Pub Date : 2023-12-31DOI: 10.24036/diakronika/vol23-iss2/304
Wahyu Djoko Sulistyo, Mellina Nur Hafida, Anisa Amalia Maisaroh
Mount Arjuna is not only a popular tourist destination in Indonesia because of its outstanding natural beauty. Mount Arjuna also has a cultural heritage reflected in its sites. The slopes of Mount Arjuna have diverse folklore. Revitalization of folklore values on the slopes of Mount Arjuna is an essential step in maintaining cultural heritage and preserving local identity. The objectives of this study are 1) to study the folklore on the slopes of Mount Arjuna and 2) to design a revitalization of the folkloric values of the Lereng Gunung Arjuna site. This research uses a historical method consisting of four stages, namely heuristics, criticism, interpretation, and historiography, with an empirical approach. Data analysis was done comparatively by proving the Lereng Gunung Arjuna site and the Lereng Gunung Arjuna folklore. The results showed 1) there are 19 folklors contained in each site. Sites of Mount Arjuna Slope, namely Oento Boego Cave, Watu Kursi, Eyang Madrim, Rahtawu or Tampuono, Eyang Sekutrem, Eyang Abiyoso, Nogo Gini Cave, Sendang Dewi Kunti, Puthuk Lesung, Eyang Sakri, Eyang Semar, Dwarapala Statue, Makuthoromo, Sendang Widodari, Wejangan Cave, Rancang Kencono, Candi Wesi, Sendang Drajat, Sepilar; 2) Local wisdom as a concept of preserving the environment wrapped in harmony between the value of divinity-humanity-nature around. The existing local wisdom is used as an inspiration for the mechanism of social life. The implementation of revitalization requires support from the parties (multi-stakeholders), and then the folklore is preserved and adjusted by the social context and changing times. Various existing folklore has the potential to be transformed elsewhere. In education, it is introduced and converted to school students so that local wisdom as an ancestral heritage and potential can be changed as a guide for the next generation's life.
阿朱那山不仅因其卓越的自然美景而成为印度尼西亚的热门旅游目的地。阿朱那山的景点还体现了其文化遗产。阿朱那山的山坡上有丰富多彩的民间传说。振兴阿朱那山山坡的民俗价值是维护文化遗产和保护地方特色的重要步骤。本研究的目标是：1）研究阿尔朱那山山坡上的民俗；2）设计振兴 Lereng Gunung Arjuna 遗址民俗价值的方案。本研究采用历史学方法，包括四个阶段，即启发式、批判式、解释式和历史学，并采用实证方法。通过论证 Lereng Gunung Arjuna 遗址和 Lereng Gunung Arjuna 民间传说，对数据进行了比较分析。结果表明：1）每个遗址都包含 19 个民间传说。阿周那山山坡遗址，即 Oento Boego 洞穴、Watu Kursi、Eyang Madrim、Rahtawu 或 Tampuono、Eyang Sekutrem、Eyang Abiyoso、Nogo Gini 洞穴、Sendang Dewi Kunti、Puthuk Lesung、Eyang Sakri、Eyang Semar、Dwarapala 雕像、Makuthoromo、Sendang Widodari、Wejangan 洞穴、Rancang Kencono、Candi Wesi、Sendang Drajat、Sepilar；2) 当地智慧是一种保护环境的理念，它将神性-人性-自然的价值和谐地结合在一起。现有的地方智慧被用作社会生活机制的灵感来源。活化的实施需要各方（多方利益相关者）的支持，然后根据社会环境和时代变化对民俗进行保存和调整。现有的各种民俗都有可能在其他地方得到改造。在教育方面，向在校学生介绍并转化民俗，使作为祖先遗产和潜能的地方智慧得以改变，成为下一代的生活指南。
{"title":"Revitalizing Character Values in the Folklore of the Arjuna Mountain Slope Site","authors":"Wahyu Djoko Sulistyo, Mellina Nur Hafida, Anisa Amalia Maisaroh","doi":"10.24036/diakronika/vol23-iss2/304","DOIUrl":"https://doi.org/10.24036/diakronika/vol23-iss2/304","url":null,"abstract":"Mount Arjuna is not only a popular tourist destination in Indonesia because of its outstanding natural beauty. Mount Arjuna also has a cultural heritage reflected in its sites. The slopes of Mount Arjuna have diverse folklore. Revitalization of folklore values on the slopes of Mount Arjuna is an essential step in maintaining cultural heritage and preserving local identity. The objectives of this study are 1) to study the folklore on the slopes of Mount Arjuna and 2) to design a revitalization of the folkloric values of the Lereng Gunung Arjuna site. This research uses a historical method consisting of four stages, namely heuristics, criticism, interpretation, and historiography, with an empirical approach. Data analysis was done comparatively by proving the Lereng Gunung Arjuna site and the Lereng Gunung Arjuna folklore. The results showed 1) there are 19 folklors contained in each site. Sites of Mount Arjuna Slope, namely Oento Boego Cave, Watu Kursi, Eyang Madrim, Rahtawu or Tampuono, Eyang Sekutrem, Eyang Abiyoso, Nogo Gini Cave, Sendang Dewi Kunti, Puthuk Lesung, Eyang Sakri, Eyang Semar, Dwarapala Statue, Makuthoromo, Sendang Widodari, Wejangan Cave, Rancang Kencono, Candi Wesi, Sendang Drajat, Sepilar; 2) Local wisdom as a concept of preserving the environment wrapped in harmony between the value of divinity-humanity-nature around. The existing local wisdom is used as an inspiration for the mechanism of social life. The implementation of revitalization requires support from the parties (multi-stakeholders), and then the folklore is preserved and adjusted by the social context and changing times. Various existing folklore has the potential to be transformed elsewhere. In education, it is introduced and converted to school students so that local wisdom as an ancestral heritage and potential can be changed as a guide for the next generation's life.","PeriodicalId":52790,"journal":{"name":"Diakronika","volume":" 599","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136759","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 : 2023-12-31DOI: 10.24036/diakronika/vol23-iss2/321
Amirul Syafiq, Vidya Putri Kartini, Sudrajat Sudrajat, Sri Supitri Romdania
This study analyzes the traditional values of menumbai sialang to shape Pancasila students' character in high school. It uses a descriptive qualitative approach with Vygotsky's constructivist theory. Data collection includes non-participant observation, interviews, and documentation, analyzed through triangulation. Results: (1) Swearing sialang is an ancient local tradition representing trinity through a procession for collecting forest honey. (2) Values aligned with Pancasila student indicators: (1) Swearing sialang is an ancient local tradition still in the process of taking forest honey with certain rituals representing the trinity relationship. (2) some values align with the character indicators of Pancasila students, namely (a) having faith-fearing God Almighty, reflected in the traditional procession as an expression of gratitude for God's gifts. (b) Global diversity, reflected in the awareness of the Petalangan tribe on the importance of maintaining their local culture. (c) Gotong royong can be reflected in the collective procession of gathering sialang. (d) Independence and responsibility are reflected in the efforts of the Petalangan tribe, who strive to conserve all resources. (e) Critical thinking, reflected in establishing customary sanctions for violators to maintain the balance of nature. (f) Creative, reflected in the ability of the Petalangan tribe to design environmentally friendly traditional tools to support traditional processions. (3) Menumbai sialang values can be integrated into high school history lessons through contextual learning, field trips, and the involvement of traditional leaders.
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Pub Date : 2023-12-31DOI: 10.24036/diakronika/vol23-iss2/290
Dewi Cahya, Dyah Kumalasari, Ardian Fahri
This article discusses the variety of indigenous education in the Lampung Region during the Colonization Period. This study aims to reconstruct past events related to indigenous education in the Lampung Region during colonization. The results of the study show that the application of ethical politics had an impact on people's lives during the colonization period. Lampung, as one of the first colonization destinations in 1905, led to the relocation of 155 families. In the early period before the arrival of the colonists from Java, the people of Lampung had implemented a concept of education in the family with inheritance carried out by parents to their children and grandchildren. The entry of Hindu-Buddhist and Islam influenced them. The variety and education system in the Javanese and Lampung colonists experienced significant developments with the emergence of the Ethical Policy policy initiated by Van Deventer. Indigenous people's education in the Colonization area of Lampung was only obtained from First Class Schools (De Scholen der Ferste Klasse), which later developed into HIS, Second Class Schools (De Scholen Der Tweede Klasse), and Village Schools (Desaschool), or People's Schools (Volkschool) and Schools. Agricultural vocational (Landbouwsclfool or Cultuurschool) Lampung does not have ELS, Europesche Lagera School, HCS, Hollands Chinese School, or Shcakel School types of schools. Meeting the needs of secondary and vocational education is only obtained from schools in Java, Palembang, or West Sumatra because, in Lampung, there are no schools such as MULO, AMS, HBS, or Higher Education in the Dutch colonial period.
本文讨论了殖民时期楠榜地区原住民教育的多样性。本研究旨在重现殖民化时期楠榜地区与原住民教育有关的往事。研究结果表明，伦理政治的应用对殖民时期人们的生活产生了影响。楠榜作为 1905 年首批殖民地之一，导致 155 个家庭搬迁。在爪哇殖民者到来之前的早期，楠榜人已经在家庭中实施了由父母对子孙进行继承的教育理念。印度佛教和伊斯兰教的传入对他们产生了影响。随着 Van Deventer 倡导的伦理政策的出现，爪哇和楠榜殖民地的各种教育体系经历了重大发展。楠榜殖民地的原住民只能在一等学校（De Scholen der Ferste Klasse）接受教育，后来发展成为HIS、二等学校（De Scholen Der Tweede Klasse）、乡村学校（Desaschool）或人民学校（Volkschool）和学校。农业职业学校（Landbouwsclfool 或 Cultuurschool）楠榜没有 ELS、Europesche Lagera School、HCS、Hollands Chinese School 或 Shcakel School 等类型的学校。要满足中等教育和职业教育的需求，只能从爪哇、巴伦邦或西苏门答腊的学校获得，因为楠榜没有荷兰殖民时期的 MULO、AMS、HBS 或高等教育等学校。
{"title":"Variety of Indigenous Education in the Lampung Region during the Colonization Period","authors":"Dewi Cahya, Dyah Kumalasari, Ardian Fahri","doi":"10.24036/diakronika/vol23-iss2/290","DOIUrl":"https://doi.org/10.24036/diakronika/vol23-iss2/290","url":null,"abstract":"This article discusses the variety of indigenous education in the Lampung Region during the Colonization Period. This study aims to reconstruct past events related to indigenous education in the Lampung Region during colonization. The results of the study show that the application of ethical politics had an impact on people's lives during the colonization period. Lampung, as one of the first colonization destinations in 1905, led to the relocation of 155 families. In the early period before the arrival of the colonists from Java, the people of Lampung had implemented a concept of education in the family with inheritance carried out by parents to their children and grandchildren. The entry of Hindu-Buddhist and Islam influenced them. The variety and education system in the Javanese and Lampung colonists experienced significant developments with the emergence of the Ethical Policy policy initiated by Van Deventer. Indigenous people's education in the Colonization area of Lampung was only obtained from First Class Schools (De Scholen der Ferste Klasse), which later developed into HIS, Second Class Schools (De Scholen Der Tweede Klasse), and Village Schools (Desaschool), or People's Schools (Volkschool) and Schools. Agricultural vocational (Landbouwsclfool or Cultuurschool) Lampung does not have ELS, Europesche Lagera School, HCS, Hollands Chinese School, or Shcakel School types of schools. Meeting the needs of secondary and vocational education is only obtained from schools in Java, Palembang, or West Sumatra because, in Lampung, there are no schools such as MULO, AMS, HBS, or Higher Education in the Dutch colonial period.","PeriodicalId":52790,"journal":{"name":"Diakronika","volume":"19 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130149","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 : 2023-12-29DOI: 10.24036/diakronika/vol23-iss2/341
Hendra Kurniawan, Nana Supriatna, Agus Mulyana, Leli Yulifar
This study aims to reveal the discourse practices in the narrative of the Chinese Rebellion in the Indonesian History textbook. Having long disappeared from Indonesian historiography, the Chinese-Javanese alliance against the VOC, often called Geger Pacinan (1740-1743), has reappeared in history textbooks. Its presence needs to be studied to understand the discourse practices that are to be conveyed by the narratives that are constructed. This study's subject was the Chinese Rebellion text in the Indonesian History textbook for class XI SMA based on the 2013 Curriculum published by the Ministry of Education and Culture of the Republic of Indonesia in 2017. The Critical Discourse Analysis (CDA) method, according to Teun A. van Dijk, was used to analyze the dimensions of the text, social cognition, and the social context of the narratives that are the research subject. The result is that the report in the text dimension does not present the Chinese role through the history of the event as a whole. In the size of social cognition, it is found that there is a potential to strengthen the practice of discourse, which leads to the marginalization of the Chinese role. The social context dimension has not entirely shifted from the New Order paradigm, which harbored stereotypes against the Chinese. In conclusion, the text of the Chinese Rebellion requires the teacher’s role to make the deconstruction process in learning history meaningful for students, especially in internalizing the value of diversity for national integration.
本研究旨在揭示印尼历史教科书中关于华人起义的叙述中的话语实践。华人与爪哇人结盟反对印尼皇家海军（通常被称为 "Geger Pacinan"，1740-1743 年）的历史在印尼史学界消失已久，如今却再次出现在历史教科书中。需要对它的存在进行研究，以了解所构建的叙述所要传达的话语实践。本研究的主题是印度尼西亚共和国教育与文化部于2017年出版的基于2013年课程的印度尼西亚历史教科书中十一年级SMA班的华人叛乱课文。根据Teun A. van Dijk的观点，采用批判性话语分析（CDA）方法，对作为研究对象的文本、社会认知以及叙述的社会背景等维度进行分析。结果发现，文本维度的报告并没有通过事件的历史整体呈现中国的角色。在社会认知的尺寸上，发现有可能强化话语实践，导致中国角色的边缘化。社会语境维度并未完全摆脱新秩序范式，对中国人怀有成见。总之，《华人之乱》文本需要教师发挥作用，使历史学习的解构过程对学生有意义，特别是在内化民族融合的多样性价值方面。
{"title":"Critical Discourse of the Chinese Rebellion in Indonesian History Textbook","authors":"Hendra Kurniawan, Nana Supriatna, Agus Mulyana, Leli Yulifar","doi":"10.24036/diakronika/vol23-iss2/341","DOIUrl":"https://doi.org/10.24036/diakronika/vol23-iss2/341","url":null,"abstract":"This study aims to reveal the discourse practices in the narrative of the Chinese Rebellion in the Indonesian History textbook. Having long disappeared from Indonesian historiography, the Chinese-Javanese alliance against the VOC, often called Geger Pacinan (1740-1743), has reappeared in history textbooks. Its presence needs to be studied to understand the discourse practices that are to be conveyed by the narratives that are constructed. This study's subject was the Chinese Rebellion text in the Indonesian History textbook for class XI SMA based on the 2013 Curriculum published by the Ministry of Education and Culture of the Republic of Indonesia in 2017. The Critical Discourse Analysis (CDA) method, according to Teun A. van Dijk, was used to analyze the dimensions of the text, social cognition, and the social context of the narratives that are the research subject. The result is that the report in the text dimension does not present the Chinese role through the history of the event as a whole. In the size of social cognition, it is found that there is a potential to strengthen the practice of discourse, which leads to the marginalization of the Chinese role. The social context dimension has not entirely shifted from the New Order paradigm, which harbored stereotypes against the Chinese. In conclusion, the text of the Chinese Rebellion requires the teacher’s role to make the deconstruction process in learning history meaningful for students, especially in internalizing the value of diversity for national integration.","PeriodicalId":52790,"journal":{"name":"Diakronika","volume":"14 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139145509","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 : 2023-12-28DOI: 10.24036/diakronika/vol23-iss2/258
Muh Akbar, Aman Aman
World history records that at the end of 1920, the global community was hit by a very dramatic economic depression, which resulted in protests by the people as a result of cuts in the wages of civil servants in all circles, both Dutch and Indigenous nationalities, by 17%, wage cuts were part of the efforts government to reduce the gap between government revenues and spending when the economic depression has caused government revenues in an emergency. The relationship between the rebellion of the Crew of De Zeven Provincien and the activities of the national movement during the reign of Governor-General Jhr. B.C. De Jonge. After the uprising immediately, the Dutch East Indies government, under the leadership of Governor-General Jhr. B.C. De Jonge carried out reactionary and violent politics against the activities of the national movement. Movement organizations were increasingly under pressure from the colonial government, and some radical and revolutionary movement figures were even arrested. The research method used is the historical method, namely heuristics, source criticism, interpretation, and historiography, and this research uses library research where the researcher examines several sources related to this research. Thus, it can be concluded that in the De Zeven Provincien Crew Mutiny in 1933, Governor General Jhr. B.C. De Jonge put more pressure on the national movement organization in Indonesia.
据世界历史记载，1920 年末，全球社会遭遇了非常严重的经济萧条，荷兰和土著民族的各界公务员的工资被削减了 17%，这导致了人民的抗议，削减工资是政府在经济萧条导致政府收入告急时缩小政府收入与支出之间差距的努力的一部分。De Zeven Provincien 船员的叛乱与总督 Jhr. B.C. De Jonge 在位期间的民族运动活动之间的关系。B.C. De Jonge。起义发生后，荷属东印度群岛政府在总督 Jhr. B.C. De Jonge 的领导下，立即开展了全国运动。B.C. De Jonge 总督领导下的荷属东印度群岛政府对民族运动的活动采取了反动和暴力的政治手段。运动组织日益受到殖民政府的压力，一些激进的革命运动人士甚至遭到逮捕。本研究采用的研究方法是历史研究法，即启发式研究法、资料批判法、阐释法和史料学，本研究采用图书馆研究法，研究人员查阅了与本研究相关的若干资料来源。因此，可以得出这样的结论：在 1933 年的 De Zeven Provincien 船员兵变中，总督 Jhr.B.C. De Jonge 对印尼的民族运动组织施加了更大的压力。
{"title":"The Revolt of the Crew of De Zeven Provincien and the Activities of the National Movement of 1930-1933","authors":"Muh Akbar, Aman Aman","doi":"10.24036/diakronika/vol23-iss2/258","DOIUrl":"https://doi.org/10.24036/diakronika/vol23-iss2/258","url":null,"abstract":"World history records that at the end of 1920, the global community was hit by a very dramatic economic depression, which resulted in protests by the people as a result of cuts in the wages of civil servants in all circles, both Dutch and Indigenous nationalities, by 17%, wage cuts were part of the efforts government to reduce the gap between government revenues and spending when the economic depression has caused government revenues in an emergency. The relationship between the rebellion of the Crew of De Zeven Provincien and the activities of the national movement during the reign of Governor-General Jhr. B.C. De Jonge. After the uprising immediately, the Dutch East Indies government, under the leadership of Governor-General Jhr. B.C. De Jonge carried out reactionary and violent politics against the activities of the national movement. Movement organizations were increasingly under pressure from the colonial government, and some radical and revolutionary movement figures were even arrested. The research method used is the historical method, namely heuristics, source criticism, interpretation, and historiography, and this research uses library research where the researcher examines several sources related to this research. Thus, it can be concluded that in the De Zeven Provincien Crew Mutiny in 1933, Governor General Jhr. B.C. De Jonge put more pressure on the national movement organization in Indonesia.","PeriodicalId":52790,"journal":{"name":"Diakronika","volume":"6 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151990","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 : 2023-12-28DOI: 10.24036/diakronika/vol23-iss2/360
Wahyudi Malinau, Rhoma Dwi Aria Yuliantri
This article is a historical study that discusses Abdul Haris Nasution from a political perspective. This research explores Abdul Haris Nasution's career journey and his contributions to the Indonesian military and politics from 1955 to 1959. This study uses historical methods with steps, namely heuristic, verification, interpretation, and historiography. The historical sources used are primary sources, including the Chiefs Staff of mandate in the Republic of Indonesia, Instructions of the Central Warlord, The Mimbar Indonesia, and Nasution's writing books. Secondary sources from the results of previous research, which became the basis of Nasution's thought on the military and politics, such as Abdul Haris Nasution's role in the "Bandung Lautan Api" incident in 1945–1946 and Abdul Haris Nasution's role in the liberation of West Irian, 1957–1962. The results of this research show that Nasution's career in the military field was very bright, starting with joining the Reserve Officers Corps (CORO). On October 17, 1952, Nasution resigned from the Chief of Staff of the Army (KSAD) position and returned to active service in the military in 1955. Nasution contributed to the military field in 1955–1959 to formulate ideal civil-military relations in Indonesia and the "middle way" army concept. Nasution's contribution to the political field in 1955–1959 re-implemented the 1945 Constitution. Nasution encouraged President Soekarno to issue a presidential decree as the beginning of guided democracy.
{"title":"Abdul Haris Nasution's Contributions to Indonesian Military and Politics: 1955-1959","authors":"Wahyudi Malinau, Rhoma Dwi Aria Yuliantri","doi":"10.24036/diakronika/vol23-iss2/360","DOIUrl":"https://doi.org/10.24036/diakronika/vol23-iss2/360","url":null,"abstract":"This article is a historical study that discusses Abdul Haris Nasution from a political perspective. This research explores Abdul Haris Nasution's career journey and his contributions to the Indonesian military and politics from 1955 to 1959. This study uses historical methods with steps, namely heuristic, verification, interpretation, and historiography. The historical sources used are primary sources, including the Chiefs Staff of mandate in the Republic of Indonesia, Instructions of the Central Warlord, The Mimbar Indonesia, and Nasution's writing books. Secondary sources from the results of previous research, which became the basis of Nasution's thought on the military and politics, such as Abdul Haris Nasution's role in the \"Bandung Lautan Api\" incident in 1945–1946 and Abdul Haris Nasution's role in the liberation of West Irian, 1957–1962. The results of this research show that Nasution's career in the military field was very bright, starting with joining the Reserve Officers Corps (CORO). On October 17, 1952, Nasution resigned from the Chief of Staff of the Army (KSAD) position and returned to active service in the military in 1955. Nasution contributed to the military field in 1955–1959 to formulate ideal civil-military relations in Indonesia and the \"middle way\" army concept. Nasution's contribution to the political field in 1955–1959 re-implemented the 1945 Constitution. Nasution encouraged President Soekarno to issue a presidential decree as the beginning of guided democracy.","PeriodicalId":52790,"journal":{"name":"Diakronika","volume":"33 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139148047","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 : 2023-06-27DOI: 10.24036/diakronika/vol23-iss1/348
Annisaa Ambarnis, Wawan Darmawan, Yani Kusmarni
This research is motivated by the researcher's interest in the development of women's education in the Siak Sultanate, to be precise, during the reign of Sultan Syarif Kasim II. The main problem studied in this research is how to manage women's education to the realization of educational outcomes in women's schools formed by Sultan Syarif Kasim II in 1927-1945. In general, this study aims to describe the pattern of women's education formed by Sultan Syarif Kasim II and his consort in the Siak Sultanate. This study was studied by applying historical methods, including four steps, namely heuristics, verification, interpretation, and historiography. Based on the research findings, the pattern of women's education in Siak Sri Indrapura was formed directly by the sultanate including the formation of the curriculum, procurement of teachers and students and the facilities provided. Although both were managed by the sultanate, there were different styles of teaching between the two women's schools founded by Sultan Syarif Kasim II, namely Sultanah Latifah School which focused more on teaching hand skills and homemaking, and Madrasa Annisa which taught more Islamic religious knowledge. The results of the education of the two girls' schools gave birth to women who were prosperous in terms of changes in social institutions, which succeeded in becoming a weaver, educator, and preacher. Thus the management of education formed by Sultan Syarif Kasim II succeeded in contributing greatly to the welfare of women's education in the Sultanate of Siak Sri Indrapura
这项研究的动机是研究人员对锡亚克苏丹国(确切地说，是在苏丹叙里夫·卡西姆二世统治期间)妇女教育发展的兴趣。本研究研究的主要问题是如何管理妇女教育，以实现1927-1945年苏丹叙里夫·卡西姆二世建立的女子学校的教育成果。总的来说，本研究旨在描述苏丹叙里夫·卡西姆二世及其配偶在锡亚克苏丹国形成的妇女教育模式。本研究采用史学方法进行研究，包括启发式、验证、解释和史学四个步骤。根据研究结果，锡亚克斯里因德拉普拉的妇女教育模式是由苏丹国直接形成的，包括课程的制定、教师和学生的采购以及提供的设施。虽然这两所女子学校都是由苏丹国管理的，但苏丹Syarif Kasim II建立的两所女子学校之间存在不同的教学风格，即Sultanah Latifah学校更侧重于教授手工技能和家政，而Madrasa Annisa则教授更多的伊斯兰宗教知识。这两所女子学校的教育成果，造就了在社会制度变革方面较为繁荣的女性，她们成功地成为了织布者、教育家和传教士。因此，苏丹Syarif Kasim II建立的教育管理成功地为Siak Sri Indrapura苏丹国妇女教育的福利做出了巨大贡献
{"title":"Manajemen Pendidikan Perempuan Pada Masa Sultan Syarif Kasim II di Kesultanan Siak Sri Indrapura Tahun 1927-1945","authors":"Annisaa Ambarnis, Wawan Darmawan, Yani Kusmarni","doi":"10.24036/diakronika/vol23-iss1/348","DOIUrl":"https://doi.org/10.24036/diakronika/vol23-iss1/348","url":null,"abstract":"This research is motivated by the researcher's interest in the development of women's education in the Siak Sultanate, to be precise, during the reign of Sultan Syarif Kasim II. The main problem studied in this research is how to manage women's education to the realization of educational outcomes in women's schools formed by Sultan Syarif Kasim II in 1927-1945. In general, this study aims to describe the pattern of women's education formed by Sultan Syarif Kasim II and his consort in the Siak Sultanate. This study was studied by applying historical methods, including four steps, namely heuristics, verification, interpretation, and historiography. Based on the research findings, the pattern of women's education in Siak Sri Indrapura was formed directly by the sultanate including the formation of the curriculum, procurement of teachers and students and the facilities provided. Although both were managed by the sultanate, there were different styles of teaching between the two women's schools founded by Sultan Syarif Kasim II, namely Sultanah Latifah School which focused more on teaching hand skills and homemaking, and Madrasa Annisa which taught more Islamic religious knowledge. The results of the education of the two girls' schools gave birth to women who were prosperous in terms of changes in social institutions, which succeeded in becoming a weaver, educator, and preacher. Thus the management of education formed by Sultan Syarif Kasim II succeeded in contributing greatly to the welfare of women's education in the Sultanate of Siak Sri Indrapura","PeriodicalId":52790,"journal":{"name":"Diakronika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48445410","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 : 2023-06-27DOI: 10.24036/diakronika/vol23-iss1/334
Wildhan Ichzha Maulana
This study aims to analyze historical evidence and the views of the Banten people towards the existence of the Salakanagara Hindu kingdom. The research method used is a historical method covering 4 stages, namely heuristics, verification, interpretation, and historiography which is supported by a correspondence theory framework to explore the historical truth of Salakanagara based on the support of objective facts in the form of written sources and archaeological remains. The results of this study indicate that (1) the historical facts of Salakanagara are not supported by strong primary historical sources such as findings of inscriptions, archaeological remains, literary works, and contemporary foreign chronicles. (2) The historical facts of the new Salakanagara are based on the Wangsakerta manuscript whose validity is still widely doubted, then myths and legends, in which the three incidentally are secondary historical sources. (3) The majority of Bantenese people believe that Salakanagara was once founded, but this view arises from attribution to historical sources which are less valid and relevant. Therefore, Salakanagara's studies are still limited to historical hypotheses, because they are only supported by the truth from secondary historical sources. However, it also does not rule out the possibility that stronger primary historical sources are found in its development so that the historical facts of Salakanagara can be legally recognized.
{"title":"Polemik Salakanagara: Meninjau Kebenaran Bukti Historis Salakanagara dalam Pentas Sejarah Kuno di Indonesia","authors":"Wildhan Ichzha Maulana","doi":"10.24036/diakronika/vol23-iss1/334","DOIUrl":"https://doi.org/10.24036/diakronika/vol23-iss1/334","url":null,"abstract":"This study aims to analyze historical evidence and the views of the Banten people towards the existence of the Salakanagara Hindu kingdom. The research method used is a historical method covering 4 stages, namely heuristics, verification, interpretation, and historiography which is supported by a correspondence theory framework to explore the historical truth of Salakanagara based on the support of objective facts in the form of written sources and archaeological remains. The results of this study indicate that (1) the historical facts of Salakanagara are not supported by strong primary historical sources such as findings of inscriptions, archaeological remains, literary works, and contemporary foreign chronicles. (2) The historical facts of the new Salakanagara are based on the Wangsakerta manuscript whose validity is still widely doubted, then myths and legends, in which the three incidentally are secondary historical sources. (3) The majority of Bantenese people believe that Salakanagara was once founded, but this view arises from attribution to historical sources which are less valid and relevant. Therefore, Salakanagara's studies are still limited to historical hypotheses, because they are only supported by the truth from secondary historical sources. However, it also does not rule out the possibility that stronger primary historical sources are found in its development so that the historical facts of Salakanagara can be legally recognized.","PeriodicalId":52790,"journal":{"name":"Diakronika","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41782459","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 : 2023-06-27DOI: 10.24036/diakronika/vol23-iss1/339
Farida R. Wargadalem, H. Susanti
This research is based on the lack of narrative regarding the market as an important space for trade in the Palembang City area. In fact, the market is one of the most important trading spaces in the transaction process, meeting sellers and buyers, and cultural exchange. Palembang as a trading city has a fairly well-known market, especially during the Dutch colonial period, namely the Pasar 16 Ilir Palembang area. Merchants from various ethnic backgrounds trade at Pasar 16 Ilir, such as: Local traders from the Archipelago, Arabs, India, China, to Europe. This study aims to reveal the role of Pasar 16 Ilir as a trading space in the Palembang region. This research uses historical methods by utilizing a variety of literature, such as: archives, journals, and books. The results of this study indicate that the Pasar 16 Ilir area began to form in 1900 (early 20th century). The market became lively and growing because of its strategic location on the outskirts of the Musi River and the development being carried out by the colonialists. New, more modern stalls were built to replace the old booths by paying attention to hygienic aspects. Apart from that, the bustling market was also caused by an increase in trading commodities. The increasing number of buyers and the large number of commodities being traded are the impact of the enactment of the 1870 Agrarian Law. In its development, Pasar 16 has not only become a meeting point for traders and buyers from various social and ethnic backgrounds. More than that, there has been social interaction that has an influence, especially on the socio-economic.
{"title":"Pasar 16 Ilir: Ruang Perdagangan di Kota Palembang Awal Abad 20","authors":"Farida R. Wargadalem, H. Susanti","doi":"10.24036/diakronika/vol23-iss1/339","DOIUrl":"https://doi.org/10.24036/diakronika/vol23-iss1/339","url":null,"abstract":"This research is based on the lack of narrative regarding the market as an important space for trade in the Palembang City area. In fact, the market is one of the most important trading spaces in the transaction process, meeting sellers and buyers, and cultural exchange. Palembang as a trading city has a fairly well-known market, especially during the Dutch colonial period, namely the Pasar 16 Ilir Palembang area. Merchants from various ethnic backgrounds trade at Pasar 16 Ilir, such as: Local traders from the Archipelago, Arabs, India, China, to Europe. This study aims to reveal the role of Pasar 16 Ilir as a trading space in the Palembang region. This research uses historical methods by utilizing a variety of literature, such as: archives, journals, and books. The results of this study indicate that the Pasar 16 Ilir area began to form in 1900 (early 20th century). The market became lively and growing because of its strategic location on the outskirts of the Musi River and the development being carried out by the colonialists. New, more modern stalls were built to replace the old booths by paying attention to hygienic aspects. Apart from that, the bustling market was also caused by an increase in trading commodities. The increasing number of buyers and the large number of commodities being traded are the impact of the enactment of the 1870 Agrarian Law. In its development, Pasar 16 has not only become a meeting point for traders and buyers from various social and ethnic backgrounds. More than that, there has been social interaction that has an influence, especially on the socio-economic.","PeriodicalId":52790,"journal":{"name":"Diakronika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43966082","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 : 2023-06-27DOI: 10.24036/diakronika/vol23-iss1/286
M. Assidiqi, S. Sariyatun, Hieronymus Purwanta
Education is an effort of knowledge in human nature to have various beneficial skills for the future. One by-type of this education is life skills education. Furthermore, education requires an actualization process through activities such as history learning. History learning is a process of a causal relationship between the past, present, and future to improve students’ soft skills. Thus, the method used in this research is qualitative with an instrumental case study approach at SMA N 1 Boyolali to provide an overview of the integration of life skills education in history learning. Data sources in this article are interviews, questionnaires, observations, and documentation. The data obtained analyze through interactive data analysis with the Nvivo 12 Pro software application in data reduction and display data. The article concludes that the integration of life skills education in history learning can improve students' soft skills consisting of personal, interpersonal, and cognitive skills.
教育是对人性知识的一种努力，目的是为将来掌握各种有益的技能。其中一种教育是生活技能教育。此外，教育需要一个通过历史学习等活动实现的过程。历史学习是一个在过去、现在和未来之间建立因果关系的过程，以提高学生的软技能。因此，本研究使用的方法是定性的，并在SMA N 1 Boyolali使用工具性案例研究方法，以概述生活技能教育在历史学习中的整合。本文中的数据来源包括访谈、问卷调查、观察和文档。所获得的数据通过Nvivo 12 Pro软件应用于数据还原和显示数据的交互式数据分析进行分析。在历史学习中融入生活技能教育可以提高学生的个人技能、人际技能和认知技能等软技能。
{"title":"Integrasi Life Skills Education dalam Pembelajaran Sejarah","authors":"M. Assidiqi, S. Sariyatun, Hieronymus Purwanta","doi":"10.24036/diakronika/vol23-iss1/286","DOIUrl":"https://doi.org/10.24036/diakronika/vol23-iss1/286","url":null,"abstract":"Education is an effort of knowledge in human nature to have various beneficial skills for the future. One by-type of this education is life skills education. Furthermore, education requires an actualization process through activities such as history learning. History learning is a process of a causal relationship between the past, present, and future to improve students’ soft skills. Thus, the method used in this research is qualitative with an instrumental case study approach at SMA N 1 Boyolali to provide an overview of the integration of life skills education in history learning. Data sources in this article are interviews, questionnaires, observations, and documentation. The data obtained analyze through interactive data analysis with the Nvivo 12 Pro software application in data reduction and display data. The article concludes that the integration of life skills education in history learning can improve students' soft skills consisting of personal, interpersonal, and cognitive skills.","PeriodicalId":52790,"journal":{"name":"Diakronika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44625499","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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