Jurnal Pendidikan Sejarah

Journal Information
ISSN / EISSN : 2301461X / 25809180
Current Publisher: Universitas Negeri Jakarta (10.21009)
Total articles ≅ 77
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Ricu Sidiq, Najuah
Jurnal Pendidikan Sejarah, Volume 9, pp 1-14; doi:10.21009/jps.091.01

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Eka Yuliana Rahman
Jurnal Pendidikan Sejarah, Volume 9, pp 15-32; doi:10.21009/jps.091.02

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Rinaldo Adi Pratama, Maskun, Nur Indah Lestari
Jurnal Pendidikan Sejarah, Volume 8, pp 99-121; doi:10.21009/jps.082.02

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Yusuf Perdana, Sumargono Sumargono, Valensy Rachmedita
Jurnal Pendidikan Sejarah, Volume 8, pp 79-98; doi:10.21009/jps.082.01

Abstract:
This research aims to cultivate the values ​​of multiculturalism in historical learning through the integration of students' social-cultural conditions, describing students' understanding of the students' social-cultural conditions and the implementation of multiculturalism values ​​by students in their daily lives. This research is qualitative with a phenomenological approach, namely by conducting a critical analysis of social phenomena. The technique of data collection is done by observation, interview, and documentation. The validity of data analysis techniques uses triangulation techniques and sources. The data analysis used is an interactive analysis model. Based on the results of the study, it was explained that in the SMAN 3 Surakarta the history teacher had integrated sociocultural students in multicultural education through historical learning. Historical teachers and students feel the benefits of historical learning through multicultural education by remembering and studying the riots triggered by differences to other historical events backed by ethnic conflicts such as Riots in Surakarta to the opposite of the Youth Oath which was pioneered by various ethnic, ethnic and religion throughout Indonesia.
Moch. Nurfahrul Lukmanul Khakim
Jurnal Pendidikan Sejarah, Volume 8, pp 67-78; doi:10.21009/jps.081.06

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Muhammad Fakhriansyah, Intan Ranti Permatasari Patoni
Jurnal Pendidikan Sejarah, Volume 8, pp 122-147; doi:10.21009/jps.082.03

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Nur Fajar Absor, Kurniawati, Umasih
Jurnal Pendidikan Sejarah, Volume 8, pp 170-194; doi:10.21009/jps.082.05

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Rispan Rispan, Ajat Sudrajat
Jurnal Pendidikan Sejarah, Volume 8, pp 148-169; doi:10.21009/jps.082.04

Abstract:
This study aims to examine the values ​​contained in kalosara local wisdom, so that these values ​​can be integrated into historical learning as a reinforcement of student character. The method used in this research is descriptive qualitative method. This is based on the problem being studied in a qualitative descriptive manner which requires observation, interviews, reviewing documents, testing the validity of the data through the stages of triangulation, in revealing interpretative significance as answers in solving research problems. The results showed that kalosara is a guide that affects the lives of the Tolaki people from ancient times to the present. The existence of empowerment if reflected in the form of behavior in various sectors of life, thus making if as a guide as well as controlling the behavior in creating a harmonious social environment. As for the values ​​contained in the Kalosara local wisdom, among others: the value of leadership which consists of unity and unity (medulu mepoko'aso), harmony of harmony, purity, justice (ate pute penao moroha), security, peace, justice, welfare (morini mbu'umbundi) monapa mbu'undawaro), shame (kohanu), mutual cooperation (samaturu), and manners (meiro'u) which include mutual respect (mombekapona-pona'ako), and mutual love (mombekamei-meiri'ako). Integrating Kalosara local wisdom values ​​in history learning is very important, in addition to making history learning more interesting and meaningful, it can also function as a tool for strengthening students' character in facing current and future challenges. So students have moral knowledge, moral feelings, and moral actions in understanding the noble values ​​in their culture. Penelitian ini bertujuan untuk mengkaji nilai-nilai yang terkandung dalam kearifan lokal kalosara, sehingga nilai tersebut dapat di integrasikan kedalam pembelajaran sejarah sebagai penguatan karakter siswa. Metode yang digunakan dalam penelitian ini adalah metode kualitatif desktiftif. Hal tersebut didasari oleh masalah yang diteliti bersifat deskriftif kualitatif yang membutuhkan observasi, wawancara, mengkaji dokumen, menguji keabsahan data melalui tahapan triangulasi, dalam mengungkap kebermaknaan secara interpretatif sebagai jawaban dalam pemecahan masalah penelitian. Hasil penelitian menunjukan bahwa kalosara merupakan suatu pedoman yang mempengaruhi kehidupan masyarakat Tolaki dari zaman dahulu hingga sekarang. Eksistensi keberdayaan kalo terefleksikan dalam wujud perilaku pada berbagai sektor kehidupan, sehingga menjadikan kalo sebagai pedoman sekaligus pengontrol perilaku dalam menciptakan lingkungan sosial yang harmonis. Adapun nilai yang terkandung dalam kearifan lokal kalosara antara lain: nilai kepemimpinan yang berintikan persatuan dan kesatuan (medulu mepoko’aso), keserasian keharmonisan, kesucian, keadilan (ate pute penao moroha), keamanan, kedamaian, keadilan, kesejahteraan (morini mbu’umbundi monapa mbu’undawaro), rasa malu (kohanu), gotong royong (samaturu), dan sopan santun (meiro’u) yang meliputi saling menghormati (mombekapona-pona’ako), dan saling mengasihi (mombekamei-meiri’ako). Pengintegrasian nilai-nilai kearifan lokal kalosara dalam pembelajaran sejarah sangat penting, selain menjadikan pembelajaran sejarah semakin menarik dan bermakna, juga dapat berfungsi sebagai alat bagi penguatan karakter peserta didik dalam menghadapi tantangan masa kini dan masa depan. Sehingga peserta didik memiliki pengetahuan moral, perasaan moral, dan tindakan moral dalam memahami nilai luhur dalam kebudayaannya.
Bahri Bahri, Andi Dewi Riang Tati
Jurnal Pendidikan Sejarah, Volume 8, pp 50-66; doi:10.21009/jps.081.05

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Boni Marian
Jurnal Pendidikan Sejarah, Volume 8, pp 35-49; doi:10.21009/jps.081.04

Abstract:
This study aims to describe teacher preparation before conducting history learning at State Senior High School in the Frontier, Outermost, and Disadvantaged Region (3T) of Tanimbar Islands, and the history learning process at State Senior High School in the Frontier, Outermost, and Disadvantaged Region of Tanimbar Islands. This study uses descriptive qualitative methods, using data collection techniques through observation, interviews and documentation. Informants in this study are Principals, Teachers and Students at State Senior High School of Tanimbar Islands. The results of this study indicate that starting from preparation to the process of history learning in the State Senior High School in Tanimbar Islands has not run optimally. Facility problems negligence of school leaders, unprofessional teachers at work and lazy students are the main factors in the process of history learning in the Frontier, Outermost, and Disadvantaged Region (3T). Key word: Region 3T, Learning Process, History Learning
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