Jurnal Pendidikan Sejarah

Journal Information
ISSN / EISSN : 2301461X / 25809180
Current Publisher: Universitas Negeri Jakarta (10.21009)
Total articles ≅ 72
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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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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
Brigida Intan Printina
Jurnal Pendidikan Sejarah, Volume 8, pp 1-13; doi:10.21009/jps.081.01

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Ulfah Nury Batubara, Aman Aman
Jurnal Pendidikan Sejarah, Volume 8, pp 14-34; doi:10.21009/jps.081.02

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Andrian Jati, Murni Winarsih, Sarkadi Sarkadi
Jurnal Pendidikan Sejarah, Volume 8, pp 35-52; doi:10.21009/jps.081.03

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Sugeng Prakoso
Jurnal Pendidikan Sejarah, Volume 7, pp 31-66; doi:10.21009/jps.072.03

Abstract:This article examines the changes in themes and perspectives in the writing of Southeast Asian history in the period 1955 to 2010. The historiography of the 1950s tended to political history and the dominant view of the external influences of India, China, Islam, and the West on Southeast Asian history. In the 1960s the thematic focus shifted to economic and social aspects along with the emergence of the trend of social sciences approaches in historical studies which was influenced by the Annales School. In the 1980s, with the onset of the linguistic and cultural turns in the social sciences, historians in the region turned to diachronic studies of the formation of identity, mentality, representation and discourse of local knowledge. The shift in perspective also occurred with the emergence of the (Southeast) Asian-centric perspective which saw changes in Southeast Asian society as a result of the dynamic interaction between the region's internal and external forces. Since the end of the 1990s, there has been a tendency for the ‘interstices’, that is linking the history of the Southeast Asian region with its global historical context, and on the connectivity of historical disciplines with other social-humanities disciplines to build bridges of trans-disciplinary studies.Artikel ini mengkaji perubahan tema dan perspektif dalam penulisan sejarah Asia Tenggara pada periode 1955 sampai 2010. Historiografi dasawarsa 1950-an cenderung pada sejarah politik dan dominannya pandangan ihwal pengaruh eksternal India, Cina, Islam, dan Barat atas sejarah Asia Tenggara. Pada dasawarsa 1960-an fokus tematis bergeser ke aspek ekonomi dan sosial seiring dengan munculnya tren pendekatan ilmu-ilmu sosial yang dipengaruhi oleh Mazhab Annales. Pada dasawarsa 1980-an, dengan menguatnya kajian linguistik dan budaya, sejarawan di kawasan ini beralih ke studi diakronis tentang pembentukan identitas, mentalitas, representasi, dan wacana pengetahuan lokal. Pergeseran perspektif juga terjadi dengan menguatnya perspektif Asia (Tenggara)-sentris yang melihat perubahan-perubahan di dalam masyarakat Asia Tenggara sebagai hasil interaksi dinamis antara kekuatan internal dan eksternal kawasan itu. Sejak akhir dasawarsa 1990-an, muncul kecenderungan pada ‘interstisi’, yaitu menghubungkan sejarah kawasan lokal Asia Tenggara dengan konteks historis globalnya, dan pada konektivitas disiplin sejarah dengan berbagai disiplin ilmu sosial-humaniora lainnya untuk membangun jembatan kajian transdisipliner.
Khusnul Khotimah
Jurnal Pendidikan Sejarah, Volume 7, pp 85-103; doi:10.21009/jps.072.05

Abstract:This study aims to find out how the use of historical novels as a source of learning in 15 State Senior High School of DKI Jakarta. The research method is descriptive method on survey technique, survey using Proportional Random Sampling technique.The results show that history teachers have a lot to know about the history novel. Nevertheless, the historical novel has not been widely used by history teachers. there are factors that have been used or not used the historical novel as a source of learning. The internal factors used by history novels by teachers are personally teachers depart from the hobby of reading fiction books especially historical novels and external factors the use of historical novels is that teachers feel the curriculum and school environment support the use of free and creative learning resources. Meanwhile, internal factor is not used by history novel by teacher is teacher do not know about the history novel external factor is, teacher feel student tend not interested to read. Both those who have used and have not used argue that the library in school is not sufficient enough for the availability of story books and novels about history. The benefits of using novel history according to the teacher is as one of the media development of literacy and can explain the imaginative nature and teachers are interested in using historical novels to support the affective side of students. Penelitian ini bertujuan untuk mengetahui bagaimana penggunaan novel sejarah sebagai sumber belajar di 15 SMA Negeri DKI Jakarta. Penelitian ini menggunakan metode deskriptif dengan teknik survey, surve menggunakan teknik Proportional Random Sampling. Hasil penelitian menunjukan bahwa guru sejarah sudah banyak mengetahui tentang novel sejarah. Meskipun begitu, novel sejarah belum cukup banyak digunakan oleh guru sejarah. Terdapat faktor atas sudah digunakan atau belum digunakannya novel sejarah sebagai sumber belajar. Faktor internal digunakannya novel sejarah oleh guru adalah secara pribadi guru berangkat dari hobi membaca buku fiksi terutama novel sejarah dan faktor eksternal digunakannya novel sejarah adalah guru merasa kurikulum dan lingkungan sekolah mendukung penggunaan sumber belajar yang bebas dan kreatif. Sementara, faktor internal tidak digunakannya novel sejarah oleh guru adalah guru tidak mengetahui tentang novel sejarah faktor eksternalnya adalah guru merasa anak didik cenderung tidak tertarik untuk membaca. Baik yang sudah menggunakan maupun belum menggunakan berpendapat bahwa perpustakaan di sekolah tidak cukup memadai untuk ketersediaan buku-buku cerita dan novel tentang sejarah. Adapun manfaat menggunakan novel sejarah adalah sebagai salah satu media pengembangan literasi dan dapat menjelaskan yang sifatnya imajinatif dan guru berminat menggunakan novel sejarah guna menunjang sisi afektif siswa.