Budaya dan Sistem Kekeluargaan Etnis Aneuk Jamee: Studi Kasus di Aceh Selatan

Aceh, which is dominated by the Aceh Rayeuk tribe, has a treasure of various ethnicities and tribes such as the Aceh Tribe, Tamiang Tribe, Gayo Tribe, Alas Tribe, Kluet Tribe, Julu Tribe, Pakpak Tribe and Aneuk Jamee Tribe. The various ethnic groups above show that Aceh is a province rich in culture and various authentic local wisdoms. The Aneuk Jamee tribe is an acculturation of the Acehnese and Minangkabau tribes, both of which seem to have merged into one individual to produce a new ethnicity. This ethnicity later developed in South Aceh and influenced various aspects of culture and the family system in it. This research is classified as field research with a qualitative approach. The methodology used is phenomenology which is supported by historical literacy in the South Aceh region where the Aneuk Jamee ethnicity is the most dominant. Informants in this study consisted of primary and secondary sources, the primary sources were individuals or native Aneuk Jamee selected by random sampling. The secondary sources are informants who are not native to Aneuk Jamee but have insight and knowledge regarding the history and customs of Aneuk Jamee. The results of the study concluded that the Aneuk Jamee community has similarities with the system in the Minangkabau community in West Sumatra, namely adopting a hereditary system from the mother's side or commonly referred to as Matrilineal. Even though there has been Islamization in Aceh where the father is a descendant of the lineage, the matrilineal system is still evident in kinship (household) matters. All matters that will be carried out in a household must be discussed in advance with the ninik mamak (mother's brother). Prior to the consultation with the ninik mamak, news about the event should not be heard by the public.

Historical Literacy and Alternating Questions in the Novel (The Blood of Al-Hussein)

Ibrahim Issa's novel (The Blood of Hussein) employs the historical incident in the service of the narrative theme of the narrative text itself, and despite the dominance of the historical text on most of the pages of the novel, it remains within the narrative rather than the historical framework. For the clarity of the creator's goal of evoking this historical incident without others. This study, marked by (historical education and different questions in the novel (The Blood of Hussein)) aims to explain the interpretive reading and the questions that are silent in the places of historical narration and how to use them in building the plot of the novel, so the research was carried out on several axes that dealt with the history of the novel, and the mechanisms of producing the narrative meaning from the historical document As well as the psychological-ideological conflicts and the imagined pattern in which the main theme of the novel was manifested in spite of its small written space. The study found results, the most important of which are: the prevalence of psychological and ideological conflict over the main characters of the novel, the determination of the narrative type to naturalize this novel, as well as the narrator’s attempt not to surrender to the historical incident as it is, but on the contrary, he proceeds to discuss and refute it at many times.

Application of historical literacy in history learning in the time of COVID-19

The purpose of this study was to determine how the application of historical literacy during the Covid-19 pandemic is forced to Online Learning. This research uses a qualitative method in the form of a case study in a private school in East Jakarta, with history teachers and students as key informants. The result of this study is that history teachers have difficulty with allocating time. The difficulty of the teacher increases if history learning is associated with historical literacy which requires students not only to read and understand one source but various historical sources including primary sources. History teachers feel that their students' literacy levels are still lacking even though they do not dare to generalize all of them because they have not implemented any tests. The teacher thinks that both the level of historical literacy and the students' lack of historical literacy can be measured through the practice questions given in tests. Teachers are also hesitant to say the historical literacy level of their students because online distance learning uses zoom meetings. In conclusion, learning history experienced many obstacles during the Covid-19 pandemic. There are more obstacles if history learning wants to fulfill the concept of historical literacy.

Developing Historical Competency: Teaching German History Through History Films At University Putra Malaysia (BA German Programme)

History films personalize, dramatize and emotionalize historical events and characters. They revive the past by exemplifying it in the present, engage ongoing discourses of history and as a result have proven to be the most influential medium in conveying history to large audiences. History films are regarded as an attractive, motivating and efficient (supplementary) teaching and learning medium in history as well as in foreign language classes. As part of the course “Historical Survey of Germany” (BA German-programme at University Putra Malaysia) history film projects on important periods and events in German history were conducted. The article introduces a film project on World War II and describes the pedagogical approach which aims to develop three core competencies of historical understanding – Content Knowledge, Historical Empathy/Perspective Recognition and Narrative Analysis. It discusses selected general findings provided as qualitative data in group and individual assignments. While the responses to questions related to Content Knowledge and Narrative Analysis show that students achieved higher competency levels, the participants showed shortcomings in the rational examination of historical characters, their perspectives and motivations for their actions. Time, practice and guidance can be identified as key factors in developing historical literacy competencies further.

Preservice Social Studies Teachers’ Views on Middle School Students’ Levels of Historical Literacy

This research aimed to present reasons and solutions that soon-to-graduate preservice social studies teachers expressed in relation to middle school students’ low level of historical literacy as reported in the literature. To this end, we used a basic qualitative research design. The sample consisted of 30 soon-to-graduate preservice teachers (17 women and 13 men) who were studying social studies teaching at the faculty of education of a state university in the 2019-2020 academic year and already served their teaching internship. The data were collected using the semi-structured “Interview form” developed by Keçe (2013). The data were analysed using descriptive analysis. According to the analysis results, the preservice social studies teachers stated that middle school students’ low level of historical literacy was generally due to the methods and techniques used by teachers in teaching historical topics, students’ lack of interest in historical topics, and the lack of parental encouragement. The preservice teachers also highlighted that students should be encouraged to use social media tools properly and the content of historical series, films, documentaries, and television shows should be adjusted to students.

Notes from the editor

Thanks to our international authors, readers, reviewers, and editorial board members, our July 2021 issue is now released. The pandemic has been on-going stimulating many researchers to conduct more studies related to digital literacy and e-learning. We have had an increasing number of submissions related to online learning. The current issue presents engaging topics related to education and literacy studies from diverse locations from all around the world. The topics of our articles in this issue are related to different areas including motivation, listening skills, E-mail literacy, young learners’ literacy, literacy as women’s empowerment tool, learning environment, digital storytelling, bilingualism and writing skills, synchronous distance education, paradigm shifts in literacy theories, social studies instruction, music e-learning, creative expression technique, persuasive communication instruction, 21st century learner skills, historical literacy, and technological pedagogical content knowledge.

Analisis Pendekatan Saintifik sebagai Indikator Berpikir Ilmiah dalam Pembelajaran Sejarah

This study aims to analyze the extent to which the concept of a scientific approach that is generally accepted for all subjects in the curriculum in Indonesia is be able to become a basis for scientific thinking in history learning. This research is descriptive quantitative research with a survey method that aims to obtain information about the scientific thinking abilities of students in schools. The research subjects consisted of 60 high school students in Indonesia. The data was collected through a written test in the form of a description. Data analysis techniques using Partial Credit Model (PCM) with the help of the Quest program. The findings of the study showed that students who were able to answer questions in category 3 were less than 50%. These data indicate that the scientific approach that applies in general to all subjects in the curriculum in Indonesia has not been able to become the basis for students' scientific thinking skills in history learning. Based on this, the authors recommend four skills in historical learning, namely historical literacy, historical thinking, historical consciousness, and historical reasoning to be the basis for scientific thinking in historical learning. Keywords: Scientific Approach, Scientific Thinking, Historical Literacy, Historical Thinking, Historical Consciousness, and Historical Reasoning Abstrak. Penelitian ini bertujuan untuk menganalisis sejauh mana konsep pendekatan ilmiah yang berlaku umum untuk semua mata pelajaran dalam kurikulum di Indonesia mampu menjadi landasan berpikir ilmiah dalam pembelajaran sejarah. Penelitian ini merupakan penelitian deskriptif kuantitatif dengan metode survey yang bertujuan untuk memperoleh informasi gambaran tentang kemapuan berpikir ilmiah siswa di sekolah. Subjek penelitian terdiri dari 60 siswa Sekolah Menengah Atas di Indonesia. Pengumpulan data dilakukan melalui tes tertulis dalam bentuk uraian. Teknik analisis data menggunakan Partial Credit Model (PCM) dengan bantuan program Quest. Temuan penelitian menunjukkan bahwa peserta didik yang mampu menjawab soal pada kategori 3 kurang dari 50%. Data tersebut mengindikasikan bahwa pendekatan ilmiah yang berlaku secara umum untuk semua mata pelajaran dalam kurikulum di Indonesia belum mampu menjadi landasan keterampilan berpikir ilmiah siswa dalam pembelajaran sejarah. Berdasarkan hal tersebut, penulis merekomendasikan empat keterampilan dalam pembelajaran sejarah yaitu historical literacy, historical thinking, historical consciousness, dan historical reasoning untuk menjadi landasan berpikir ilmiah dalam pembalajaran sejarah. Kata Kunci: Pendekatan Ilmiah, Berpikir Ilmiah, Historical Literacy, Historical Thinking, Historical Consciousness, dan Historical Reasoning.

Penerapan Literasi Sejarah Dalam Pembelajaran Sejarah Pada Masa Pembelajaran Jarak Jauh di SMA

This study aims to determine the application of historical literacy in learning the history of the online distance learning at SMA Negeri 30 Jakarta. In this study using a qualitative method with a case study approach The data collection techniques used were: (1) in-depth open-ended interviews; (2) observation and (3) document analysis, with the key informants of history teachers and class X IPS students. The results of the research conducted show that the application of historical literacy in SMA Negeri 30 Jakarta has been well implemented by teachers, especially during the online distance learning Even though the teacher's conceptual understanding of the concept of historical literacy is less detailed and the level of student literacy is still in the low category. From the observations, the teacher has been able to apply historical literacy according to the dimensions of historical literacy by Maposa and Wasserman (2009). The main challenge experienced by teachers in the application of historical literacy is that the level of student literacy is still low so that it affects the application of historical literacy in history learning. Keywords : Historical Literacy, Distance Learning, History Learning Abstract : Artikel ini bertujuan untuk mengetahui penerapan literasi sejarah dalam pembelajaran sejarah masa Pembelajaran Jarak Jauh (PJJ) dalam jaringan di SMA Negeri 30 Jakarta. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan yaitu: (1) in-depth open-ended interviews; (2) observasi dan (3) analisis dokumen, dengan informan kunci guru sejarah dan siswa Kelas X IPS. Hasil dari penulisan yang dilakukan menunjukan bahwa penerapan literasi sejarah di SMA Negeri 30 Jakarta telah diterapkan dengan baik oleh guru terlebih pada masa pembelajaran jarak jauh (PJJ). Walaupun pemahaman konseptual guru mengenai konsep literasi sejarah yang kurang mendetail serta tingkat literasi siswa yang masih dalam kategori rendah. Dari hasil pengamatan, guru telah mampu menerapkan literasi sejarah sesuai dimensi literasi sejarah Maposa dan Wasserman (2009). Tantangan utama yang dialami guru dalam penerapan literasi sejarah adalah tingkat literasi siswa masih rendah sehingga berpengaruh pada penerapan literasi sejarah dalam pembelajaran sejarah. Kata kunci : Literasi Sejarah, Pembelajaran Jarak Jauh (PJJ), Pembelajaran Sejarah

An Examination of Historical Literacy Perceptions of Social Studies Preservice Teachers in Terms of Various Variables

The aim of this study is to determine the historical literacy perception levels of social studies preservice teachers and to examine them in terms of various variables. In this framework, the survey model, one of the quantitative research methods, was used in the research. The sample of this study consisted of 134 social studies preservice teachers studying at the faculty of education of a state university in the 2019-2020 academic year. The data in the study were collected with the "Historical Literacy Perception Scale" developed by Uluçay (2019), after obtaining the necessary permissions. The data obtained from the scale were analyzed using the statistical package program. Considering the results obtained from the study, it was concluded that the social studies preservice teachers in the sample had high levels of historical literacy perception. In addition, their perception levels increased according to the variables of mother's education level and frequency of watching historical movies. On the other hand, their perceptions did not change / differ according to the variables such as grade level, gender, father's education level, tendency to read history books, to follow historical publications and competence of the teachers. Considering the results of the research in general, it can be said that the preservice teachers benefited sufficiently from their university and pre-university education in terms of historical literacy skills.