cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Baskoro Suryo Banindro
Contact Email
banindro@gmail.com
Phone
+6285641432978
Journal Mail Official
paramita@mail.unnes.ac.id
Editorial Address
Sekaran Campus, first floor in C5 building, Gunungpati, Kota Semarang,
Location
Kota semarang,
Jawa tengah
INDONESIA
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
 71   72   73   74   75 
Modernity of the Bataknese in Tapanuli during the Dutch Colonial and Japanese Occupation Period Tanjung, Ida Liana
Paramita: Historical Studies Journal Vol 34, No 1 (2024): The Election and Political History
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.v34i1.45799

Abstract

Abstract: This paper examines the modernity of the Batak people during the Dutch colonial period and Japanese occupation. The data utilized were derived from both oral and written sources, and a historical research methodology was employed, comprising source collection, source criticism, interpretation, and explanation. The focus of this study revolves around the evolution of Batak modernity, initiated through the introduction of Western education by the colonial administration and missionary endeavors commencing in the mid-19th century. This educational trend persisted during the ethical policy era of the 20th century, bringing modernity into the lives of the Batak people. Stereotypes depicting the Batak as an uncivilized and cannibalistic ethnic group gradually diminished with the increasing number of educated Batak individuals. During the Dutch colonial period, the Batak people had already formed a modern elite group that embraced Dutch colonial modernity. However, the modernity of this Batak elite was characterized by ambiguity, as they simultaneously became part of modernity while preserving Batak characteristics and traditions. In 1942, when Japan took over Tapanuli, the Batak people became more involved in practical politics with the Japanese. This phase was marked by a heightened interest among the Batak people in joining the military. The military education provided by the Japanese was effectively utilized by the Batak people, resulting in the emergence of Batak military leaders in Tapanuli. Therefore, it can be concluded that education served as the pathway for the Batak people to embrace modernity and attain positions of power.Paper ini mengkaji tentang modernitas orang-orang Batak pada masa Kolonial Belanda dan Pendudukan Jepang.  Data-data yang digunakan dalam tulisan ini diperoleh dari sumber lisan dan tulisan melalui  penelitian sejarah. Adapun metode yang digunakan adalah metode sejarah yang terdiri dari pengumpulan sumber, kritik sumber, interpretasi dan eksplanasi. Modernitas orang Batak yang menjadi objek dalam penelitian ini berawal dari diperkenalkannya pendidikan barat oleh pemerintah kolonial dan zending sejak pertengahan abad ke-19. Pendidikan ini terus berkembang pada masa masa politik etis di abad ke-20 yang menghadirkan modernitas dalam kehidupan orang-orang Batak. Stereotipe tentang orang Batak sebagai kelompok etnis yang tidak beradab dan kanibal lambat laun mulai menghilang dengan  meningkatnya  jumlah orang Batak yang berpendidikan. Pada masa kolonial Belanda, orang-orang Batak  telah menciptakan kelompok elit modern yang mengadopsi modernitas kolonial Belanda. Namun, modernitas elit modern Batak bersifat ambigu. Di satu sisi mereka menjadi bagian dari modernitas tetapi di sisi lain mereka masih memelihara karakteristik dan tradisi Batak. Pada tahun 1942, saat Jepang mengambil alih Tapanuli, orang-orang Batak lebih banyak terlibat dalam  politik praktis dengan Jepang. Fase ini ditandai dengan meningkatnya minat orang Batak untuk bergabung di militer. Pendidikan militer disediakan Jepang dimanfaatkan dengan baik oleh orang Batak. Pendidikan ini menghasilkan pemimpin-pemimpin militer orang Batak di Tapanuli.  Dengan demikian dapat disimpulkan bahwapendidikan menjadi jalan bagi orang Batak untuk menjadi modern dan memperoleh kekuasaan.
The Struggle of School Students During Tritura Period in West Sumatera Erasiah, Erasiah; Desmaniar, Desmaniar; Martias, Martias; Oktavia, Nabila; Zein, Farid Mat
Paramita: Historical Studies Journal Vol 34, No 1 (2024): The Election and Political History
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.v34i1.40273

Abstract

This article explores the role of high school students in West Sumatra during the Tri Tuntutan Rakyat (Tritura: Three Demands of the People) movement in 1966. Utilizing a library research approach it leverages both primary and secondary sources. Primary sources include archives and photographs from the Museum Angkatan 66 in Bukittinggi, complemented by historical narratives. Secondary sources comprise relevant books and articles. The research findings highlight that during the height of Tritura, which shook Jakarta and resonated across Indonesia, West Sumatra witnessed significant activism by school-age children, organized under KAPPI (the Indonesian Youth and Students Action Union). These students received overt support from their schools and covert backing from sympathetic Indonesian National Armed Forces (TNI) members. Schools served as operational bases for KAPPI in various locales of West Sumatra. Notably, one student, Ahmad Karim, became a martyr after being shot during a protest in Bukittinggi’s Chinatown, later receiving posthumous recognition as a hero.
Tracing the Historical Evolution of Form and Aesthetic Meaning in Dhadak Merak Reyog Ponorogo, 1920s-1990s Wijayanto, Heri; Sugianto, Alip; Djuwitaningsih, Ekapti Wahjuni
Paramita: Historical Studies Journal Vol 34, No 1 (2024): The Election and Political History
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.v34i1.32396

Abstract

The Dhadak Merak Reyog Ponorogo is a mask that embodies aesthetic and philosophical values. Therefore, this study aims to capture the form of Dhadak Merak Reyog Ponorogo over time and uncover the values it represents. The methodology in this research uses a visual semiotics approach to explain the symbols in Dhadak Merak Reyog Ponorogo. The findings reveal that the development of Dhadak Merak was initially very simple, lacking peacock feathers, and performed by two people acting as jegol in the 1920s. Subsequently, the peacock appearance was neatly arranged, but it did not have peacock cohong until 1940. During the Sukarno period, the peacock cohong began adorning Dhadak Merak, giving it a realistic impression until the New Order era, when the form of Dhadak Merak was standardized. The evolution of Dhadak Merak’s form is related to the community’s social, political, and economic conditions. Dhadak Merak holds meanings that symbolize the representation of a king and queen, embodying high aesthetic and philosophical values for the people of East Java, Indonesia.Dhadak Merak Reyog Ponorogo merupakan sebuah topeng yang mengandung makna nilai estetis dan filosofis. Oleh karena itu penelitian ini ingin memotret bentuk Dhadak Merak Reyog Ponorogo dari waktu ke waktu serta mengungkap nilai yang terkandung di dalamnya. Metodologi dalam penelitian ini mengunakan pendekatan semiotika visual untuk menjelaskan simbol-simbol secara objektif yang terdapat dalam Dhadak Merak Reyog Ponorogo. Hasil dari penelitian ini adalah bahwa perkembangan Dhadak Merak pada awal sangat sederhana, belum memiliki bulu merak dan dimainkan oleh dua orang yang berperan sebagai jegol tahun 1920an. Selanjutnya tampilan burung merak sudah ditata dengan rapi tetapi belum memiliki cohong burung merak sampai dengan tahun 1940. Pada periode Sukarno, cohong burung merak sudah menghiasi Dhadak Merak sehingga terkesan realis sampai pada era Orde Baru ada pembakuan bentuk Dhadak Merak. Perjalan perubahan bentuk Dhadak Merak terkait dengan kondisi sosial, politik dan ekonomi masyarakat. Dhadak Merak menyimpan makna yang melambangkan representasi dari raja dan permaisuri yang memiliki nilai estetik dan filosofi yang tinggi bagi masyarakat Jawa TImur, Indonesia.
Decolonizing Indonesian History Curriculum, 1946-1964 Utami, Indah Wahyu Puji; Sapto, Ari; Leksana, Grace Tjandra; Ayundasari, Lutfiah
Paramita: Historical Studies Journal Vol 34, No 1 (2024): The Election and Political History
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.v34i1.43482

Abstract

Decolonization of history education mainly seeks to decenter Eurocentric narrative in history curriculum and teaching. Whilst this topic has been widely explored, the discussion related to the decolonization of history education has yet to be explored. This research aims to trace the complex process of decolonization of the history curriculum in Indonesia, which took place at the beginning of its independence, and how the political situation might have influenced this process. Historical research was conducted. Archival materials were obtained from various institutions both in Indonesia and overseas. The data were analyzed and interpreted using decolonization as a framework. This research found that the Indonesian government has tried to decolonize the history curriculum by foregrounding the role of Indonesians in History. However, the effort was not easy because the references used in teaching were still written using sources from the colonial period. Moreover, this research shows that political changes could affect the history curriculum.Dekolonisasi pendidikan sejarah terutama berupaya untuk menghilangkan narasi Eurosentris dalam kurikulum dan pengajaran sejarah. Meskipun topik ini sudah banyak dieksplorasi, namun pembahasan terkait dekolonisasi pendidikan sejarah masih belum tereksplorasi. Penelitian ini bertujuan untuk menelusuri kompleksnya proses dekolonisasi kurikulum sejarah di Indonesia yang terjadi pada awal kemerdekaannya, dan bagaimana situasi politik mempengaruhi proses tersebut. Penelitian sejarah dilakukan. Bahan arsip diperoleh dari berbagai institusi baik di Indonesia maupun di luar negeri. Data dianalisis dan diinterpretasikan dengan menggunakan kerangka dekolonisasi. Penelitian ini menemukan bahwa pemerintah Indonesia telah mencoba mendekolonisasi kurikulum sejarah dengan mengedepankan peran masyarakat Indonesia dalam Sejarah. Namun upaya tersebut tidak mudah karena referensi yang digunakan dalam pengajaran masih ditulis menggunakan sumber-sumber dari masa kolonial. Selain itu, penelitian ini menunjukkan bahwa perubahan politik dapat mempengaruhi kurikulum sejarah.
Promoting Peacebuilding through Humanistic Learning in History Class Ba'in, Ba'in; Suyahmo, Suyahmo; Pramono, Suwito Eko; Atmaja, Hamdan Tri; Shokheh, Muhammad; Hartatik, Endah Sri
Paramita: Historical Studies Journal Vol 34, No 1 (2024): The Election and Political History
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.v34i1.44975

Abstract

This study aims to construct a history-learning scheme using a humanistic approach to create peace in the Boyolali region. This study used a descriptive method within the Cresswell framework. This study’s data sources were informants, consisting of fifteen participants. Data analysis applies an interactive model. The results showed that mass trauma related to past events, namely the 1965 Incident, still occurred in Boyolali, which is an indication of the ambivalence of society and has an impact on a less harmonious social situation. Reconciliation through education is necessary for creating a peaceful atmosphere. A history-learning scheme with a humanistic approach, which is constructed based on the phenomena and social conditions of the community, has succeeded in creating a proactive learning atmosphere to break hatred and spread the spirit of peace. In conclusion, history learning with a humanistic approach is relevant for creating a peaceful society, free of conflict and ambivalence, and able to think constructively about social development in the Boyolali region.Penelitian ini bertujuan untuk menyusun skema pembelajaran sejarah dengan pendekatan humanistik untuk menciptakan perdamaian di wilayah Boyolali. Penelitian ini menggunakan metode deskriptif dalam kerangka Cresswell. Sumber data penelitian ini adalah informan yang terdiri dari lima belas partisipan. Analisis data menggunakan model interaktif. Hasil penelitian menunjukkan bahwa trauma massal terkait peristiwa masa lalu yaitu Peristiwa 1965 masih terjadi di Boyolali yang merupakan indikasi ambivalensi masyarakat dan berdampak pada kurang harmonisnya situasi sosial. Rekonsiliasi melalui pendidikan diperlukan untuk menciptakan suasana damai. Skema pembelajaran sejarah dengan pendekatan humanistik yang dibangun berdasarkan fenomena dan kondisi sosial masyarakat berhasil menciptakan suasana pembelajaran yang proaktif untuk mematahkan kebencian dan menyebarkan semangat perdamaian. Kesimpulannya, pembelajaran sejarah dengan pendekatan humanistik relevan untuk mewujudkan masyarakat damai, bebas konflik dan ambivalensi, serta mampu berpikir konstruktif terhadap pembangunan sosial di wilayah Boyolali.
Unraveling the Threads of Difficult History in the Classroom: A Systematic Literature Review Ahmad, Tsabit Azinar; Mulyana, Agus; Darmawan, Wawan; Wiyanarti, Erlina
Paramita: Historical Studies Journal Vol 34, No 1 (2024): The Election and Political History
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.v34i1.47346

Abstract

This systematic literature review aims to comprehensively examine and synthesize existing research on teaching difficult history in the classroom. Difficult history includes emotionally charged, controversial, or challenging topics for educators and students. Twenty-three publications from the Scopus database from 2014-2023 were selected for review using PRISMA 2020 guidelines. Then, four research questions were used to guide the review and analysis centered on difficult history content, pedagogical approaches, teachers’ challenges to offering a comprehensive understanding of difficult history learning in schools, and the impact of difficult history on students. Reviews reveal that scholars are increasingly interested in studying difficult historical topics and highlighting dark events in various regions worldwide. Teaching difficult history requires multiple pedagogical approaches, including affective learning, experiential learning, and inquiry-based learning. Teaching difficult history contributes to empathy, critical thinking skills, and historical consciousness to encourage students to connect past events to present-day issues.Reviu literatur sistematis ini bertujuan untuk mengkaji secara komprehensif dan mensintesis penelitian yang ada tentang pengajaran sejarah pelik (difficult history) di kelas. Sejarah yang sulit mencakup topik-topik yang bermuatan emosional, kontroversial, atau menantang bagi pendidik dan siswa. Dua puluh tiga publikasi dari database Scopus pada tahun 2014-2023 dipilih untuk ditinjau menggunakan pedoman PRISMA 2020. Reviu dan analisis dipandu oleh empat pertanyaan penelitian, yang berpusat pada konten sejarah pelik, pendekatan pembelajaran, tantangan guru pada pembelajaran sejarah pelik di sekolah, dan dampak sejarah pelik pada siswa. Reviu mengungkap bahwa para sarjana semakin tertarik untuk mempelajari topik-topik sejarah yang pelik, serta menyoroti beragam peristiwa kelam di berbagai wilayah di seluruh dunia. Mengajarkan sejarah pelik memerlukan berbagai pendekatan pedagogi, termasuk pembelajaran afektif (affective learning), pembelajaran berdasarkan pengalaman (experiential learning), dan pembelajaran berbasis inkuiri. Mengajarkan sejarah pelik berkontribusi pada empati, keterampilan berpikir kritis, dan kesadaran sejarah untuk mendorong siswa menghubungkan peristiwa masa lalu dengan isu-isu masa kini.
The Impact of Historical Consciousness and Literacy on Heritage Conservation: A Quantitative Study of High School Students in Ambarawa, Indonesia Yulianto, Nugroho; Wasino, Wasino; Sutimin, Leo Agung; Susanto, Susanto; Brar, Balraj Singh
Paramita: Historical Studies Journal Vol 34, No 1 (2024): The Election and Political History
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.v34i1.47820

Abstract

This quantitative study investigated the effect of historical consciousness and literacy on heritage conservation among high school students in Ambarawa, Indonesia. It sought to determine how these educational factors contribute to conservation efforts and their correlation with such activities. The research utilized descriptive statistics, Pearson correlation, and regression analyses to measure historical consciousness and literacy levels and their impact on conservation actions. High levels of historical consciousness and literacy were found among the students, scoring an average of 78 and 82 out of 100, respectively. Notably, a strong positive correlation existed between historical consciousness and conservation actions (0.76) and between historical literacy and conservation efforts (0.69). These elements accounted for 67% of the variance in students’ conservation activities. The findings underscore the significant influence of historical consciousness and literacy on students’ engagement in heritage conservation, highlighting their combined effect in fostering proactive conservation behaviors. The study advocates integrating historical consciousness and literacy into educational programs to enhance youth commitment to heritage conservation. Enhancing these aspects could lead to increased participation in conservation activities, promoting the preservation of heritage sites, and applying historical knowledge in local and global conservation discourses.Studi kuantitatif ini menyelidiki pengaruh kesadaran sejarah dan literasi terhadap konservasi warisan budaya di kalangan siswa sekolah menengah di Ambarawa, Indonesia. Penelitian ini bertujuan untuk mengetahui bagaimana faktor-faktor pendidikan berkontribusi terhadap upaya konservasi dan korelasinya dengan kegiatan-kegiatan tersebut. Penelitian ini menggunakan statistik deskriptif, korelasi Pearson, dan analisis regresi untuk mengukur kesadaran sejarah dan tingkat melek huruf serta dampaknya terhadap tindakan konservasi. Tingkat kesadaran sejarah dan literasi yang tinggi ditemukan di kalangan siswa, dengan skor rata-rata masing-masing 78 dan 82 dari 100. Khususnya, terdapat korelasi positif yang kuat antara kesadaran sejarah dan tindakan konservasi (0,76) dan antara literasi sejarah dan upaya konservasi (0,69). Elemen-elemen ini menyumbang 67% dari keragaman aktivitas konservasi siswa. Temuan ini menggarisbawahi pengaruh signifikan kesadaran sejarah dan literasi terhadap keterlibatan siswa dalam konservasi warisan budaya, dan menyoroti dampak gabungan keduanya dalam mendorong perilaku konservasi proaktif. Studi ini menganjurkan pengintegrasian kesadaran sejarah dan literasi ke dalam program pendidikan untuk meningkatkan komitmen generasi muda terhadap konservasi warisan budaya. Meningkatkan aspek-aspek ini dapat mengarah pada peningkatan partisipasi dalam kegiatan konservasi, mendorong pelestarian situs warisan, dan menerapkan pengetahuan sejarah dalam wacana konservasi lokal dan global.
Between Development and Politics: The Decline of the Community Service Program in Indonesian Higher Education, 1960s – 1970s Suwignyo, Agus; Sudarmadi, Tular; Wahyuni, Hermin Indah
Paramita: Historical Studies Journal Vol 34, No 2 (2024): Disaster and Disease in History
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.v34i2.49331

Abstract

Abstract: The 1961 official enactment of “community service” (CS) as one of the Indonesian higher education (HE) missions aimed to improve the welfare of the Indonesian society, among others, by eradicating illiteracy and poverty. However, the method for implementing CS depended heavily on the ideological orientation of the ruling political regimes. The present article examines why CS programs became marginalized in the management of Indonesian HE during the politically tumultuous years of the 1960s and 1970s. Employing a historical method and drawing upon data from university reports, newspaper articles, and government documents, this article argues that the implementation of CS programs took place asymmetrically with the nature of CS as a social mission. Political agendas of the different Indonesian governments systematically directed away the trajectories and targets of the CS program from its original mission of developing the welfare of the people. The CS programs, in practice, reflected the pragmatic political goals of the governments. Consequently, the Indonesian HE lost its transformative role in society. Abstrak: Disahkannya “pengabdian masyarakat” (PkM) pada tahun 1961 sebagai salah satu misi pendidikan tinggi (PT) Indonesia bertujuan untuk meningkatkan kesejahteraan masyarakat Indonesia, antara lain dengan memberantas buta huruf dan kemiskinan. Namun, metode penerapan PkM sangat bergantung pada orientasi ideologi rezim politik yang berkuasa. Artikel ini mengkaji mengapa program PkM menjadi terpinggirkan dalam pengelolaan perguruan tinggi Indonesia selama tahun-tahun politik yang penuh gejolak pada tahun 1960an dan 1970an. Dengan menggunakan metode historis dan memanfaatkan data dari laporan universitas, artikel surat kabar, dan dokumen pemerintah, artikel ini berargumentasi bahwa implementasi program PkM terjadi secara asimetris dengan sifat PkM sebagai misi sosial. Agenda politik dari berbagai pemerintahan di Indonesia secara sistematis mengalihkan arah dan sasaran program PkM dari misi awalnya untuk mengembangkan kesejahteraan masyarakat. Program PkM pada praktiknya mencerminkan tujuan politik pragmatis pemerintah. Akibatnya, PT Indonesia kehilangan peran transformatifnya dalam masyarakat. 
The National Heroes in the Indonesian History Curriculum Pramono, Suwito Eko; Ahmad, Tsabit Azinar; Utama, Nanda Julian; Atno, Atno; Kurniawan, Ganda Febri; Nurpratiwi, Hany; Plangsorn, Boonrat
Paramita: Historical Studies Journal Vol 34, No 2 (2024): Disaster and Disease in History
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.v34i2.42419

Abstract

Abstract: Indonesia has plenty of national heroes. In education, they have the potential as a medium for transmitting values and character education. From 1959 to 2023, the president awarded the title of hero to 206 people. This number will continue to increase every year. However, the contribution of learning about national heroes has not been studied in depth. Therefore, this paper aims to analyze how national heroes' mapping in history class and the heroes' position in the Indonesian History curriculum. This paper also examines the internalization of heroic values and obstacles encountered in historical learning. Data was collected on policies related to hero titles, curriculum documents, history textbooks, and learning cases about national heroes in Semarang City. The results showed that historical learning in the Indonesian curriculum accommodated the teaching of heroes. Some material addressed the role of the hero explicitly. However, not all heroes were conveyed in the lesson. Overproduction of heroes was counterproductive to students' recognition of the value of heroism. On the one hand, the role of local heroes had not been optimally reviewed. As a result, history learning was stuck on the term "learning about heroes." History learning has not entirely made students "learn from heroes" or "learn to be heroes." Abstrak: Indonesia memiliki banyak pahlawan nasional. Dalam dunia pendidikan, mereka memiliki potensi sebagai media transmisi nilai-nilai dan pendidikan karakter. Sejak tahun 1959 hingga 2023, presiden telah menganugerahkan gelar pahlawan kepada 206 orang. Jumlah tersebut akan terus bertambah setiap tahunnya. Namun, kontribusi pembelajaran tentang pahlawan nasional belum dikaji secara mendalam. Oleh karena itu, tulisan ini bertujuan untuk menganalisis bagaimana pemetaan pahlawan nasional dalam pelajaran sejarah dan kedudukan pahlawan dalam kurikulum Sejarah Indonesia. Tulisan ini juga mengkaji internalisasi nilai-nilai kepahlawanan dan kendala yang ditemui dalam pembelajaran sejarah. Data yang dikumpulkan berupa kebijakan terkait gelar pahlawan, dokumen kurikulum, buku teks sejarah, dan kasus pembelajaran tentang pahlawan nasional di Kota Semarang. Hasil penelitian menunjukkan bahwa pembelajaran sejarah di Indonesia dalam kurikulum (K13) dan Kurikulum Merdeka (KM) telah mengakomodir pengajaran tentang pahlawan. Beberapa materi membahas peran pahlawan secara eksplisit. Namun, tidak semua pahlawan tersampaikan dalam pembelajaran. Overproduksi pahlawan justru kontraproduktif terhadap pengenalan siswa terhadap nilai kepahlawanan. Di satu sisi, peran pahlawan lokal belum dikaji secara optimal. Akibatnya, pembelajaran sejarah hanya terpaku pada istilah "belajar tentang pahlawan". Pembelajaran sejarah belum sepenuhnya membuat siswa "belajar dari pahlawan" atau "belajar menjadi pahlawan". 
Preserving Johor’s Independence in The 1880s: The Question of Abu Bakar’s Personal Standing Abdullah, A Rahman Tang
Paramita: Historical Studies Journal Vol 34, No 2 (2024): Disaster and Disease in History
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.v34i2.50308

Abstract

Abstract: There is a tendency among historians to argue that the main factor in the preservation of the independence of Johor was the political talent of its ruler, Abu Bakar, in resisting pressure from the Singapore authorities. Many would argue that Abu Bakar was successful in resisting the pressures from Frederick Weld, the Governor of the Straits Settlements, to extend the British Residential system to Johor in the mid-1880s by establishing diplomatic relations with the London authorities, notably the Colonial Office, which was used to play off Singapore. This article focuses on the issue surrounding Abu Bakar’s (1862-1895) personal standing in preserving Johor’s independence in the 1880s, which will include a discussion on the friction that existed between him and Sir Frederick Weld, the Governor of the Straits Settlements (1880-1887) in Singapore. The methodology employed in this paper is based on a historical presentation on the subject of discussion with the utilisation of primary sources complemented with secondary sources. The primary sources are mainly derived from the official British correspondence found in the Colonial Office Records, Volume 273 (CO273). The incorporation of the secondary sources refers to the existing writings by historians associated with the subject in discussion for the purpose of interpretation. This paper attempts to present the argument that Abu Bakar’s personal credibility in resisting pressure was effective only as long as he conformed to suit the British colonial interests that were preoccupied with economic rather than political means. Hence, I assert that Abu Bakar was able to preserve Johor’s internal independence as long as Johor remained economically dependent on Singapore and Abu Bakar was willing to abandon his economic means inside and outside Johor in conformity to the British colonial policy in the Malay states.Abstrak: Artikel ini berfokus pada isu seputar kedudukan pribadi Abu Bakar (1862-1895) dalam melestarikan kemerdekaan Johor pada tahun 1880-an, yang akan mencakup diskusi tentang gesekan yang terjadi antara dirinya dan Sir Frederick Weld, Gubernur Straits Settlements (1880-1887) di Singapura. Metodologi yang digunakan dalam makalah ini didasarkan pada penyajian historis tentang subjek diskusi dengan pemanfaatan sumber-sumber primer yang dilengkapi dengan sumber-sumber sekunder. Sumber-sumber primer sebagian besar berasal dari korespondensi resmi Inggris yang ditemukan dalam Colonial Office Records, Volume 273 (CO273). Penggabungan sumber-sumber sekunder mengacu pada tulisan-tulisan yang ada oleh para sejarawan yang terkait dengan subjek yang dibahas untuk tujuan interpretasi. Makalah ini mencoba menyajikan argumen bahwa kredibilitas pribadi Abu Bakar dalam melawan tekanan hanya efektif selama ia menyesuaikan diri dengan kepentingan kolonial Inggris yang lebih mementingkan cara-cara ekonomi daripada cara-cara politik. Oleh karena itu, saya menegaskan bahwa Abu Bakar mampu mempertahankan kemerdekaan internal Johor selama Johor tetap bergantung secara ekonomi pada Singapura dan Abu Bakar bersedia meninggalkan cara-cara ekonominya di dalam dan di luar Johor sesuai dengan kebijakan kolonial Inggris di negara-negara Melayu. 

Page 73 of 75 | Total Record : 742

 71   72   73   74   75 

Filter by Year

2010 2024


Reset
Filter By Issues
All Issue Vol 34, No 2 (2024): Disaster and Disease in History Vol 34, No 1 (2024): The Election and Political History Vol 33, No 2 (2023): History and Tragedy Vol 33, No 1 (2023): Social and Religious Aspect in History Vol 32, No 2 (2022): Social, Political, and Economic History Vol 32, No 1 (2022): Local Figure and Local History Vol 31, No 2 (2021): History of Asia and Indonesia Vol 31, No 1 (2021): Maritime and Socio-Economic History of Indonesia Vol 30, No 2 (2020): PARAMITA Vol 30, No 1 (2020): PARAMITA Vol 29, No 2 (2019): PARAMITA Vol 29, No 1 (2019): PARAMITA Vol 28, No 2 (2018): PARAMITA Vol 28, No 1 (2018): PARAMITA Vol 27, No 2 (2017): PARAMITA Vol 27, No 1 (2017): PARAMITA Vol 27, No 1 (2017): PARAMITA Vol 26, No 2 (2016): PARAMITA Vol 26, No 2 (2016): PARAMITA Vol 26, No 1 (2016): PARAMITA Vol 26, No 1 (2016): PARAMITA Vol 25, No 2 (2015): PARAMITA Vol 25, No 2 (2015): PARAMITA Vol 25, No 1 (2015): PARAMITA Vol 25, No 1 (2015): PARAMITA Vol 24, No 2 (2014): PARAMITA Vol 24, No 2 (2014): PARAMITA Vol 24, No 1 (2014): PARAMITA Vol 24, No 1 (2014): PARAMITA Vol 23, No 2 (2013): PARAMITA Vol 23, No 2 (2013): PARAMITA Vol 23, No 1 (2013): PARAMITA Vol 23, No 1 (2013): PARAMITA Vol 22, No 2 (2012): PARAMITA Vol 22, No 2 (2012): PARAMITA Vol 22, No 1 (2012) Vol 22, No 1 (2012): PARAMITA Vol 22, No 1 (2012): PARAMITA Vol 21, No 2 (2011) Vol 21, No 2 (2011) Vol 21, No 1 (2011) Vol 21, No 1 (2011) Vol 20, No 2 (2010) Vol 20, No 2 (2010) Vol 20, No 1 (2010) Vol 20, No 1 (2010) More Issue