Epistemic Cognition in the Formation of Students' Memories and Narrative Competence
Keywords:
Epistemic Cognition, Memory, History Learning, Narrative Competence
Abstract
This research explores the influence of epistemic cognition and memory on students' understanding and narrative competence in learning the history of the Independence Revolution at SMA N 1 Semarang (a High School), using a qualitative case study approach. Data was obtained from classroom observations, student, and teacher interviews, as well as analysis of documents related to curriculum and learning practices. The research results show that understanding epistemological concepts, such as the nature of historical knowledge, influences students' understanding of historical material. Students who better understand the nature of historical knowledge tend to relate the material to personal and social experiences and construct critical historical narratives. The role of memory in shaping students' narrative competence is also important; consistency in remembering the chronology and relationship of events as well as the influence of emotions influence students' understanding. Student involvement, such as participation in discussions and teacher support, also influences the quality of learning. In conclusion, understanding epistemic cognition and the role of memory can help design effective learning strategies, while research implications highlight the importance of responsive curriculum development, support for teacher professional development, and collaboration between teachers.
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Amin, S., & Kurniawan, G. F. (2018). Percikan Api Revolusi di Kampung Tulung Magelang 1945. Journal of Indonesian History, 7(1), 71-81.
Ashby, R. (2017). Understanding historical evidence: Teaching and learning challenges. In Debates in History Teaching, Second Edition (pp. 144-154): Routledge.
Fatimah, N., & Octaviani, D. (2023). Sejarah Pendidikan Indonesia Baru: Perkembangan Pembelajaran Sejarah Berbasis Artificial Intelligence (AI) 4.0. Jurnal Sejarah Indonesia, 6(2), 168-179.
Fitrianto, R. F., & Kurniawan, G. F. (2023). Prospective History Teachers Worldviews on Sensitive and Controversial Issues in History Classes. Indonesian journal of history education, 8(1), 79-94.
Frakking, R., Eickhoff, M., van Vree, F., Oostindie, G., & Schoenmaker, B. (2022). Revolutionary Worlds: Legitimacy, Violence and Loyalty During the Indonesian War of Independence.
Halbwachs, M. (1992). On collective memory: University of Chicago Press.
Hasan, S. H. (2018). History education as an educational medium to embody the spirit of nationality. Historia: Jurnal Pendidik dan Peneliti Sejarah, 12(1), 53-63.
Jaskułowski, K., Majewski, P., & Surmiak, A. (2018). Teaching the nation: History and nationalism in Polish school history education. British journal of Sociology of Education, 39(1), 77-91.
Kurniawan, G. F. (2023). Power-curriculum, collective memory, and alternative approaches in learning history. Jurnal Teori Dan Praksis Pembelajaran IPS, 8(1), 8-23.
Lee, P. (2017). History education and historical literacy. In Debates in History Teaching (pp. 55-65): Routledge.
Lévesque, S., & Clark, P. (2018). Historical thinking: Definitions and educational applications. The Wiley international handbook of history teaching and learning, 117-148.
Levstik, L. S., & Barton, K. C. (2018). Researching history education: Theory, method, and context: Routledge.
Madjar, N., Weinstock, M., & Kaplan, A. (2017). Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles. The Journal of Educational Research, 110(1), 32-49.
Maggioni, L., & Parkinson, M. M. (2008). The role of teacher epistemic cognition, epistemic beliefs, and calibration in instruction. Educational Psychology Review, 20, 445-461.
Mariana, M. (2020). Implementasi Keterampilan Abad 21 Dalam Pembelajaran Sejarah Kebudayaan Islam Di Madrasah Tsanawiyah Negeri 1 Kota Malang. Universitas Islam Negeri Maulana Malik Ibrahim,
Mathis, C., & Parkes, R. (2020). Historical thinking, epistemic cognition, and history teacher education. The Palgrave handbook of history and social studies education, 189-212.
McCully, A. (2012). History teaching, conflict and the legacy of the past. Education, Citizenship and Social Justice, 7(2), 145-159.
Natalia, N., & Riyandari, A. (2016). Gambang Semarang: The Spirituality of Simple Accustomed Belief in Seemingly Far-fetched Culture. Paper presented at the The 2nd International Seminar on Educational Technology 2016.
Nitsche, M., Mathis, C., & O’Neill, D. (2022). Epistemic cognition in history education, Historical Encounters, 9 (1), 1-10. In.
Ofianto, O. (2017). Model Learning Continuum Keterampilan Berpikir Historis (Historical Thingking) Pembelajaran Sejarah SMA. Diakronika, 17(2), 168-204.
Öztürk, İ. H. (2011). Curriculum reform and teacher autonomy in Turkey: The case of the history teaching. International journal of instruction, 4(2).
Parkes, R. J., & Donnelly, D. (2014). Changing conceptions of historical thinking in History education: an Australian case study. Revista Tempo e Argumento, 6(11), 113-136.
Peel, E. A. (2016). Some Problems in the Psychology of History Teaching: I. Historical Ideas and Concepts. In Studies in the nature and teaching of history (pp. 159-172): Routledge.
Purnomo, A., & Kurniawan, G. F. (2024). Philosophical Understanding of Nationhood: Exploring High School Students' Perspectives on Islamism and Secularism in History Learning. Journal of Social Studies Education Research, 15(1), 212-250.
Raihany, V., Widjaya, S. D., Meliya, R., & Andi, A. (2022). Problematika guru dalam pengembangan media pembelajaran sejarah. Jurnal Pendidikan Sejarah Indonesia, 5(2), 122-128.
Reiman, R. (2021). Podcasting for Teaching and Research in History: A Case Study. Paper presented at the Proceedings of International Conference on Humanities, Social and Education Sciences 2021.
Sanjaya, P. A. (2022). Pengembangan Pembelajaran Sejarah Berdiferensiasi Menggunakan E-Module Berbasis Book Creator. Prodiksema, 1(1), 52-60.
Setiawan, J., & Wulandari, T. (2020). Understanding Indonesian History, Interest in Learning History and National Insight with Nationalism Attitude. International Journal of Evaluation and Research in Education, 9(2), 364-373.
Stoel, G., Logtenberg, A., Wansink, B., Huijgen, T., van Boxtel, C., & van Drie, J. (2017). Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs. International Journal of Educational Research, 83, 120-134.
Supriatna, N. (2019). Pengembangan Kreativitas Imajinatif Abad Ke-21 dalam Pembelajaran Sejarah. Historia: Jurnal Pendidik dan Peneliti Sejarah, 2(2).
Suryani, N. (2016). Pengembangan media pembelajaran sejarah berbasis it. Jurnal Sejarah dan Budaya, 10(2), 186-196.
Susanti, E. D. (2019). Project based learning: pemanfaatan vlog dalam pembelajaran sejarah untuk generasi pro gadget. Sejarah dan Budaya: Jurnal Sejarah, Budaya, dan Pengajarannya, 13(1), 84-96.
Trček, D. (2022). Cultural heritage preservation by using blockchain technologies. Heritage Science, 10(1), 6.
Ültanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International journal of instruction, 5(2).
VanSledright, B., & Maggioni, L. (2016). Epistemic cognition in history. Handbook of epistemic cognition, 128-146.
Winarsih, I., Utomo, C. B., & Ahmad, T. A. (2017). Peranan Pembelajaran Sejarah dalam Penanaman Nilai Karakter Religius dan Nasionalisme di MAN Temanggung Tahun Ajaran 2016/2017. Indonesian journal of history education, 5(2).
Winarti, M. (2017). Mengembangkan nilai nasionalisme, patriotisme, dan toleransi melalui enrichment dalam pembelajaran sejarah tentang peranan Yogyakarta selama revolusi kemerdekaan. Historia: Jurnal Pendidik dan Peneliti Sejarah, 1(1), 13-22.
Wineburg, S. S., Martin, D., & Monte-Sano, C. (2012). Reading like a historian: Teaching literacy in middle and high school history classrooms: Teachers College Press.
Yildirim, G., Elban, M., & Yildirim, S. (2018). Analysis of use of virtual reality technologies in history education: A case study. Asian Journal of Education and Training, 4(2), 62-69.
Yin, R. K. (2018). Case study research and applications: Sage.
Zainal, N., Awang, M. M., Ahmad, A. R., Ahmad, A., & Muhthar, A. (2019). A Comparative Study of History Education Curriculum in Malaysia and Indonesia. Paper presented at the The 2nd International Conference on Sustainable Development and Multi-Ethnic Society.
Zavershinskiy, K. F., Koryushkin, A. I., & Czajowski, A. (2022). Political identity and national memory: The conflict of contemporary political narratives.
Zelko, F. (2020). A Primer for Teaching Environmental History: Ten Design Principles by Emily Wakild and Michelle K. Berry. Journal of World History, 31(1), 232-235.
Published
2024-03-15
How to Cite
Purnomo, A., Kurniawan, G., Romadi, R., Karimi, A., & Fadhila, Q. (2024). Epistemic Cognition in the Formation of Students’ Memories and Narrative Competence. Indonesian Journal of History Education, 9(1), 101-118. https://doi.org/10.15294/ijhe.v9i1.49366
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Articles
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