scholarly journals HISTORY EDUCATION MODEL DEVELOPMENT FOR THE 21ST CENTURY

2016 ◽  
Vol 14 (2) ◽  
pp. 141
Author(s):  
Hansiswany Kamarga
Keyword(s):  
21St Century ◽  
History Education ◽  
Model Development ◽  
Instructional System ◽  
Knowledge Work ◽  
Local History ◽  
History Learning ◽  
Education Model ◽  
Learning Research ◽  
Thinking Tools

This research aims to obtain a form of the 21st Century History EducationModel based on the four converging forces, namely knowledge work, thinking tools,digital lifestyles, and learning research through local history as the substance in the ICT in History Learning course. It is done to anticipate the need of skill development that demanded in the 21st century, especially for Department of History Education which will produce the history teachers. The results of this research can be used and developed by the Department of History Education as the education model in every course which discusses about the historical thinking development. The results of the21st Century History Education Model show that (a) in knowledge work aspect, 90,3% of students opined that this course gave them much knowledge about the developmentin information and argued technology world; (b) in thinking tools, this course got good enough’ mark to help the students in learning, working, and recreating through browsers, email, blogs, UPI SPOT (Sistem Pembelajaran Online Terpadu / Integrated Online Instructional System, accessed on spot.upi.edu), and Wi-Fi facility in the faculty; (c) in digital lifestyles aspect, ICT in History Learning course could bring the changing of students’ lifestyle and habit. The students started to habitually do their task by them selves or by groups without being bordered by time or space. The last aspect, (d) learning research aspect of the students are good enough in understanding in searching and developing the information of local history substance via internet, but in developing their skill of updating the knowledge into a meaningful learning, and skill of confirming the information of local history substance that been got from the internet and the local region through observation and interview, 60% of students did feel difficult. Developing students skills in researching, searching, and finding their region potencies through the tasks which related to their locality also could grow their pride with their locality itself, and their appreciation between the other regions’ diversity. Kind of those thoughts are the requirement of the people in the 21st century: always think like a researcher search and find something new.

scholarly journals HISTORY EDUCATION MODEL DEVELOPMENT FOR THE 21ST CENTURY

2016 ◽  
Vol 14 (2) ◽  
pp. 141
Author(s):  
Hansyswani Kamarga
Keyword(s):  
21St Century ◽  
History Education ◽  
Model Development ◽  
Instructional System ◽  
Knowledge Work ◽  
Local History ◽  
History Learning ◽  
Education Model ◽  
Learning Research ◽  
Thinking Tools

This research aims to obtain a form of the 21st Century History Education Model based on the four converging forces, namely knowledge work, thinking tools, digital lifestyles, and learning research through local history as the substance in the ICT in History Learning course. It is done to anticipate the need of skill development that demanded in the 21st century, especially for Department of History Education which will produce the history teachers. The results of this research can be used and developed by the Department of History Education as the education model in every course which discusses about the historical thinking development. The results of the 21st Century History Education Model show that (a) in knowledge work aspect, 90,3% of students opined that this course gave them much knowledge about the development in information and argued technology world; (b) in thinking tools, this course got ‘good enough’ mark to help the students in learning, working, and recreating through browsers, email, blogs, UPI SPOT (Sistem Pembelajaran Online Terpadu / Integrated Online Instructional System, accessed on spot.upi.edu), and Wi-Fi facility in the faculty; (c) in digital lifestyles aspect, ICT in History Learning course could bring the changing of students’ lifestyle and habit. The students started to habitually do their task by them selves or by groups without being bordered by time or space. The last aspect, (d) learning research aspect of the students are good enough in understanding in searching and developing the information of local history substance via internet, but in developing their skill of updating the knowledge into a meaningful learning, and skill of confirming the information of local history substance that been got from the internet and the local region through observation and interview, 60% of students did feel difficult. Developing students skills in researching, searching, and finding their region potencies through the tasks which related to their locality also could grow their pride with their locality itself, and their appreciation between the other regions’ diversity. Kind of those thoughts are the requirement of the people in the 21st century: always think like a researcher search and find something new.

scholarly journals THE DESIGNING OF TECHNOLOGY BASED HISTORY LEARNING (THE APPLICATION OF TECHNOLOGY BASED SURVEY RESULT IN THE LECTURES OF HISTORY EDUCATION STUDY PROGRAM AT UHAMKA AND UNJ)

2013 ◽  
Vol 14 (1) ◽  
pp. 121
Author(s):  
Rudi Gunawan
Keyword(s):  
21St Century ◽  
Education Program ◽  
Teaching And Learning ◽  
History Education ◽  
Survey Result ◽  
Study Program ◽  
Technological Basis ◽  
Use Of Technology ◽  
History Learning ◽  
Education Study

The 2013 curriculum is developed for anticipating the development of sciences in the age of 21st century, either in the treatment or in the model of teaching and learning. The Model of learning that should be had developed by the teachers was the model which could shape the ability of students to have the competition to access any kind of information, so that they are enable to develop their own knowledges by their selves. The History education is the material subject that was full of the information and could use any kind of sources formally from internet. This research was the survey to the lectures of history education program study in Uhamka and UNJ about the use of technology in learning and supporting the failure from many sides. From the result of the survey was made the design of history learning by the technological basis, so that the students enable to use the sources that could make the history learning process became fun and meaningful.

scholarly journals Молодежные краеведческие инициативы: региональные практики(на примере Калининградской области)

2019 ◽  
pp. 36-48
Author(s):  
I.O. Dementev
Keyword(s):  
Young People ◽  
21St Century ◽  
History Education ◽  
Local History ◽  
The State ◽  
State System ◽  
Ability To Act ◽  
History Of ◽  
Regional History ◽  
East Prussia

В статье проанализирован опыт реализации молодежных краеведческих инициатив в Калининградской области. В советское время в регионе, как и везде в стране, действовала единая государственная система организации краеведческого воспитания: молодежь воспринималась почти исключительно в качестве объекта педагогического воздействия, а краеведческая проблематика была вписана в контекст военно-патриотического воспитания. Период Перестройки был отмечен ростом спонтанной молодежной активности относительно охраны культурного наследия и изучения новых тем по истории края, особенно Восточной Пруссии. После 1991 г. во многом сохранилась инерция работы государственной системы краеведческого образования, но в условиях трансформации социально-экономических институтов выдвинулись новые субъекты некоммерческие организации. С одной стороны, молодежь и сегодня нередко рассматривается с позиций прежнего субъект-объектного подхода. С другой в условиях глобализации приобретение молодежью субъектности несет новые вызовы, для ответа на которые нужно изучать региональный опыт реализации молодежных краеведческих инициатив.The article presents the experience of the implementation of youth local history initiatives in the Kaliningrad Region (the former German province of East Prussia). During the Soviet time, the region, as everywhere in the Soviet Union, had a unified state system of organizing local history education: young people were perceived almost exclusively as an object of pedagogical influence, and local history issues were integrated into the context of militarypatriotic education. Museums of military glory and detachments of red pathfinders worked on the basis of schools that studied the history of the Second World War battles in East Prussia. The issues of the prewar history of the region were de facto banned. At the same time, schoolchildren had certain opportunities to implement their initiatives, although the latter were limited by the dominant ideology. The period of the Perestroika was marked by the growth of spontaneous youth activity in the protection of heritage and the study of new topics on the history of the region, especially the province of East Prussia. It was the period of shaping of informal groups that became the prototypes of future civil society institutions. After 1991, the inertia of the work of the state system of local history education was largely preserved. At first, the system of militarypatriotic education experienced decline, but at the beginning of the 21st century it was reanimated, setting a new framework for discussions on regional history. At the same time, in the conditions of the transformation of socioeconomic institutions, new entities came forward nongovernmental nonprofit organizations. In contrast to the Soviet era, when the state was the only source of resources for local history initiatives, new sources have emerged these days. Among them are state and municipal budgets, business, charitable foundations. Some NGOs have become independent players in the market. Volunteer initiatives of youth in the field of commemoration of world wars retain their significance. Various examples of NGOs activities in the first two decades of the 21st century are represented. The author argues that, on the one hand, young people are still considered in terms of the former subjectobject approach. For some organizations, a persistent appeal to the needs of the youth hides a basic distrust of their ability to act independently and responsibly. On the other hand, in the conditions of globalization, the formation of the youth as the subject brings new challenges, the respond to which requires studying the experience of implementing youth initiatives in the field of local and regional history.

THE IMPLEMENTATION OF RADIN INTEN II’S NATIONALISM RESISTANCE VALUES WITHIN LOCAL HISTORY LEARNING

Ta dib ◽  
2020 ◽  
Vol 23 (2) ◽  
pp. 145
Author(s):  
Surandi Surandi ◽  
Supardi Supardi ◽  
Johan Setiawan
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Local History ◽  
Data Display ◽  
Analysis Techniques ◽  
Learning Plan ◽  
History Learning ◽  
Collection Data ◽  
Students Attitudes

Abstract: The purposes of this study are to find out: (1) the implementation of Radin Inten II’s resistance nationalism values in the learning process; (2) the obstacles experienced by teachers when implementing Radin Inten II’s resistance nationalism values in the learning process; (3) the efforts made by teachers in overcoming obstacles during the implementation of Radin Inten II’s nationalism values in the learning process. This study used qualitative approach with the type of case study conducted at SMAN 1 Kalianda. Data collection techniques consisted of observation, interviews, and documentary studies. Data analysis techniques used the model of Miles & Huberman consisting of data collection, data reduction, data display, and conclusion. The results show: (1) the implementation of Radin Inten II’s nationalism resistance values in the process of learning local history was carried out by compiling a syllabus and implementing learning plan (RPP) by incorporating local history into Indonesian historical material which was consisted of planning, implementation, and evaluation, (2) the obstacles experienced by teachers included: the ability of teachers during learning process, students’ attitudes, and time constraints, (3) the efforts made by the teacher were taking the initiative to instill the values of nationalism in the resistance of Radin Inten II’s, applying various models, strategies, methods and singing a national song before learning. Abstrak: Tujuan penelitian ini adalah untuk mengetahui: (1) implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran, (2) kendala yang dialami oleh guru saat implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran, (3) upaya yang dilakukan guru dalam mengatasi kendala yang dihadapi saat implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus di SMAN 1 Kalianda. Teknik pengumpulan data terdiri dari observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan model Miles & Huberman yang terdiri dari pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan: (1) implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran sejarah lokal dilakukan dengan menyusun silabus dan rencana pelaksana pembelajaran (RPP) dengan memasukkan sejarah lokal kedalam materi sejarah Indonesia yang terdiri dari perencanaan, pelaksanaan, dan evaluasi, (2) kendala yang dialami oleh guru diantaranya: kemampuan guru dalam proses pembelajaran, sikap siswa, dan adanya keterbatasan waktu, (3) upaya yang dilakukan oleh guru yaitu berinisiatif menanamkan nilai-nilai nasionalisme dalam perlawanan Radin Inten II, menerapkan berbagai model, strategi, metode dan menyanyikan lagu nasional sebelum pembelajaran.

scholarly journals Concept of Digital Literation Based on Value of Local Wisdom Piil Pesenggiri in History Learning in the Industrial Revolution 4.0

2020 ◽  
pp. 12-20
Author(s):  
Regiano Setyo Priamantono ◽  
Warto . ◽  
Akhmad Arif Musadad
Keyword(s):  
Data Collection ◽  
21St Century ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
Participant Observation ◽  
Primary Data ◽  
Public High School ◽  
Distinctive Character ◽  
History Learning ◽  
The Impact

Literacy is one of the abilities that are considered important in facing the 21st-century world. The distinctive character of the 21st-century world is the industrial revolution of 4.0. The impact of the industrial revolution 4.0 has been felt by anyone in every aspect of life, including aspects of education. The low condition of Indonesia's digital literacy capability must be overcome immediately. For this reason, this study aims to propose a thesis on the concept of digital literacy based on value of local wisdom piil pesenggiri in learning history in the era of the industrial revolution 4.0. Local wisdom piil pesenggiri is the behavior and outlook on life of Lampung people who are still held firm to this day. It is hoped that through this strategy the historical awareness of the students at Public High School 2 Kalianda in Lampung Province will increase amidst the current of Industrial Revolution 4.0. This study used qualitative research methods. Data collection was conducted in January and February 2020 with natural conditions, primary data sources and more data collection techniques in participant observation, in-depth interviews, and documentation. The results show that there must be a change in conventional history learning resources to a digital history book that can understand current students without losing their cultural identity.

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