Pub Date : 2018-08-08DOI: 10.17509/HISTORIA.V11I2.12330
M. Salleh, Ahmad Rafaai Ayudin
European and Asian developed countries consider History as the main subject in elementary and high schools curriculum, which is professionally reinforced in higher education. This consideration is intended to ensure that people respect leader and community contribution to maintain and develop excellences of civilization in this country. One way or another, the position of some social science subjects, including history, in today’s education system are more challenged by foremost priority over sophisticated physical technology. Although it is considered as a central subject to take by high school students, its position will become vulnerable with loads of critics directed by those involved in the learning and teaching process, i.e. the students. Therefore, this paper focuses on discussion about the implementation of learning and teaching process of history from the aspects of philosophy, objectivity, the excellence of ’little historian’, principles, values and citizenship. Moreover, this paper presents the results of brief analysis towards Form Four and Form Five students in Gombak and Rawang, Selangor, Malaysia. It is expected that the presentation of this paper will produce an outcome in the objectivity of integrated, quality and professional curriculum of history, especially to develop a country in this globalization era on the basis of creativity and innovation of historical education.
{"title":"INNOVATIONS OF HISTORY EDUCATION IN THE HIGH SCHOOLS, ICSS, MALAYSIA","authors":"M. Salleh, Ahmad Rafaai Ayudin","doi":"10.17509/HISTORIA.V11I2.12330","DOIUrl":"https://doi.org/10.17509/HISTORIA.V11I2.12330","url":null,"abstract":"European and Asian developed countries consider History as the main subject in elementary and high schools curriculum, which is professionally reinforced in higher education. This consideration is intended to ensure that people respect leader and community contribution to maintain and develop excellences of civilization in this country. One way or another, the position of some social science subjects, including history, in today’s education system are more challenged by foremost priority over sophisticated physical technology. Although it is considered as a central subject to take by high school students, its position will become vulnerable with loads of critics directed by those involved in the learning and teaching process, i.e. the students. Therefore, this paper focuses on discussion about the implementation of learning and teaching process of history from the aspects of philosophy, objectivity, the excellence of ’little historian’, principles, values and citizenship. Moreover, this paper presents the results of brief analysis towards Form Four and Form Five students in Gombak and Rawang, Selangor, Malaysia. It is expected that the presentation of this paper will produce an outcome in the objectivity of integrated, quality and professional curriculum of history, especially to develop a country in this globalization era on the basis of creativity and innovation of historical education.","PeriodicalId":374977,"journal":{"name":"Historia: Jurnal Pendidik dan Peneliti Sejarah","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115372162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-08DOI: 10.17509/HISTORIA.V11I2.12334
Zulfikri Anas
Past, present, and future are continuous processes of life. However, as people are not able to look clearly into the future, but they have to prevent to make a same mistake, people must learn history appropriately.Since the phenomenon of life goes through uninterrupted processes, people should be able to predict the future by dealing with past-to-present happenings wisely. This is called “historical competencies”. The focus of learning and teaching history is to make students able to appreciate the journey of life in the context of historical education so that they are able to build a better future, individually or within a community or a country in responsible manners. To acquire the ability, learning and teaching process of history should be reformulated by organizing materials in the curriculum, textbooks, and learning and teaching strategies. In this moment, history is “the center” of social science education, as implemented in several developed countries. Each social science subject is oriented to create an understanding about historical development of particular countries with the intention that students are able to appreciate it. Therefore, they will be encouraged to be good citizens and responsible for granting a better future for the next generation. Furthermore, this reformulation will make history courses more valuable to create a better life in the forthcoming.
{"title":"REFORMULATION OF LEARNING AND TEACHING HISTORY AT ELEMENTARY AND SECONDARY LEVEL OF EDUCATION","authors":"Zulfikri Anas","doi":"10.17509/HISTORIA.V11I2.12334","DOIUrl":"https://doi.org/10.17509/HISTORIA.V11I2.12334","url":null,"abstract":"Past, present, and future are continuous processes of life. However, as people are not able to look clearly into the future, but they have to prevent to make a same mistake, people must learn history appropriately.Since the phenomenon of life goes through uninterrupted processes, people should be able to predict the future by dealing with past-to-present happenings wisely. This is called “historical competencies”. The focus of learning and teaching history is to make students able to appreciate the journey of life in the context of historical education so that they are able to build a better future, individually or within a community or a country in responsible manners. To acquire the ability, learning and teaching process of history should be reformulated by organizing materials in the curriculum, textbooks, and learning and teaching strategies. In this moment, history is “the center” of social science education, as implemented in several developed countries. Each social science subject is oriented to create an understanding about historical development of particular countries with the intention that students are able to appreciate it. Therefore, they will be encouraged to be good citizens and responsible for granting a better future for the next generation. Furthermore, this reformulation will make history courses more valuable to create a better life in the forthcoming.","PeriodicalId":374977,"journal":{"name":"Historia: Jurnal Pendidik dan Peneliti Sejarah","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125824754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-08DOI: 10.17509/HISTORIA.V11I2.12382
Nunuk Suryani
Learning the history referred to as the transfer of value. The role of history education is very important in teaching about values, moral and spiritual. By internalizing these values will be formed nationalism in student attitudes. Establishment of nationalistic attitude is important to anticipate the global challenges and a variety of shocks that hit the disintegration of Indonesia recently. Historical experience proves the attitude of nationalism can generate social dynamics in the past. Education history can be said to have educational value if the history of education can contribute to make students become someone who has a wise attitude or have a noble moral values. For history has educative function, then the teacher can make learning history with a moral approach. Moral approach is an approach that emphasizes the value of the meaning contained in the material presented history. Students should be actively involved in learning activities. In order to more meaningful learning history or high value, teachers can use the methods that can internalize the values in it. One is the model of value clarification. Value clarification learning model first used by Louis Raths in the 1950s while teaching at New York University. VCT learning model (Value Clarification Technique) is a “learning model which to assist students in finding and determining a value that is considered good in dealing with problems through the process of analyzing the existing value in the self-student. This approach will help students understand and find value / meaning of historical events in depth (ultimate meaning). Based on the data analysis it is found that the VCT model to produce an understanding of history better than the conventional models. Students with high emotional quotient have the understanding of historical value better than students with low emotional quotient.
{"title":"VCT (VALUE CLARIFICATION TECHNIQUE) LEARNING MODEL APPLICATION TO IMPROVE HISTORICAL VALUE UNDERSTANDING","authors":"Nunuk Suryani","doi":"10.17509/HISTORIA.V11I2.12382","DOIUrl":"https://doi.org/10.17509/HISTORIA.V11I2.12382","url":null,"abstract":"Learning the history referred to as the transfer of value. The role of history education is very important in teaching about values, moral and spiritual. By internalizing these values will be formed nationalism in student attitudes. Establishment of nationalistic attitude is important to anticipate the global challenges and a variety of shocks that hit the disintegration of Indonesia recently. Historical experience proves the attitude of nationalism can generate social dynamics in the past. Education history can be said to have educational value if the history of education can contribute to make students become someone who has a wise attitude or have a noble moral values. For history has educative function, then the teacher can make learning history with a moral approach. Moral approach is an approach that emphasizes the value of the meaning contained in the material presented history. Students should be actively involved in learning activities. In order to more meaningful learning history or high value, teachers can use the methods that can internalize the values in it. One is the model of value clarification. Value clarification learning model first used by Louis Raths in the 1950s while teaching at New York University. VCT learning model (Value Clarification Technique) is a “learning model which to assist students in finding and determining a value that is considered good in dealing with problems through the process of analyzing the existing value in the self-student. This approach will help students understand and find value / meaning of historical events in depth (ultimate meaning). Based on the data analysis it is found that the VCT model to produce an understanding of history better than the conventional models. Students with high emotional quotient have the understanding of historical value better than students with low emotional quotient.","PeriodicalId":374977,"journal":{"name":"Historia: Jurnal Pendidik dan Peneliti Sejarah","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115157490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-08DOI: 10.17509/historia.v11i2.12381
D. Suhartini
The research is experimental study of senior high school students in Bogor focuses on the use of e-learning in teaching history and aimed at investigating whether there is any improvement in the student’s interest and learning outcomes in history lesson on the students who learn by e-learning, compared to those who learn by traditional method. Nonequivalent (pretest and posttest) control group design is used in conducting the research. The population is the senior high school students in Bogor. The result shows that the students who learn history by e-learning achieved higher degree than those who do not learn using e-learning method, statistically significant at p<0.05. Furthermore, the score of the students learning outcomes for those who learned through e-learning is significantly improved, compared to those who do not learn using e-learning, statistically significant at p<0.05. The social economy status is not significantly correlated to the students’ interest and the students’ history learning outcomes. In fact, the students’ skill in using computer showed a significant correlation to the students’ interest and out come at p<0.05. It was concluded that the use of e-learning in teaching history is significantly affecting the students’ interest in learning history and the student learning outcomes.
{"title":"STUDENT’S LEARNING INTEREST AND LEARNING OUTCOMES IN HISTORY LESSON","authors":"D. Suhartini","doi":"10.17509/historia.v11i2.12381","DOIUrl":"https://doi.org/10.17509/historia.v11i2.12381","url":null,"abstract":"The research is experimental study of senior high school students in Bogor focuses on the use of e-learning in teaching history and aimed at investigating whether there is any improvement in the student’s interest and learning outcomes in history lesson on the students who learn by e-learning, compared to those who learn by traditional method. Nonequivalent (pretest and posttest) control group design is used in conducting the research. The population is the senior high school students in Bogor. The result shows that the students who learn history by e-learning achieved higher degree than those who do not learn using e-learning method, statistically significant at p<0.05. Furthermore, the score of the students learning outcomes for those who learned through e-learning is significantly improved, compared to those who do not learn using e-learning, statistically significant at p<0.05. The social economy status is not significantly correlated to the students’ interest and the students’ history learning outcomes. In fact, the students’ skill in using computer showed a significant correlation to the students’ interest and out come at p<0.05. It was concluded that the use of e-learning in teaching history is significantly affecting the students’ interest in learning history and the student learning outcomes.","PeriodicalId":374977,"journal":{"name":"Historia: Jurnal Pendidik dan Peneliti Sejarah","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132050618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-08DOI: 10.17509/HISTORIA.V11I2.12335
Y. Sumantri
The paper is based on the research on difficulties in history learning particularly in developing the students’ skill. History as one of the national school subjects can be utilized as a medium in developing students’ social skill in order to cope with the complex society. The method can be conducted through multicultural based history learning.The formulation of the research is based on the following questions; why do teachers should apply the multicultural learning system? How to develop a lesson plan and its learning implementation?, how to develop an evaluation on multicultural based history learning?, moreover ,does the multicultural based learning method able to upgrade students’ social skill?.Qualitative research is applied as the research paradigm and action research method is conducted as the tools of analysis. The subject of the study is the 11th grade students of SMA negeri 3 Bandung. The results of the study point out that firstly, the composing of multicultural based lesson plan is applied on the objective formulation, material arrangement, learning method development, and development of learning evaluation. Secondly, the implementation of multicultural based history learning can be elaborated by various learning strategies, particularly strategies involving students’ activity. Thirdly, the learning evaluation on multicultural based history learning shows a positive progress on students’ activity and teachers’ performance. Finally, the well designed multicultural based learning system extends a positive impact on students’ social skill.
本文是在对历史学习困难，特别是培养学生技能困难进行研究的基础上进行的。历史作为一门全国性的学校学科，可以作为培养学生社会技能的媒介，以应对复杂的社会。这种方法可以通过基于多元文化的历史学习来实现。本研究的制定基于以下问题;教师为什么要应用多元文化学习系统?如何制定课程计划及其学习实施?如何对多元文化的历史学习进行评估?此外，多元文化的学习方法是否能够提升学生的社交技能?定性研究作为研究范式，行动研究方法作为分析工具。本研究的对象是万隆市SMA negeri 3的11年级学生。研究结果表明:首先，将多元文化教案的构成应用于客观制定、材料整理、学习方法开发、学习评价开发等方面;其次，多元文化历史学习的实施可以通过多种学习策略来阐述，尤其是涉及学生活动的策略。第三，基于多元文化的历史学习评价对学生的积极性和教师的绩效都有积极的促进作用。最后，精心设计的多元文化学习系统对学生的社交技能产生了积极的影响。
{"title":"DEVELOPING STUDENTS’ SOCIAL SKILL THROUGH MULTICULTURAL BASED HISTORY LEARNING","authors":"Y. Sumantri","doi":"10.17509/HISTORIA.V11I2.12335","DOIUrl":"https://doi.org/10.17509/HISTORIA.V11I2.12335","url":null,"abstract":"The paper is based on the research on difficulties in history learning particularly in developing the students’ skill. History as one of the national school subjects can be utilized as a medium in developing students’ social skill in order to cope with the complex society. The method can be conducted through multicultural based history learning.The formulation of the research is based on the following questions; why do teachers should apply the multicultural learning system? How to develop a lesson plan and its learning implementation?, how to develop an evaluation on multicultural based history learning?, moreover ,does the multicultural based learning method able to upgrade students’ social skill?.Qualitative research is applied as the research paradigm and action research method is conducted as the tools of analysis. The subject of the study is the 11th grade students of SMA negeri 3 Bandung. The results of the study point out that firstly, the composing of multicultural based lesson plan is applied on the objective formulation, material arrangement, learning method development, and development of learning evaluation. Secondly, the implementation of multicultural based history learning can be elaborated by various learning strategies, particularly strategies involving students’ activity. Thirdly, the learning evaluation on multicultural based history learning shows a positive progress on students’ activity and teachers’ performance. Finally, the well designed multicultural based learning system extends a positive impact on students’ social skill.","PeriodicalId":374977,"journal":{"name":"Historia: Jurnal Pendidik dan Peneliti Sejarah","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122472578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-08DOI: 10.17509/HISTORIA.V11I2.12324
Saidi Hasan
The present study analyses history education as it is in curriculum document of senior secondary school. The curriculum document is a part of content standard document which is officially announced by Minister of National Education Regulation number 22 year 2005. This official document contains amongst others curriculum structure, competency standards and basic competency. Two major questions this study asks are (1) what is the concept of history education stipulated in curriculum document?, and (2) how far the existing curriculum provides possibilities for the development of historical thinking and skills? The questions are answered by analysing the document. Considering the characteristic of curriculum document which is an official document and all ideas are planned strictly and clearly written, the analysis uses logical analysis approach where the two research questions serve as analysis framework. The result shows that the exisiting curriculum conceived history education as a scientific discipline education. Also, the curriculum provides an ample opportunity to develop historical thinking and skills. Design used by the curriculum is concecutive design for the development of thinking and learning skills. It concluded that the concept of history education as a scientific discipline education is appropriate considering the objective of senior secondary education to prepare the students for university education. The study also suggests teachers of history to implement integrated design for the development of historical thinking and skills as an alternative to consecutive design.
{"title":"THE DEVELOPMENT OF HISTORICAL THINKING AND SKILLS IN THE TEACHING OF HISTORY IN THE SENIOR SECONDARY SCHOOL CURRICULUM IN INDONESIA","authors":"Saidi Hasan","doi":"10.17509/HISTORIA.V11I2.12324","DOIUrl":"https://doi.org/10.17509/HISTORIA.V11I2.12324","url":null,"abstract":"The present study analyses history education as it is in curriculum document of senior secondary school. The curriculum document is a part of content standard document which is officially announced by Minister of National Education Regulation number 22 year 2005. This official document contains amongst others curriculum structure, competency standards and basic competency. Two major questions this study asks are (1) what is the concept of history education stipulated in curriculum document?, and (2) how far the existing curriculum provides possibilities for the development of historical thinking and skills? The questions are answered by analysing the document. Considering the characteristic of curriculum document which is an official document and all ideas are planned strictly and clearly written, the analysis uses logical analysis approach where the two research questions serve as analysis framework. The result shows that the exisiting curriculum conceived history education as a scientific discipline education. Also, the curriculum provides an ample opportunity to develop historical thinking and skills. Design used by the curriculum is concecutive design for the development of thinking and learning skills. It concluded that the concept of history education as a scientific discipline education is appropriate considering the objective of senior secondary education to prepare the students for university education. The study also suggests teachers of history to implement integrated design for the development of historical thinking and skills as an alternative to consecutive design.","PeriodicalId":374977,"journal":{"name":"Historia: Jurnal Pendidik dan Peneliti Sejarah","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128117201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-23DOI: 10.17509/HISTORIA.V12I1.12124
Ignatius Krisnadi
This paper is constructed in the purpose to identify the Javanese local wisdom in order to develop a dignified Indonesian nation. Discussion on this paper will cover several issues as follows: identification of the Javanese local wisdom of the previous era, the broken down of society order due to Western culture penetration, and cultural strategy for the purpose of developing a dignified Indonesia.Success in identifying the Javanese local wisdom and causal factors of the Javanese society disorder, as well as the way out of kalabendu era, can be used as references to form cultural strategies in order to develop the dignified Indonesia. The cultural strategies mentioned are as follows: national repentance (National Reconciliation), law enforcement, the clean, honest, impartial and prestigious government’s implementation, cultural movement of corruption eradication, inistilling the sense to value the domestic products and proud to be Indonesian, instilling the culture of being ashamed of doing something improper, science and technology development based on well-mannered, law, and humanity norms, and build social ethos based on religion.
{"title":"“IMAGINE YOURSELF” BEING A DIGNIFIED NATION: A PRELIMINARY ASSESSMENT","authors":"Ignatius Krisnadi","doi":"10.17509/HISTORIA.V12I1.12124","DOIUrl":"https://doi.org/10.17509/HISTORIA.V12I1.12124","url":null,"abstract":"This paper is constructed in the purpose to identify the Javanese local wisdom in order to develop a dignified Indonesian nation. Discussion on this paper will cover several issues as follows: identification of the Javanese local wisdom of the previous era, the broken down of society order due to Western culture penetration, and cultural strategy for the purpose of developing a dignified Indonesia.Success in identifying the Javanese local wisdom and causal factors of the Javanese society disorder, as well as the way out of kalabendu era, can be used as references to form cultural strategies in order to develop the dignified Indonesia. The cultural strategies mentioned are as follows: national repentance (National Reconciliation), law enforcement, the clean, honest, impartial and prestigious government’s implementation, cultural movement of corruption eradication, inistilling the sense to value the domestic products and proud to be Indonesian, instilling the culture of being ashamed of doing something improper, science and technology development based on well-mannered, law, and humanity norms, and build social ethos based on religion. ","PeriodicalId":374977,"journal":{"name":"Historia: Jurnal Pendidik dan Peneliti Sejarah","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125695053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-23DOI: 10.17509/HISTORIA.V12I1.12121
Restu Gunawan
Since the reformation happened to this country, publications on several main events, which were sometimes causing some resentment, have been appeared. They include a widespread corruption issue involving executive, legislative, judicative or private elements; a notorious issue of a house member caught up as he played his gadget to watch a porn video; as well as an issue of a ruined PSSI congress held on May 20, 2011. Then, why don’t we, as a nation well known for its decency and friendliness, show our tolerance? What is wrong with us? As this question showed up to the ground, there were also excuses replying; we are not ready for democracy, our leaders are indecisive, our education system was so messy, and so on and so forth.To analyze this, we can refer to a certain past moments. Koesome Oetoyo, in ‘Pewarta Prijaji’, August 1900 explained that priyayi were those who worked as clerk, teacher, foreman, police agent, and etc. Koesome Oetoyo, in ‘Pewarta Prijaji’, August 1900 explained that priyayi were those who worked as clerk, teacher, foreman, police agent, etc. Accordingly, those involving in the aforementioned cases are priyayi, even a high class priyayi. This article focuses on study of modern elite society and national movement in Java since 1900-1942.
{"title":"MODERN ELITE SOCIETY AND NATIONAL MOVEMENT","authors":"Restu Gunawan","doi":"10.17509/HISTORIA.V12I1.12121","DOIUrl":"https://doi.org/10.17509/HISTORIA.V12I1.12121","url":null,"abstract":"Since the reformation happened to this country, publications on several main events, which were sometimes causing some resentment, have been appeared. They include a widespread corruption issue involving executive, legislative, judicative or private elements; a notorious issue of a house member caught up as he played his gadget to watch a porn video; as well as an issue of a ruined PSSI congress held on May 20, 2011. Then, why don’t we, as a nation well known for its decency and friendliness, show our tolerance? What is wrong with us? As this question showed up to the ground, there were also excuses replying; we are not ready for democracy, our leaders are indecisive, our education system was so messy, and so on and so forth.To analyze this, we can refer to a certain past moments. Koesome Oetoyo, in ‘Pewarta Prijaji’, August 1900 explained that priyayi were those who worked as clerk, teacher, foreman, police agent, and etc. Koesome Oetoyo, in ‘Pewarta Prijaji’, August 1900 explained that priyayi were those who worked as clerk, teacher, foreman, police agent, etc. Accordingly, those involving in the aforementioned cases are priyayi, even a high class priyayi. This article focuses on study of modern elite society and national movement in Java since 1900-1942.","PeriodicalId":374977,"journal":{"name":"Historia: Jurnal Pendidik dan Peneliti Sejarah","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122636129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-23DOI: 10.17509/HISTORIA.V12I1.12123
Bambang Samsu Badriyanto
Indonesia is a multiethnic nation that has various physical characteristic and culture. Each ethnic has its own characteristic, the skin color, langguage, art, custom, social structurem and cultureThese variousity of human and culture is a form of human adaptation process into the different environment as the result of the wide archipelago area. In the process of a country development, since the independence era until today, it seems that one particular ethnic has a different development level to the other. In fact, today there is a high tendency of discrepancy among ethnics, whether it is the aspect of economy, social, technology, politic, or culture. This discrepency has an implicatioin of horizontal conflict trigerred by the jelousy regarding the matter of economy, social, culture. The ethnic of madura is one of some ethnics in Indonesia with a high rate of migration. They live in several area of Indonesia, particularly Java, Sumatera, and Kalimantan. Due to the natural resources limitation in madura, about 70 % Madurese live and reside the Madura island (Djojomartono, 1985). They work in various sector, particularly the informal sectors, services, and fisherman. This article is based on research focused on interethnic relationship and social harmony: social interaction between Madurese and other ethnics in Sumenep regency.
{"title":"INTERETHNIC RELATIONSHIP AND SOCIAL HARMONY: SOCIAL INTERACTION BETWEEN MADURESE AND OTHER ETHNICS IN SUMENEP REGENCY","authors":"Bambang Samsu Badriyanto","doi":"10.17509/HISTORIA.V12I1.12123","DOIUrl":"https://doi.org/10.17509/HISTORIA.V12I1.12123","url":null,"abstract":"Indonesia is a multiethnic nation that has various physical characteristic and culture. Each ethnic has its own characteristic, the skin color, langguage, art, custom, social structurem and cultureThese variousity of human and culture is a form of human adaptation process into the different environment as the result of the wide archipelago area. In the process of a country development, since the independence era until today, it seems that one particular ethnic has a different development level to the other. In fact, today there is a high tendency of discrepancy among ethnics, whether it is the aspect of economy, social, technology, politic, or culture. This discrepency has an implicatioin of horizontal conflict trigerred by the jelousy regarding the matter of economy, social, culture. The ethnic of madura is one of some ethnics in Indonesia with a high rate of migration. They live in several area of Indonesia, particularly Java, Sumatera, and Kalimantan. Due to the natural resources limitation in madura, about 70 % Madurese live and reside the Madura island (Djojomartono, 1985). They work in various sector, particularly the informal sectors, services, and fisherman. This article is based on research focused on interethnic relationship and social harmony: social interaction between Madurese and other ethnics in Sumenep regency. ","PeriodicalId":374977,"journal":{"name":"Historia: Jurnal Pendidik dan Peneliti Sejarah","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122823936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-23DOI: 10.17509/HISTORIA.V12I1.12116
A. Ahmad, Ahmad Rafaai Ayudin
Malaysia is a heterogenic country as the nation is formed by multiracial. Thus, national stability and racial harmony are depending on how relationship among ethnics is enhanced and preserved in order to form a strong nation state. The government is fully aware that educational institutions are the most important disseminators of unity values in enhancing the nation of Malaysia. Schools are the main disseminators through curriculum development and evaluation towards values of unity and national integration, in restoring understanding on the nation and the country. The Curriculum Development Model is the foundation of the research proposal to serve as an implementation manual to inculcate values of unity through History Curriculum. The implementation involves five relevant constructs in defining curriculum, involving comprehensive efforts in providing students education, which are: (1) textual contents (text books) (2) pedagogical elements, (3) inculcation of values, (4) usage of teaching aids and (5) assessment. This research evaluates the relationship among the five constructs towards the elements of racial unity in establsihing the nation state of Malaysia, with the demise of prejudiced and racial gap. The comprehensive curriculum empathizes on the importance of holistic unity components to ensure that the inculcation of values is successfully done through multiple dimensions.
{"title":"HISTORY CURRICULUM DEVELOPMENT MODEL TOWARDS NATION BUILDING OF MALAYSIA","authors":"A. Ahmad, Ahmad Rafaai Ayudin","doi":"10.17509/HISTORIA.V12I1.12116","DOIUrl":"https://doi.org/10.17509/HISTORIA.V12I1.12116","url":null,"abstract":"Malaysia is a heterogenic country as the nation is formed by multiracial. Thus, national stability and racial harmony are depending on how relationship among ethnics is enhanced and preserved in order to form a strong nation state. The government is fully aware that educational institutions are the most important disseminators of unity values in enhancing the nation of Malaysia. Schools are the main disseminators through curriculum development and evaluation towards values of unity and national integration, in restoring understanding on the nation and the country. The Curriculum Development Model is the foundation of the research proposal to serve as an implementation manual to inculcate values of unity through History Curriculum. The implementation involves five relevant constructs in defining curriculum, involving comprehensive efforts in providing students education, which are: (1) textual contents (text books) (2) pedagogical elements, (3) inculcation of values, (4) usage of teaching aids and (5) assessment. This research evaluates the relationship among the five constructs towards the elements of racial unity in establsihing the nation state of Malaysia, with the demise of prejudiced and racial gap. The comprehensive curriculum empathizes on the importance of holistic unity components to ensure that the inculcation of values is successfully done through multiple dimensions.","PeriodicalId":374977,"journal":{"name":"Historia: Jurnal Pendidik dan Peneliti Sejarah","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114056623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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