The Construction of Historical Empathy in Learning History with a Global Diversity Perspective
Keywords:
Historical Empathy, Global Diversity, Multiculturalism, Historical Thinking
Abstract
This study aims to map the ability of historical empathy in learning the history of global diversity. This article adopts qualitative research with literature review method. The steps in this method are: first, identifying the formulation of the problem; second, identifying relevant research; third, selecting studies; fourth, mapping the data; and fifth, compiling, summarizing, and reporting the results. The results of the study describe the definition of historical empathy, the construction of the concept of historical empathy in the formation of the character of global diversity, and the practice of historical empathy with insight into global diversity, which includes relevant learning models, learning resources, and appropriate learning materials. The Learning Model includes introduction, investigation, display, and reflection. Learning resources are recommended through films or museums and must be adapted to learning materials. The implications of this study as a reference material for history teachers in learning design who want to develop historical empathy skills, especially based on global diversity in order to strengthen the character of “Profil Pelajar Pancasila” for students who are tolerant, democratic, open-minded, and critical thinking.
References
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Ruby, P., & Decety, J. (2004). How would you feel versus how do you think she would feel? A neuroimaging study of perspective-taking with social emotions. Journal of Cognitive Neuroscience, 16(6), 988–999.
Savenije, G. M., & de Bruijn, P. (2017). Historical empathy in a museum: uniting contextualisation and emotional engagement. International Journal of Heritage Studies, 23(9), 832–845.
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Supriatna, N., & Maulidah, N. (2020). Pedagogi kreatif : menumbuhkan kreativitas dalam pembelajaran sejarah dan IPS. Remaja Rosdakarya.
Tricahyono, D. (2022). Upaya menguatkan profil pelajar pancasila melalui desain pembelajaran sejarah berbasis kebhinekatunggalikaan. Jurnal Pendidikan Sejarah Indonesia, 5(1), 13–23.
Uppin, H., & Timoštšuk, I. (2019). “We’ll be back by christmas”–developing historical empathy during a museum activity. Journal of Museum Education, 44(3), 310–324.
Yeager, E. A., & Foster, S. J. (2001). The role of empathy in the development of historical understanding. In Historical Empathy and Perspective Taking in the Social Studies (pp. 13–19). Rowman & Littlefield.
Aly, A. (2015). Studi deskriptif tentang nilai-nilai multikultural dalam pendidikan Di Pondok Pesantren Modern Islam Assalaam. Jurnal Ilmiah Pesantren, 1(1), 9–24.
Arksey, H., & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology: Theory and Practice, 8(1), 19–32.
Ashby, R., & Lee, P. (1987). Children’s concepts of empathy and understanding in history. In C. Portal (Ed.), The History Curriculum for Teachers (pp. 62–88). The Falmer Press.
Aziz, T. A., & Abdulkarim, A. (2023). Strengthening global diversity values through profil pelajar pancasila in citizenship education learning /. Proceeding International Conference on Religion, Science and Education (2023), 2, 281–287.
Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Lawrence Erlbaum Associates.
Brooks, S. (2011). Historical empathy as perspective recognition and care in one secondary social studies classroom. Theory and Research in Social Education, 39(2), 166–202.
De Leur, T., Van Boxtel, C., & Wilschut, A. (2017). ‘I saw angry people and broken statues’: historical empathy in secondary history education. British Journal of Educational Studies, 65(3), 331–352.
Eisman, J. I., & Patterson, T. J. (2022). A framework of historical empathy for social and emotional learning : a perspective-taking praxis. In J. Batt, M. Bernor, R. A. Blanchard, M. I. Bravo-Ruiz, E. Claravall, K. Cooter, & E. O. Crawford (Eds.), Mindful Social Studies: Frameworks for Social Emotional Learning and Critically Engaged Citizens (pp. 127–144). Lexington Books.
Endacott, J., & Brooks, S. (2013). An updated theoretical and practical model for promoting historical empathy. Social Studies Research and Practice, 8(1), 41–58.
Endacott, J. L. (2010). Reconsidering affective engagement in historical empathy. Theory and Research in Social Education, 38(1), 6–47.
Field, S. L. (2001). Perspective and elementary social studies: practice and promise. In O. L. Davis, Jr., E. A. Yeager, & S. J. Foster (Eds.), Historical Empathy and Perspective Taking in the Social Studies (pp. 115–138). Rowman & Littlefield.
Fitriyah, F. K., Saputra, N., Dellarosa, M., & Afridah, W. (2020). Does spirituality correlate with students’ empathy during covid-19 pandemic? The case study of indonesian students. COUNS-EDU: The International Journal of Counseling and Education, 5(2), 125–135.
Fitriyani, Sunaryati, T., & Muflida Karta Surya, V. (2023). Implementation of project-based learning oriented to the merdeka learning curriculum in the form of a pancasila student profile with global diversity. Buana Pendidikan : Jurnal Fakultas Keguruan Dan Ilmu Pendidikan Unipa Surabaya, 19(1), 115–124.
Foster, S. (2001). Historical empathy in theory and practice: some final thoughts. In Historical Empathy and Perspective Taking in the Social Studies (pp. 167–181). Rowman & Littlefield.
Gehlbach, H. (2004). Social perspective taking: a facilitating aptitude for conflict resolution, historical empathy, and social studies achievement. Theory and Research in Social Education, 32(1), 39–55.
Harris, B. (2016). Teacher Strategies for Developing Historical Empathy [Dissertation, Walden University].
Hidayati, L., & Winatakina, P. (2021). Hadapi pandemi: penguatan nilai-nilai pendidikan berwawasan multikultural selama wabah covid-19. Tarbiyatu Wa Ta’lim: Jurnal Pendidikan Agama Islam (JPAI), 3(1), 10–25.
Kochhar, S. K. (2008). Pembelajaran sejarah (H. Purwanta & Y. Hardiwati, Trans.). Grasindo.
Komang, N., Satya, N., Kadek, N., & Raditya, H. (2022). Pembelajaran bahasa sebagai penguatan profil pelajar pancasila. Seminar Pembelajaran Bahasa Sebagai Penguat Profil Pelajar Pancasila (Pedalitra II), 130–134.
Labibatussolihah, Adriani, N. M., Fathiraini, N., & Sumirat, Y. (2022). Historical empathy; its opportunities, realities, and challenges in online history learning. Pedagogik: Jurnal Pendidikan, 9(2), 126–143.
Levstik, L. S. (2001). Crossing the empty spaces: perspective taking in new zealand adolescents’ understanding of nationai history. In O. L. Davis, Jr., E. A. Yeager, & S. J. Foster (Eds.), Historical Empathy and Perspective Taking in the Social Studies (pp. 69–96). Rowman & Littlefield.
Mahardika, Moch. D. G. (2020). Kerangka konseptual untuk pendidikan multikultural di indonesia. Jurnal Pendidikan Sejarah Indonesia, 3(2), 137–146.
Modlin, E. A., Alderman, D. H., & Gentry, G. W. (2011). Tour guides as creators of empathy: the role of affective inequality in marginalizing the enslaved at plantation house museums. Tourist Studies, 11(1), 3–19.
Perikleous, L. (2010). Greek cypriot students’ ideas of historical empathy: a case study exploration of 9-12 year old students’ ideas about practices in the past [Thesis]. Institute of Education.
Petousi, D., Katifori, A., Chyrsanthi, A., Servi, K., Sakellariadis, P., & Ioannidis, Y. (2022). Role playing games as hybrid museum kits: promoting historical understanding and meaning making. CEUR Workshop Proceedings, 3243.
Ruby, P., & Decety, J. (2004). How would you feel versus how do you think she would feel? A neuroimaging study of perspective-taking with social emotions. Journal of Cognitive Neuroscience, 16(6), 988–999.
Savenije, G. M., & de Bruijn, P. (2017). Historical empathy in a museum: uniting contextualisation and emotional engagement. International Journal of Heritage Studies, 23(9), 832–845.
Sjamsuddin, H. (2020). Metodologi sejarah. Penerbit Ombak.
Sohabudin, A., & Darmawan, W. (2023). Narasi alternatif dalam pembelajaran sejarah untuk pendidikan multikultural di indonesia. Indonesian Journal of History Education (IJHE), 8(1), 61–78.
Supriatna, N. (2017). Ecopedagogy: membangun keceradasan ekologi dalam pembelajaran IPS. PT Remaja Rosdakarya.
Supriatna, N., & Maulidah, N. (2020). Pedagogi kreatif : menumbuhkan kreativitas dalam pembelajaran sejarah dan IPS. Remaja Rosdakarya.
Tricahyono, D. (2022). Upaya menguatkan profil pelajar pancasila melalui desain pembelajaran sejarah berbasis kebhinekatunggalikaan. Jurnal Pendidikan Sejarah Indonesia, 5(1), 13–23.
Uppin, H., & Timoštšuk, I. (2019). “We’ll be back by christmas”–developing historical empathy during a museum activity. Journal of Museum Education, 44(3), 310–324.
Yeager, E. A., & Foster, S. J. (2001). The role of empathy in the development of historical understanding. In Historical Empathy and Perspective Taking in the Social Studies (pp. 13–19). Rowman & Littlefield.
Published
2023-09-15
How to Cite
Aderoben, A., & Darmawan, W. (2023). The Construction of Historical Empathy in Learning History with a Global Diversity Perspective. Indonesian Journal of History Education, 8(2), 1-20. https://doi.org/10.15294/ijhe.v8i2.68973
Section
Articles
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