Prospective History Teachers Worldviews on Sensitive and Controversial Issues in History Classes
Keywords:
Sensitive and Controversial Issues, Prospective History Teachers, Worldviews
Abstract
This study aims to analyze the teacher's world view of sensitive and controversial issues in history learning. This research was carried out using qualitative methods with a descriptive approach. This study involved 90 participants. Data collection in this study used interview techniques relying on two techniques: first, one-on-one interviews with informants and second, group interviews or clustered discussions. Analysis of the research data using an interactive model. The results of this study indicate that the concept of sensitive and controversial issues in history learning has an important position for developing the thinking skills of prospective history teachers. To be able to manage sensitive and controversial issues requires an understanding of innovative learning strategies and evaluations. This study concludes that sensitive and controversial issues in history learning need to be mastered by history teacher candidates who are currently studying, so that this knowledge can have implications for history lessons that train critical thinking skills in schools.
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Tribukait, M. (2021). Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization. Theory & Research in Social Education, 49(4), 540-569.
Warnasuriya, M. (2017). Examining the value of teaching sensitive matters in history: the case of post-war Sri Lanka. International Journal of Historical Teaching, Learning and Research, 14(2), 93-107.
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Woolley, M. C. (2017). The attitudes and perceptions of beginning teachers in relation to teaching controversial and sensitive issues in the history classroom. Revista electrónica interuniversitaria de formación del profesorado, 20(2), 1-16.
Ahmad, T. A. (2013). Reposisi Peran Guru dalam Pembelajaran Sejarah Kontroversial: Perspektif Pedagogi Kritis. Pendidikan Sejarah, I, 47–68.
Ahmad, T. A. (2016). Sejarah Kontroversial Di Indonesia: Perspektif Pendidikan. Yayasan Pustaka Obor Indonesia.
Brauch, N., Leone, G., & Sarrica, M. (2019). ‘The debate almost came to a fight…’results of a cross-national explorative study concerning history teachers´ shared beliefs about teaching historical sensitive issues. Pedagogy, Culture & Society, 27(1), 111-132.
Budiawan (Ed.). (2013). Sejarah dan Memori: Titik Simpang dan Titik Temu. Ombak.
Conway, M. (2006). Identifying the past: An exploration of teaching and learning sensitive issues in history at secondary school level. Educate~, 4(2), 66-79.
Cooper, H., & Nichol, J. (Eds.). (2015). Identity, trauma, sensitive and controversial issues in the teaching of history. Cambridge Scholars Publishing.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Dearden, R. F. (1981). Controversial issues and the curriculum. Journal of Curriculum Studies, 13(1), 37-44.
Djunaedi. (2015). Strategi Pengelolaan Pembelajaran Isu Materi Sejarah “Serupa” dan Sejarah Kontroversial. Jurnal Pendidikan Sejarah, 4, 21–35.
Gadamer, H.-G. (1989) Truth and Method, 2nd rev. ed., trans. and revised J. Weinsheimer and D.G. Marshall. London: Sheed & Ward.
Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. Routledge.
Ho, L. C., McAvoy, P., Hess, D., & Gibbs, B. (2017). Teaching and learning about controversial issues and topics in the social studies: A review of the research. The Wiley handbook of social studies research, 319-335.
Kamarga, H. (2017). Historical Bias dan Controversial Issue Dalam Pengajaran Sejarah. http://sejarah.upi.edu/artikel/dosen/historical-bias-dan-controversial-issue-dalam-pengajaran-sejarah/
Kubota, R. (2014). “We must look at both sides”—But a denial of genocide too?: Difficult moments on controversial issues in the classroom. Critical Inquiry in Language Studies, 11(4), 225-251.
Kurniawan, G. F. (2022). Debat Narasi G30S 1965 di Twitter: Analisis Konten Pembelajaran. UNTAG Banyuwangi Press.
Kurniawan, G. F., Warto, W., & Sutimin, L. A. (2018). Pahlawan Lokal Masuk Kelas Sejarah: Kritik Hegemoni Ideologi dalam Narasi Sejarah Kepahlawanan. Indonesian Journal of History Education, 6(2), 193-204.
Matitaputty, J. K. (2016). Model Pembelajaran Isu-Isu Kontroversial Dalam Pembelajaran Sejarah. Jurnal Social Science Education, 3(2), 185-192.
Nichol, J., & Cooper, H. (2017). Addressing Sensitive, Contentious and Controversial Issues: Past and Present. History Education Research Journal, 14(2), 7-28.
Ofianto, O. (2018). Analysis of Instrument Test of Historical Thinking Skills in Senior High School History Learning with Quest Programs. Indonesian Journal of History Education, 6(2), 184-192.
Saefudin, A. (2013). Analisis pembelajaran sejarah isu-isu kontroversial di SMA (Studi Kasus di SMA Negeri 1 Banyumas). UNS (Sebelas Maret University).
Sahara, F., Noor, A. S., & Chalimi, I. R. (2021). Persepsi Mahasiswa Tentang Materi Kuliah Sejarah Kontroversial Pada Program Studi Pendidikan Sejarah FKIP UNTAN. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 10(1).
Savenije, G. M., Van Boxtel, C., & Grever, M. (2014). Learning about sensitive history:“Heritage” of slavery as a resource. Theory & Research in Social Education, 42(4), 516-547.
Seixas, P. (2015). Looking for history. Joined up history: New directions in history education research, 255-276.
Sidiq, U., Choiri, M., & Mujahidin, A. (2019). Metode penelitian kualitatif di bidang pendidikan. Journal of Chemical Information and Modeling, 53(9), 1–228.
Sulistiyo, A. (2016). Persepsi Siswa Terhadap Materi Sejarah yang Bersifat Kontroversi dalam Membentuk Penalaran Kritis Siswa di SMA Negeri 1 Pekalongan. Indonesian Journal of History Education, 4(1).
Sulkipani, S., Nurdiansyah, E., & Mariyani, M. (2020). Pengaruh Model Pembelajaran Isu Kontroversial terhadap Pembentukan Keterampilan Berpikir Kritis Mahasiswa pada Mata Kuliah Pendidikan Kewarganegaraan. Untirta Civic Education Journal, 5(2).
Sumardiyansyah. (2015). Paradigma dalam Pembelajaran Sejarah Kontroversi. Jurnal Pendidikan Sejarah, 4, 77–88.
Tribukait, M. (2021). Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization. Theory & Research in Social Education, 49(4), 540-569.
Warnasuriya, M. (2017). Examining the value of teaching sensitive matters in history: the case of post-war Sri Lanka. International Journal of Historical Teaching, Learning and Research, 14(2), 93-107.
Widiadi, A. N., Wahyudi, Ahmad, T. A., Maryuni, Y., Kumalasari, D., Rokhman, M. N., Wulandari, T., Supardi, & Zulkaranain. (2013). Pendidikan Sejarah, Suatu Keharusan; Reformasi Pendidikan Sejarah. In Program Studi Pendidikan Sejarah, Fakultas Ilmu Sosial, Universitas Negeri Yogyakarta (1st ed.). Program Studi Pendidikan Sejarah, Fakultas Ilmu Sosial, Universitas Negeri Yogyakarta.
Woolley, M. C. (2017). The attitudes and perceptions of beginning teachers in relation to teaching controversial and sensitive issues in the history classroom. Revista electrónica interuniversitaria de formación del profesorado, 20(2), 1-16.
Published
2023-03-15
How to Cite
Fitrianto, R., & Kurniawan, G. (2023). Prospective History Teachers Worldviews on Sensitive and Controversial Issues in History Classes. Indonesian Journal of History Education, 8(1), 79-94. https://doi.org/10.15294/ijhe.v8i1.67112
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Articles
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