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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 KKBB SEBAGAI UPAYA PENINGKATAN KUALITAS PEMBELAJARAN SEJARAH SMA DI SOLO RAYA
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.v24i1.2869

Abstract

This paper was aimed providing training assistance KKBB models to history teachers in high schools; Doing trials, extensive testing and the effective test of KKBB models; promoting a model of KKBB Solo Raya. The subjects of those research are teachers and high school students in Solo Raya. Data collection use some techniques, namely  observation, interview, and test. The method of data analysis uses quantitative analysis by t test. It can be concluded that: (1) the team has successfully conducted training assistance to high school history teachers Solo Raya KKBB model, (2) Trial in High School 1 Ngemplak with Classroom Action Research, extensive testing in 2 High school Boyolali and 3 High School Kartasura, effective trials in 2 Karangnyar  High School, 8 High School  Surakarta, and  2 High School  Sukoharjo  KKBB is able to improve the quality of learning noted by the development of competence and strengthen of character values among students in the various school groups. In the other words, KBBImodel is more effective than the KKBB Varied-Lecture model. Keywords: teaching history, KKBB models, character education Penelitian ini bertujuan memberikan pelatihan pendampingan model KKBB kepada guru-guru Sejarah SMA, melakukan uji coba, uji luas dan uji efektivitas model  KKBB, dan  mensosialisasikan model KKBB se Solo Raya. Subjek penelitian guru-guru dan siswa SMA Solo Raya. Teknik pengumpulan data menggunakan observasi, wawancara, dan test. Adapun metode analisis data menggunakan analisis kuantitatif dengan uji t. Hasil penelitian dapat disimpulkan bahwa tim telah berhasil melakukan pelatihan pendam-pingan kepada guru-guru Sejarah SMA Solo Raya dengan model KKBB. Uji coba di SMA 1 Ngemplak dengan PTK, uji luas di   SMA  2 Boyolali  dan SMA  1 Kartasura,  uji efektivitas di SMA  2 Karangnyar, SMA  8 Surakarta, dan SMA 2 Sukoharjo terbukti pembelajaran model  KKBB mampu meningkatkan kualitas pembela-jaran yang ditandai dengan meningkatnya kompetensi dan menguatnya nilai-nilai karakter siswa di berbagai SMA. Dengan kata lain, model  KKBB lebih efektif dibandingkan dengan model Ceramah Bervariasi. Kata kunci: pembelajaran sejarah, model KKBB, pendidikan karakter    
Critical Analysis on Historiography of Gamelan Bebonangan In Bali
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.v30i1.18480

Abstract

Historical sources on gamelan Bebonangan refer to the different shapes and forms of the ensemble. This inevitably results in perplexity on the origin, shapes, and forms of gamelan Bebenongan. The paper, therefore, aims to redress the confusion by rewriting it through critical history, a type of criticism on historical sources related to the term gamelan Bebonangan in Bali. The method used for the paper is historical approaches that include heuristics, criticism, interpretation, and historiography as the finale. The word bebonangan is not found in historical sources of Balinese karawitan in the form of Old Javanese literature, which is today preserved in Bali and the Balinese literature itself. The only literary work that mentions these pencon-ed instruments is the Book of Pararaton, calling the as reyong instruments. The Book of Prakempa refers to the instruments in names such as reyong barangan and reyong pangageng. By indicating that the reyong instrument becomes the main instrument, one may expect peculiarity in the claims. It may be pointed out that opinions have been led in the beginning by the foreign influence to impose the view to the Balinese to challenge their own identity and, at the same time to be applauded for their arts and culture.Sumber sejarah tentang gamelan Bebonangan yang menunjuk bentuk dan wujud yang berbeda. Hal ini tentu saja menyebabkan kesimpang siuran tentang asal-usul dan wujud gamelan Bebonangan itu sendiri. Oleh karenanya penulisan ini bertujuan untuk meluruskan kesimpangsiuran yang terjadi dengan menuliskannya melalui kritik terhadap sumber-sumber sejarah istilah gamelan Bebonangan di Bali. Metode yang dipergunakan yaitu metode sejarah yaitu heuristik, kritik, interpretasi atau penafsiran, dan terakhir adalah historiografi. Kata bebonangan tidak ditemukan dalam sumber-sumber sejarah karawitan Bali yang berupa literatur kesusastraan Jawa Kuna yang sekarang diawetkan di Bali dan literatur kesusastraan Bali sendiri. Satu-satunya karya kesusastraan yang menyebutkan instrumen berpencon ini adalah kitab pararaton yang menyebutnya dengan instrumen reyong. Prakempa menyebutkan instrumen-instrumen gamelan Bebonangan antara lain reyong Barangan dan reyong Pangageng. Merujuk hal tersebut dimana instrumen reyong merupakan instrumen utama, maka tentulah hal ini menjadi sebuah keanehan. Sepertinya telah terjadi penggiringan sejak awal, adanya pengacauan asing telah memaksakan orang Bali untuk mempertanyakan dasar identitas mereka, pada saat yang sama mereka juga mendapat sanjungan untuk seni dan budayaannya.
The Creative History Teacher as A Creative Historian
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.v31i2.31341

Abstract

This article included the author’s analysis results which referred to the history learning process findings in schools and the theoretical aspects of creativity regarding creative history teachers. The author made an analogy for a creative history teacher as a creative historian. The paper combined two different approaches in the History education field and in cognitive psychology. The first approach used cognitive aspects of thinking developed by Vygotsky related to the ability of imagination. The second approach used the historical method from Collingwood in interpreting historical data and facts that also used imagination. The first approach analyzed how history produces creative history learning to cultivate students’ creative thinking abilities. At the same time, the second approach resulted from creative historiography as a historian’s creative work, which can also be seen in history textbooks for history subjects in schools. Both approaches that seem classic lead to creative thinking skills, both for history teachers and historians, including history textbook writers. Both approaches are also enriched with contemporary theoretical aspects, especially in the pedagogical aspect. This article focused on several history teachers who teach at senior high schools in Bandung. Some are also students of the Master Program in History Education, Graduate School of the Indonesia University of Education (UPI). They were used as resource persons through dialogue and observation and the Field Experience Program (PPL) implementation for prospective History teachers.Artikel ini berisi hasil analisis penulis yang mengacu pada temuan proses pembelajaran Sejarah di sekolah dan juga mengacu pada aspek teoretis kreativitas mengenai guru Sejarah kreatif. Penulis menganalogikan guru Sejarah kreatif sebagai sejarawan kreatif. Tulisan memadukan dua pendekatan berbeda dalam bidang pendidikan Sejarah dan dalam psikologi kognitif. Pendekatan pertama menggunakan aspek kognitif dalam berpikir yang dikembangkan oleh Vygotsky terkait dengan kemampuan imajinasi. Pendekatan kedua menggunakan metode kesejarahan dari Collingwood dalam menafsir data dan fakta peristiwa Sejarah yang juga menggunakan imajinasi. Pendekatan pertama digunakan untuk menganalisis bagaimana Sejarah menghasilkan pembelajaran Sejarah yang kreatif dengan tujuan menghasilkan kemampuan berpikir kreatif peserta didik. Sedangkan pendekatan kedua menghasilkan historiografi kreatif sebagai karya kreatif sejarawan yang juga bisa nampak pada buku teks Sejarah untuk Pelajaran Sejarah di sekolah. Kedua pendekatan yang nampaknya klasik tersebut bermuara pada menghasilkan kemampuan berpikir kreatif, baik berpikir guru Sejarah maupun berpikir sejarawan, termasuk penulis buku teks Sejarah. Kedua pendekatan tersebut juga diperkaya dengan aspek teoretis kontemporer, khususnya dalam aspek pedagogik. Tulisan difokuskan pada beberapa guru Sejarah yang mengajar di SMA di Bandung. Sebagian dari mereka adalah juga sebagai mahasiswa Program Magister Pendidikan Sejarah, Sekolah Pascasarjana Universitas Pendidikan Indonesia (UPI). Mereka dijadikan narasumber melalui dialog dan observasi bersamaan dengan pelaksanaan Program Pengalaman Lapangan (PPL) calon guru Sejarah.
THE 1740 RACIAL TRAGEDY AND LOSS OF BATAVIA SUGARCANE INDUSTRIES
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.v23i2.2663

Abstract

The racial tragedy in  Batavia in  1740 generally has a great social and economic impact in Java.  Chinese people, some of whom were the sugar industry owners possessing the links from the raw materials to finished products were targeted in this terrible situation. They then ran away from this chaotic condition bringing their sugar industry skills and this fact led the sugar industries to spread out of Batavia around Java. Batavia, which was initially as the sugar industry basis, therefore,  was not surrounded by cane plantations; meanwhile, these types of plantations were spreading in the north coastline of Java and some parts of Central Java and East Java remote areas became sugar industry centers and the people of each area, therefore, were developing. Key words: Chinese Ethnic, Chaos,  Batavia, Sugar. Kerusuhan rasial yang terjadi di Batavia pada tahun 1740 memiliki dampak yang luar biasa bagi perkembangan sosio-ekonomi Jawa secara umum. Etnis Cina yang menjadi sasaran dalam peristiwa tersebut ternyata sebagian merupakan pemilik industri gula yang menguasai ja-ringan sejak hulu hingga hilir. Ketika kemudian mereka melarikan diri ke luar kota Batavia, mereka membawa keahlian mereka dalam industri gula dan dengan demikian industri gula menyebar ke seluruh Jawa. Batavia yang semula menjadi perintis industri gula tidak lagi dikelilingi oleh perkebunan-perkebunan tebu sementara daerah pantai utara Jawa dan sebagian peda-laman Jawa Tengah dan Jawa Timur berkembang menjadi pusat industri gula dengan perkembangan masyarakatnya masing-masing. Kata kunci: etnis Cina, Kerusuhan, Batavia, Gula.    
BANYUMAS 1571-1937
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.v28i1.13925

Abstract

Banyumas was not a village which grew to become a city, but built directly into a city in the sixteenth century by Adipati (regent) Mrapat. Banyumas as a new center of power was the binary opposition of the toponym Toyareka after its moving from Wirasaba. Back then, Banyumas was inhabited merely by its regents until the beginning of eigthteenth century. The center was then moved again reastward to what it currently known as the old Banyumas and remained there until 1937. The Regent Sudjiman Mertadiredja Gandasubrata then moved the capital of both Banyumas Residency and Regency to Purwokerto, leaving Banyumas - once the biggest city in the residency, just as a capital of a kawedanan or kecamatan (municipality). Banyumas bukanlah sebuah desa yang tumbuh menjadi kota, namun dibangun langsung ke sebuah kota pada abad keenam belas oleh Adapati (bupati) Mrapat. Banyumas sebagai pusat kekuatan baru adalah oposisi biner toponim Toyareka setelah pindah dari Wirasaba. Saat itu, Banyumas hanya dihuni oleh bupati sampai awal abad ke-19. Pusat itu kemudian dipindahkan kembali ke tempat yang sekarang dikenal sebagai Banyumas tua dan tetap di sana sampai tahun 1937. Bupati Sudjiman Mertadiredja Gandasubrata kemudian memindahkan ibu kota Karesidenan dan Kabupaten Banyumas ke Purwokerto, meninggalkan Banyumas - yang pernah menjadi kota terbesar di kediaman , sama seperti ibu kota kawedanan atau kecamatan (kotamadya). 
IMPLEMENTASI MODEL PEMBELAJARAN SEJARAH BERBASIS PORTOFOLIO PADA SISWA KELAS VIII SMP NEGERI 2 JATI KUDUS
Paramita: Historical Studies Journal Vol 20, No 1 (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.v20i1.1090

Abstract

One of the components in teaching process is the teacher’s ability in developing the teaching model. This research is aimed to apply history teaching model based on portfolio of eighth grade students of SMP Negeri 2, Jati, Kudus in the academic year 2009/2010. This research uses a quantitative research with experiment design with M-G pattern (Matched Group Designs). The result of data analysis using T-test, result of the research showed that there was significant implementation of history teaching model based on portfolio of eighth grade students of SMP Negeri 2, Jati, Kudus in the academic year 2009/2010. Hypothesis test showed that by taking ά = 5 % , there was a differences of the achievement of the students with experiment which had average mark 85, 90 , higher than control group which had average mark 72, 92.   Keywords: implementation, history teaching, portfolio  Salah satu komponen dalam proses pembelajaran adalah kemampuan guru dalam mengembangkan model pembelajaran. Penelitian ini bertujuan untuk menerapkan model pembelajaran sejarah berbasis portofolio di kelas delapan SMP N 2 Jati Kudus, pada tahun 2009/2010. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen melalui pola M-G (Matched Group Design). Hasil dari analisis data dengan menggunakan uji t, dan menunjukkan bahwa hasilnya signifikan antara implementasi model pembelajaran berbasis portofolio pada kelas delapan siswa SMP N 2 Jati, Kudus pada tahun ajaran 2009/2010. Pengujian hipotesis dengan taraf signifikasin 5% menunjukkan bahwa terdapat perbedaan hasil belajar antara siswa kelas eksperimendengan rata-rata 85,90 yang lebih tinggi daripada kelas kontrol, yakni rata-rata 72,92.   Kata kunci: implementasi, pembelajaran sejarah, portofolio  
TINJAUAN KRITIS SERAT NITIK SULTAN AGUNG SEBAGAI SUMBER SEJARAH
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.v27i2.8261

Abstract

This paper describes the historical aspect contained in Serat Nitik Sultan Agung (SNSA). This description is important for SNSA to be used as a reference in historical studies. SNSA tells about the history of Mataram when ruled by Sultan Agung. The researcher analyzed the historical elements contained in Serat Nitik Sultan Agung by hermeneutic method and historiographic study. The result of this research is that the story which in Serat Nitik Sultan Agung contains historical facts. The story written in the SNSA is a real historical story and can be proved by the characters, settings and events that exist in the manuscript really exist. But in it there are also aspects of the myth that aims to give the legitimacy of Sultan Agung as ruler of the Kingdom of Mataram. Tulisan ini bertujuan untuk menguraikan aspek kesejarahan yang terdapat dalam Serat Nitik Sultan Agung (SNSA). Uraian ini penting dilakukan agar SNSA dapat digunakan sebagai acuan dalam kajian kesejarahan. SNSA menceritakan tentang sejarah Mataram ketika diperintah oleh Sultan Agung. Peneliti menganalisis unsur-unsur historis yang terdapat dalam Serat Nitik Sultan Agung dengan metode hermeneutik dan kajian historiografis. Hasil penelitian ini adalah bahwa cerita yang dalam Serat Nitik Sultan Agung mengandung fakta-fakta historis. Cerita yang tertulis dalam SNSA merupaka cerita yang sejarah yang nyata dan dapat dibuktikan dengan tokoh, setting dan peristiwa yang ada dalam naskah benar-benar nyata ada. Akan tetapi di dalamnya ada pula aspek mitos yang bertujuan untuk memberi legimitasi Sultan Agung sebagai penguasa Kerajaan Mataram. 
PEWARISAN NILAI SEJARAH LOKAL MELALUI PEMBELAJARAN SEJARAH JALUR FORMAL DAN INFORMAL PADA SISWA SMA DI KUDUS KULON
Paramita: Historical Studies Journal Vol 21, No 1 (2011)
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.v21i1.1032

Abstract

This research is conducted in the community of Kudus Kulon and High Schools in Kudus. Data collection techniques used in this research are in-depth interviews, observation, and content analysis. Data validation is triangulation of data and triangulation of method. Analysis of data is done through an interactive analysis with the three stages of analysis, namely data reduction, data presentation, and drawing conclusion that interact with the data collection cycle. The results showed that: (1) Teacher implemented inheritance of value through formal history learning, but the result shows it is no more optimal because of time allocation problem; (2) Inheritance of value in informal history learning occurs through folklore which is told in the family and society as a religious ritual events, (3) Continuity history learning through formal and informal channels occurs because of mutually reinforce relationship that makes the efforts of inheritance so the maximum value of local history   Key words: local history, inheritance of value, formal and informal education, kudus kulon  
MAKNA SIMBOLIS BATIK PADA MASYARAKAT JAWA KUNA
Paramita: Historical Studies Journal Vol 26, No 1 (2016): 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.v26i1.5143

Abstract

This research aims to analyze symbolic meaning of batik in the ancient Javanese society. Next, it is also analyze whether the existence of batik can describe  cultures  in contemporary society. The research uses historical method in order to obtain field data and facts. Because of the required data consist of inscription which contains of sîma area in the Ancient Mataram Kingdom era made approximately in  IX-XV M,  so those data are collected either from Jakarta National Museum or pada National Library in  Jakarta. Then, interpretation is conducted to synthesize any field facts. The final stage is historiography, that is a writing process  of any available facts  becoming history writing. According to discussion above, it can be concluded that batik motif in the Ancient Javanese society has symbolic meaning  and it can be used as communication tools for contemporary society. The Ancient Javanese society realizes that from batik motif, it can be identified the social stratification of society. Penelitian ini bertujuan untuk menganalisis makna simbolis batik pada masyarakat Jawa Kuna.Kemudian, dianalisis juga tentang apakah melalui keberadaan batik itu dapat mendiskripsikan kebudayaan masyarakat sezaman.Penelitian ini menggunakan metode penelitian sejarah dalam upaya untuk mendapatkan data dan fakta yang ada di lapangan. Mengingat data yang dibutuhkan berupa prasasti yang berisi tentang daerah sîma pada masa Kerajaan Mataram Kuna yang dibuat sekitar abad IX-XV M, maka data-data tersebut “digali” di Museum Nasional Jakarta maupun pada Perpustakaan Nasional di Jakarta.Selanjutnya dilakukan interpretasi untuk mensintesiskan segala fakta yang terdapat di lapangan. Langkah terakhir adalah historiografi, yaitu proses penulisan segala fakta yang ada menjadi sebuah tulisan sejarah.Berdasarkan pembahasan di atas, dapat disimpulkan bahwa motif batik pada masyarakat Jawa Kuna itu memiliki makna simbolik dan dapat digunakan sebagai sarana untuk berkomunikasi bagi masyarakat sezaman.Masyarakat Jawa Kuna menyadari bahwa melalui motif-motif batik dapat diketahui stratifikasi sosial masyarakat. 
The Advent of Capitalism and Malay Dilemma in Money Economy: The Foundation of Business Corporation and Cooperative Societies in Colonial Malaya
Paramita: Historical Studies Journal Vol 31, No 1 (2021): Maritime and Socio-Economic History of 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.v31i1.28926

Abstract

Abstract: This article discusses the Malay dilemma in facing the expansion of money economy in the Malay society in early 20th century Malaya. Historically, the advent of capitalism during this period instigated the growing importance of money economy. However, in the rural economy, the Malay commoners known as ‘rakyat’ were not widely exposed to money economy. The prevalence of money economy in the Malay society was limited to the Malay upper class of royal kinsmen and nobles because of their dominance over the surplus, notably found in the form of taxation imposed on the rakyat who were mostly peasants. This situation began to change in the beginning of the 20th century when credit facilities for agricultural activities became available for the Malay commoners that eventually paved the way for the rakyat to gradually venture into small businesses and be exposed to money economy. In order to address the problem related to indebtedness, there were initiatives to establish cooperative societies for rural credits. However, these initiatives were always overshadowed by the imposition of interests on the loans. This is because such interests were perceived as riba’ or usury, which were regarded as haram or impermissible in Islam. Nevertheless, based on historical circumstances, it can be argued that the establishment of cooperative societies was regarded as the more viable means than business ventures in incorporating the Malay peasant community into money economy. Abstrak: Artikel ini membahas dilema Melayu dalam menghadapi ekspansi ekonomi uang dalam masyarakat Melayu di Malaya awal abad ke-20. Secara historis, munculnya kapitalisme selama periode ini mendorong semakin pentingnya ekonomi uang. Namun, dalam perekonomian pedesaan, rakyat jelata Melayu yang dikenal sebagai 'rakyat' tidak banyak terekspos pada ekonomi uang. Prevalensi ekonomi uang dalam masyarakat Melayu terbatas pada kelas atas Melayu dari kerabat dan bangsawan kerajaan karena dominasi mereka atas surplus, terutama ditemukan dalam bentuk pajak yang dikenakan pada rakyat yang sebagian besar adalah petani. Situasi ini mulai berubah pada awal abad ke-20 ketika fasilitas kredit untuk kegiatan pertanian tersedia bagi rakyat jelata Melayu yang pada akhirnya membuka jalan bagi rakyat untuk secara bertahap terjun ke bisnis kecil dan terpapar pada ekonomi uang. Untuk mengatasi permasalahan yang berkaitan dengan hutang tersebut, maka terdapat inisiatif untuk membentuk perkumpulan koperasi untuk kredit pedesaan. Namun, inisiatif ini selalu dibayangi oleh pengenaan bunga atas pinjaman. Sebab, kepentingan tersebut dianggap sebagai riba yang dianggap haram atau tidak diperbolehkan dalam Islam. Namun demikian, berdasarkan keadaan historis, dapat dikatakan bahwa pendirian koperasi dianggap sebagai cara yang lebih layak daripada usaha bisnis dalam memasukkan masyarakat petani Melayu ke dalam ekonomi uang. 

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