Jurnal Candrasangkala Pendidikan Sejarah
Journal of History Education Department in Faculty of Teacher Training and Education named Candrasangkala. In Indonesia Candrasangkala is the year of Saka as one of the influence of Hinduism. As a journal name, Candrasangkala is unique and closely related to history in terms of temporal aspects. Thus, Candrasangkala is a scientific journal of education and history as a place for critical thinking.
Articles
138 Documents
<![CDATA[MILITERISME DAN DEMOKRASI DI MYANMAR (1962-2021) ]]>
<![CDATA[Zofrano Ibrahimsyah Magribi Sultani]]>;
<![CDATA[Faruq Setya Wargi]]>;
<![CDATA[Budi Akbar]]>;
<![CDATA[Siti Malikhah Towaf]]>;
<![CDATA[Sri Sumartini]]>;
<![CDATA[Okada Ali]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v9i1.17825
<![CDATA[Abstrak: Tujuan penelitian ini adalah menganalisis militerisme militer Myanmar (Tatmadaw) dalam berdemokrasi di Myanmar dan pemaknaan demokrasi à la militer Myanmar berdampak bagi pendewasaan demokrasi ASEAN (1962-2021). Kudeta kepada Daw Aung San Suu Kyi dan Presiden Win Myint tanggal 1 Februari 2021 di Myanmar menunjukkan negara ini masih dicengkram oleh kekuatan militer Myanmar (Tatmadaw) dalam menguasai perpolitikan dan pemerintahan. Tampaknya militer di Myanmar “mengamankan” posisi kekuasaannya dengan berlindung di balik jubah demokrasi. Metode penelitian menggunakan metode penelitian studi kepustakaan. Hasil penelitian menunjukkan bahwa kudeta di Myanmar memperlihatkan wajah demokrasi ASEAN yang sedang mencari corak tersendiri akan pemahaman bagaimana demokrasi mengayomi militer ke dalam kekuasaan politik sipil dalam mempertahankan negara dari agresi eksternal kepada otoritas sipil di bidang politik dan pemerintahan. Kata Kunci: ASEAN, Demokrasi, Militer, Myanmar Abstract: The purpose of this research is to analyze the militarism of the Myanmar military (Tatmadaw) in democracy in Myanmar and the meaning of democracy à la the Myanmar military has had an impact on the maturity of ASEAN democracy (1962-2021).The coup against Daw Aung San Suu Kyi and President Win Myint on 1 February 2021 in Myanmar shows that this country is still gripped by the power of the Myanmar military (Tatmadaw) in controlling politics and government. It seems that the military in Myanmar "secured" its position of power by taking cover under the cloak of democracy. The research method uses library study research methods. The results of the research show that the coup in Myanmar showed the face of ASEAN democracy which is looking for its own style of understanding how democracy brings also protects the military into civilian political power in defending the country from external aggression against civilian authorities in politics and government. Keywords: ASEAN, Democracy, Military, Myanmar]]>
<![CDATA[PERKEMBANGAN GERAKAN SAREKAT ISLAM DALAM KONTEKS PERJUANGAN SOSIAL POLITIK DI INDONESIA 1912-1921 ]]>
<![CDATA[Muhammad Adi Saputra]]>;
<![CDATA[Agus Junaedi]]>;
<![CDATA[Anny Wahyuni]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v9i1.19451
<![CDATA[This research examines the development of the Sarekat Islam (SI) movement in the context of the socio-political struggle in Indonesia in 1912-1921. SI is a socio-political movement that fights for the rights of workers and peasants and strengthens Islamic teachings in Indonesia. This research examines the factors that prompted the emergence of the SI movement, as well as the turmoil of the IS organization's journey in Indonesia, including complex internal and external conflicts. This research shows that SI was an important socio-political movement in the socio-political struggle in Indonesia in the early 20th century. This movement succeeded in fighting for the rights of workers and peasants, as well as strengthening Islamic teachings in Indonesia. Despite experiencing complex internal and external conflicts, SI has managed to maintain its existence and expand its mass base and develop its political wings. This makes SI an important political force in the socio-political struggle in Indonesia.]]>
<![CDATA[YOGYAKARTA KOTA PENDIDIKAN: PERUBAHAN SOSIAL KOTA YOGYAKARTA 1880-1930 ]]>
<![CDATA[Filipus Dimas Darumurti]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v9i1.15726
<![CDATA[Yogyakarta is a city that continues to change, grow and develop with its social dynamics. This social change in the city of Yogyakarta has a significant impact on the development of education in Yogyakarta. This study aims to explain the social changes of the people of the city of Yogyakarta and explain the dynamics of the development of education in Yogyakarta in 1880-1930. The method used in this research is to use a literature study with analytical descriptive. This research shows that the situation of the palace and the colonial situation influenced the social changes of the city of Yogyakarta in various fields of life, including the field of education. The dynamics of the development of education in Yogyakarta is growing rapidly with the presence of various schools of various types which are managed by the government and the private sector. Finally, Yogyakarta has the characteristics of education so that it is known as the city of education.Keywords: Social Change, Education, Yogyakarta City]]>
<![CDATA[PRESEPSI SISWA KELAS XII SMAN 1 RUMBIO JAYA TERHADAP LKPD BERBASIS ANDROID MATA PELAJARAN SEJARAH ]]>
<![CDATA[Asyrul Fikri]]>;
<![CDATA[Sina Anisah]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v9i1.12802
<![CDATA[Most students of Rumbio Jaya 1 public high school consider history lessons to be a boring subject because the methods used by teachers are still using compulsory books. (Student worksheet) android-based history. The research method used in this research is to design learning resources in the form of student worksheets based on android and to carry out the feasibility of LKPD on the learning of students of Rumbio Jaya 1 public high school. Based on the research that has been done, the LKPD learning method (student worksheet) is declared feasible to be used in the teaching and learning process after an analysis by material experts, questions, media, and students. The results of the validation of android-based worksheets on history subjects by material experts get an average score of 4.2 in the appropriate category, question experts with an average score of 4.0 in the appropriate category, media experts with an average score of 4.5 in the appropriate category. very feasible, and assessment by students with an overall average score of 4.3 with a very feasible category. In this study, there are still research limitations, where the research produced is still at the beginner level, so the researchers hope that there will be research that can develop this LKPD learning method so that it can be applied to other schools.]]>
<![CDATA[ANALISIS SEJARAH DAN REALISASI KURIKULUM 1966 ]]>
<![CDATA[Kristoforus Bagas Romualdi]]>;
<![CDATA[Zulkarnain Zulkarnain]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v9i1.16758
<![CDATA[The 1966 curriculum is one of the curricula that was implemented in Indonesia at the end of the Old Order period. However, there is very little discussion about the existence of this curriculum and it is often overlooked in research on the history of the curriculum in Indonesia. Thus, this study aims to analyze the history and curriculum of 1966 using a historical approach. Results Based on the research, it was revealed that the emergence of the 1966 curriculum which was the 1964 curriculum of the Soekarno era could not reveal the events of the First October 1965 Movement or the G 30S/PKI in the New Order narrative. After the bloody incident, with the power of Supersemar, Suharto tried to abolish the notions of communism and Sukarno's typical Manipol-USDEK, one of which was in the world of education by issuing TAP MPRS No. XXVII/MPRS/1966 as the basis for the 1966 curriculum. However, in practice, there are still many points in the provisions that have not been realized optimally during the 1966 curriculum in force. However, TAP MPRS No. XXVII/MPRS/1966 remains the basis for the development of the 1968 curriculum that came after Suharto became de facto and de jure president.]]>
<![CDATA[PERKEMBANGAN EVENT OLAHRAGA DIFABEL DI JAWA BARAT TAHUN 1998-2018 ]]>
<![CDATA[Azizah, Fadillah Nur]]>;
<![CDATA[Zakaria, Mumuh Muhzin]]>;
<![CDATA[Septiani, Ayu]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 10, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v10i1.24781
<![CDATA[Penelitian ini bertujuan untuk mengetahui perkembangan event olahraga pada penyandang disabilitas di Bandung tahun 1998-2018 serta menjelaskan pembinaan olahraga difabel. Metode yang digunakan yaitu metode sejarah. Penelitian ini menggunakan konsep olahraga penyandang disabilitas dan event olahraga difabel dari Ashadi serta pembinaan olahraga difabel dari Utomo. Hasil penelitian ini menunjukkan bahwa event olahraga difabel di Jawa Barat mengalami perkembangan yang semakin meningkat mulai dari tahun 1998-2018 antara lain Pekan Olahraga Cacat Nasional, Pekan Paralimpik Nasional, Pekan Paralimpik Daerah dan Pekan Paralimpik Pelajar Nasional. Event olahraga yang diikuti kontingen Jawa Barat memberikan pengaruh positif bagi para atlet disabilitas untuk meraih prestasi. Dalam meraih prestasi perlu adanya pembinaan olahraga difabel dari National Paralympic Committee of Indonesia (NPCI). Pada pembinaan olahraga difabel terdiri dari manajemen organisasi, sumber daya manusia yaitu atlet, pelatih dan pengurus organisasi, fasilitas seperti sarana prasarana dan program latihan. ]]>
<![CDATA[TRADE NETWORKS AND MARITIME COMMODITIES IN THE SAMUDERA PASAI SULTANATE 13TH TO 15TH CENTURIES ]]>
<![CDATA[Siregar, Isrina]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 9, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v9i2.21604
<![CDATA[This article is research on one of the sultanates in the Archipelago, the Sultanate of Samudera Pasai. This research aims to discover the brief history of the Sultanate of Samudera Pasai, the trade network of Samudera Pasai with other nations, and the maritime commodities in the Sultanate of Samudera Pasai. The author in this paper uses literature or library research methods and historical research methods. Based on the research results, Samudera Pasai was located in the strategic Malacca Strait, which made Samudera Pasai the center of maritime trade between nations. Samudera Pasai was also known as a place of spice trade because it produced and sold much pepper. Pasai's strategic location in the Strait of Malacca established trade networks with other nations, especially the Indians and Chinese. The number of traders from various nations made all commodities or trade goods from all over the world can be found at the port of Samudera Pasai. The types of commodity goods that came from outside the Sultanate of Samudera Pasai were tombstones and ceramics. Meanwhile, the types of commodities that came from Samudera Pasai or locally were pepper and pottery.]]>
<![CDATA[PANDANGAN SUTAN SJAHRIR TERHADAP KEMERDEKAAN INDONESIA 1945 DALAM PAMFLET PERJUANGAN KITA ]]>
<![CDATA[Santosa, Yusuf Budi Prasetya]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 10, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v10i1.24456
<![CDATA[This research wants to examine how Sutan Sjahrir's views on Indonesian independence through the Perjuangan Kita pamphlet. At the same time, it states if the pamphlet Perjuangan Kita is still relevant to be analyzed today. This research uses the historiography method that is strengthened by supporting literacy. Sutan Sjahrir was one of the founding fathers, who in the early days of Indonesian independence had the opportunity to put his thoughts into a pamphlet, which was later named Perjuangan Kita. The pamphlet Perjuangan Kita, which was written at the same time as the events of November 1945, contained Sutan Sjahrir's criticisms and suggestions on Indonesia's independence, and how it should be managed. There were at least three main points put forward by Sutan Sjahrir in the Perjuangan Kita pamphlet. First, the independence gained was not a gift from Japan. Second, the management of independence should not be given to former Dutch and Japanese accomplices. And thirdly, Sutan Sjahrir's displeasure with fascism that gave birth to blind nationalism in the Indonesian people.]]>
<![CDATA[Dampak Tragedi Ketupat Berdarah Bagi Masyarakat Di Desa Parit Setia Kecamatan Jawai Kabupaten Sambas Pada Tahun 1999-2004 ]]>
<![CDATA[Aliza Nova, Aliza]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 9, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v9i2.22104
<![CDATA[Penelitian ini membahas tentang dampak tragedi ketupat berdarah bagi masyarakat Desa Parit Setia Kecamatan Jawai Kabupaten Sambas pada tahun 1999-2004. Tragedi ketupat berdarah merupakan peristiwa pertikaian yang terjadi antara Suku Melayu dan Suku Madura yang terjadi pada 19 Januari 1999 di Desa Parit Setia Kecamatan Jawai, kerusuhan ini memberikan dampak yang sangat besar bagi masyarakat Desa Parit Setia dan merupakan awal mula terjadinya kerusuhan di Kabupaten Sambas. Kejadian tersebut berawal dari salah satu masyarakat Madura yang tertangkap mencuri yang kemudian dikeroyok oleh massa yang ada di Desa Parit Setia. orang Madura tidak terima atas kejadian tersebut dan berniat menyerang ke Desa Parit Setia. Pada tanggal 19 Januari 1999 pada waktu sore orang Madura yang berasal dari Rambayan dan Desa Sari Makmur menyerang ke Desa Parit Setia. (1)Peristiwa Ketupat Berdarah merupakan puncak dari pertikaian antara etnis Melayu dan Madura yang di bantu oleh etnis Jawa, Dayak, dan Tionghoa. (2)Akibat terjadinya Tragedi Ketupat Berdarah mengakibatkan adanya trauma dan dampak yang ditimbulkan bagi masyarakat Desa Parit Setia seperti dampak sosial, dampak psikologis, dampak pendidikan, dan dampak ekonomi. Semuanya terhenti selama 9 bulan lamanya baru setelah itu keaadan kembali seperti semula. (3)Peran masyarakat dalam meredam Tragedi Ketupat Berdarah dengan diadakannya proses mediasi antara kedua etnis yang bertikai untuk melakukan perdamaian antara kedua belah pihak.]]>
<![CDATA[INOVASI PEMBELAJARAN BERDIFERENSIASI BERBASIS PROJECT PADA MATA PELAJARAN SEJARAH DI SMAN 1 DEPOK ]]>
<![CDATA[Marta, Nur Aeni]]>;
<![CDATA[Abrar, Abrar]]>;
<![CDATA[Djunaidi, Djunaidi]]>;
<![CDATA[Husmiati, Ratu]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 10, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v10i1.22019
<![CDATA[The way history is taught in high school (SMA) still has some challenges. For instance, it is often text-heavy and focused on the teacher. Moreover, all students are given the same assignments regardless of their learning style. This can be demotivating and lead to boredom, resulting in a decline in student performance. To address this, innovative approaches to history teaching are needed. This article presents prototype examples of project-based learning steps that are tailored to students' needs, interests, and talents. The study used a qualitative method, including observation, interviews, and questionnaires. The data were analyzed using the ADDIE model, which is based on project-based learning. The results indicated that 89% of students were able to explore their talents and interests, and 97% of students were able to develop their skills. Project-based differentiated learning is an effective strategy for improving student learning outcomes by catering to their diverse cognitive needs.]]>
