembang menjadi wilayah perkebunan yang besar, terutama perkebunan tebu dan kopi. Usaha perkebunan itu mulai dilakukan sejak abad ke-17 oleh VOC, dan berkembang pesat pada abad ke-19, terutama sejak masa Tanam Paksa. Perkembangan perusahaan perkebunan memerlukan sarana pendukung transportasi. Akibatnya berkembanglah transportasi darat, terutama kereta api sejak pertengahan abad ke -19 dan transportasi laut berupa kapal-kapal besar yang meramaikan sejumlah pelabuhan laut di Jawa, seperti Semarang, Jakarta, Cirebon, dan Surabaya. Kata kunci:  agroindustry, jaringan transportasi, kolonial Belanda  
From Tarekat to Arab Community: the Islamization Process in Indramayu
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v30i1.19947

Abstract

This research talks about the process of Islamization in Indramayu. The Islamization in Indramayu raises three main questions. The first question is, where was the arrival of Islam in Indramayu. Second, when is the appearance of Islam. Third, who has a role in the Islamization process. This research uses the historical method, which consists of four stages: heuristic, criticism, interpretation, and historiography. This method was then collaborated with Islamic social movement theory to analyze the ideology of leadership and movement mobility of the propagator group of Islam in Indramayu. The results showed that the arrival of Islam in Indramayu came from the port of Cimanuk. Then spread to various areas, including in the countryside. Second, Islam has been dating in Indramayu since the 15th century. Third, some communities play a role in Islamization in Indramayu. The communities were very influential until the 19th century. They consisted of the Arab community and the adherents of the tarekat, especially from Cirebon. The first order to develop was Syattariyah. Meanwhile, the Arabic community leader from Cirebon was Sayyid Abdur Rahman bin Muhammad Basy-Syaiban. He is a figure who originated from the Hadramaut in the early seventeenth century.Penelitian ini berbicara tentang proses islamisasi di Indramayu. Proses islamisasi di Indramayu memunculkan tiga pertanyaan utama. Pertanyan pertama adalah dari mama dan di mana kedatangan islam. Kedua, kapan waktu kedatangan Islam. Ketiga, siapa yang berperan dalam proses islamisasi. Untuk menjawab pertanyaan tersebut, penelitian ini menggunakan metode sejarah yang terdiri atas empat tahap: heuristic, kritik, interpretasi, dan historiografi. Hasil penelitian menunjukkan bahwa kedatangan Islam di Indramayu berasal dari pelabuhan Cimanuk. Kemudian menyebar ke berbagai daerah, termasuk di pedesaan. Kedua, Islam telah dating di Indramayu sejak abad ke 15. Ketiga, terdapat komunitas yang berperan dalam Islamisasi di Indramayu. Komunitas tersebut sangat berpengaruh sampai abad ke 19. Mereka terdiri atas komunitas Arab dan para penganut tarekat, terutama dari Cirebon. Tarekat pertama yang berkembang adalah Syattariyah. Sementara itu, tokoh komunitas arab yang berasal dari Cirebon adalah Sayyid Abdur Rahman bin Muhammad Basy-Syaiban. Ia merupakan tokoh yang berasal dari Hadramaut pada awal abad ketujuh belas.
Europeesche Lagere School and the Birth of Bumiputera Intellectual Elite in Bojonegoro, East Java
Paramita: Historical Studies Journal Vol 31, No 2 (2021): History of Asia and Indonesia
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v31i2.30512

Abstract

This article discusses the implementation of schools for European children to the birth of the Bumiputera elite in Bojonegoro in 1892-1942. The ethical politics that were introduced in the early 20th century had a significant influence on the development of colonial education in Bojonegoro. In addition, the awareness of the colonial education presence for European children during the Dutch colonial rule also influenced the presence of European elementary schools in this city. It was purposed to facilitate the majority of European children whose parents were colonial employees, plantation owners, or the gas industry. This article is the result of research using historical methods, namely, source collection, source verification or criticism, analysis, and writing or historiography. The first European Elementary School (Europeesche Lagere School) opened in Bojonegoro in 1892 which was located in the Bojonegoro District. This school applied the same rules as schools in the Netherlands. Initially the school only accepted students of European nationality, but in later development it also accepted Bumiputera children with strict conditions. The school, which was intended to produce European educated people, then also gave birth to a new intellectual elite called as Bumiputera, who later became the driving force for movement and press organizations.Artikel ini membahas tentang penyelenggaraan sekolah untuk anak-anak Eropa hingga lahirnya elit bumiputera yang ada di Bojonegoro pada tahun 1892-1942. Politik etis yang digulirkan pada awal abad ke-20 memberi pengaruh yang signifikan terhadap berkembangnya pendidikan kolonial di Bojonegoro. Selain itu, kesadaran untuk hadirnya pendidikan kolonial untuk anak-anak Eropa pada masa pemerintahan kolonial Belanda turut berpengaruh pada hadirnya sekolah dasar Eropa di kota ini. Hal ini untuk memfasilitasi banyakanya anak-anak Eropa yang orang tuanya menjadi pegawai kolonial, pemilik perkebunan, atau industri gas. Artikel ini merupakan hasil penelitian dengan menggunakan metode sejarah yaitu, pengumpulan sumber, verifikasi atau kritik sumber, analisis,  dan penulisan atau historiografi. Sekolah Dasar Eropa (Europeesche Lagere School)  pertama yang dibuka di Bojonegoro yakni pada tahun 1892 yang berlokasi di Distrik Bojonegoro. Sekolah ini menerapkan peraturan yang sama dengan sekolah yang ada di Belanda. Awalnya sekolah hanya menerima murid-murid berkebangsaan Eropa, namun dalam perkembangan kemudian juga menerima anak-anak bumiputera dengan persyaratan yang ketat. Sekolah yang diperuntukkan untuk mencetak kaum terdidik Eropa, kemudian   juga melahirkan elit intelektual baru bumiputera yang kemudian menjadi penggerak organisasi pergerakan dan pers. 
UPAYA GURU SEJARAH DALAM MENYIASATI TUNTUTAN PEMANFAATAN ICT DALAM PEMBELAJARAN DI SEKOLAH MENENGAH ATAS
Paramita: Historical Studies Journal Vol 23, No 1 (2013): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v23i1.2501

Abstract

This study aims to analyze the use of ICT, the obstacles and the efforts made by teachers in the learning of history. It took place at Senior High School in Surakarta using interviews, observation and document review methods. The results show that there are teachers who are really active but there are also some others who are very rare in using ICT. Generally ICT especially the Internet is used by the teachers to supplement the materials that do not exist in textbooks and to search for images as a learning medium, especially those that can not be made by them. For students, the source of the Internet is to fulfill the tasks given by the teacher. The obstacles encountered by the history teachers in dealing with the progress of ICT in the learning of history come from the teachers, students, schools, and students’ parents. The efforts conducted by the history teachers to address those obstacles are by giving assignments, asking for help from others and completing the software.Keywords: history teacher, ICT, learning of history  Penelitian ini bertujuan menganalisis pemanfaatan ICT, kendala-kendala dan upaya yang dilakukan oleh guru dalam pembelajaran sejarah. Penelitian mengambil lokasi di SMA Kota Surakarta dengan menggunakan metode wawancara, observasi dan kajian dokumen. Hasil penelitian menunjukkan bahwa ada guru yang begitu aktif tetapi masih ada pula yang sangat jarang menggunakan ICT. Secara umum ICT terutama internet digunakan oleh guru untuk melengkapi materi yang belum ada di buku teks dan untuk mencari gambar sebagai media pembelajaran, khususnya gambar yang tidak bisa dibuat sendiri. Bagi siswa, sumber dari internet adalah untuk memenuhi tugas yang diberikan guru. Kendala yang ditemui guru sejarah dalam menyiasati kemajuan ICT pada pembelajaran sejarah berasal dari guru, siswa, sekolah, dan orang tua siswa. Upaya yang dilakukan guru sejarah untuk mengatasi kendala-kendala itu adalah dengan penugasan, meminta bantuan orang lain dan melengkapi perangkat lunak. Kata kunci: guru sejarah, ICT, pembelajaran sejarah
ETHNICITY AND NATIONALISM: SIPATAHOENAN NEWSPAPER’S VIEWS ON THE NATIONALIST MOVEMENTS IN THE DUTCH EAST INDIES
Paramita: Historical Studies Journal Vol 28, No 1 (2018): PARAMITA
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v28i1.13924

Abstract

This research examines the texts in Sipatahoenan newspaper published by the national movement organization of Paguyuban Pasundan of Tasikmalaya Branch. The focus of the research is how the narrations in Sipatahoenan newspaper show the attitudes towards national issues. The attitudes are worth studying because Paguyuban Pasundan is a national movement organization based on regionalism or ethnicity. The research adopted the historical methodology because it uses historical sources in the form of a newspaper published in the past. The analysis employed critical discourse analysis, postulating that a text is constructed by the elements of ideologies. The ideology here refers to how Sipatahoenan as the newspaper of a national movement organization shows ethnic and nationalist ideologies in addressing some events related to nationalist movements. Penelitian ini mengkaji teks koran Sipatahoenan yang diterbitkan oleh organisasi pergerakan kebangsaan Paguyuban Pasundan Cabang Tasikmalaya. Hal yang akan dikaji adalah bagaimana narasi dalam koran Sipatahonen mengandung sikap terhadap isu-isu kebangsaan. Sikap ini menarik dikaji karena Paguyuban Pasundan merupakan organisasi pergerakan kebangsaan yang memiliki dasar kedaerahan atau etnisitas.Metodologi yang digunakan dalam penelitian ini adalah metodologi sejarah karena menggunakan sumber sejarah berupa koran yang terbit di masa lalu. Analisis yang digunakan adalah analisis wacana kritis yang menjelaskan bahwa suatu teks dikonstruksi oleh unsur ideologi yang membuat teks tersebut. Ideologi yang dimaksud dalam penelitian ini adalah bagaimana koran Sipatahoenan sebagai koran organisasi pergerakan kebangsaan memiliki unsur ideologi etnik dan nasionalis dalam mensikapi beberapa peristiwa yang berkenaan dengan pergerakan kebangsaan. 

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