Indonesian Journal of History Education

Djava Dvipa Boardgame

2024-07-17T13:28:10+07:00

The objective of this study is to create a gamified history learning tool that delves into students' comprehension of the grand kingdoms of the Nusantara, sparks their interest in learning, and encourages exploration of the cultural heritage of the Nusantara. The research employed the ADDIE development model as its methodology. The outcome of this investigation is the "Djava Dvipa," a thoughtfully crafted educational board game incorporating elements of the snake and ladder game. Hypothesis testing results indicate the effectiveness of the Djava Dvipa board game in enhancing the understanding of Nusantara's historical insight. The paired sample t-test analysis yielded a significance value (sig) of 0.000, which is below 0.05, signifying the acceptance of the alternative hypothesis (H1) and the rejection of the null hypothesis (H0). This study underscores the substantial contribution of the gamification approach, embodied in Djava Dvipa, towards elevating the Nusantara insight among students. The board game presents an intriguing alternative for history instruction that holds promise for integration into the landscape of history education in Indonesia.

Tolerance in Minahasan Local Knowledge

2024-07-17T13:28:12+07:00

Discrimination can manifest in numerous ways. At its core, intolerance can have devastating consequences, including dehumanizing people and making them feel insignificant or inferior, leading to social exclusion and violence. Discrimination has the potential to have a devastating impact on mental health, especially in immigrant communities. Analyzing written transcripts, field notes, and recorded conversations yields themes and insights from qualitative research. Interviews are used by data collection techniques to collect information from participants regarding their experiences or opinions on specific topics. Some members were dissatisfied with its independence from Dutch-established churches, while others desired to incorporate traditional beliefs. These debates remain central to the development of Christian identity in Minahasa today. Although religion and tradition are frequently intertwined, many villagers believe that preserving their religious heritage is essential to preserving their sense of identity; however, this has proven more difficult as Protestant churches have been less accommodating of cultural practices in their services.

Analysis of Film-Based Recitation Learning Using a Social Construction Approach to Southeast Asia History Learning

2024-07-17T13:28:13+07:00

History lessons that focus on developing alternative teaching materials and film-based recitation learning models that foster students' interest in learning history are rarely applied in the realm of learning. Even though this process can stimulate the development of students' sense of nationalism through contextual learning. The research questions posed are 1) how to use the film-based recitation learning model in the history of Southeast Asian conflicts; 2) How is the history teacher's social construction regarding film-based recitation learning models on the history of conflict in Southeast Asia? This study contributes to knowing history teachers' thinking constructs about film-based recitation learning models and their effectiveness in learning. This research was conducted using a basic research method with a case study research approach and adopted by researchers looking at cases, selected as objects that are unique, linked to the background of the case, which has a special context with social, cultural, economic, political aspects, as well as in the implementation of the research found very qualified informants who were qualified, then a case analysis unit was carried out. The final stages of the research will also be closed with a focus discussion to evaluate the course of the research and the social construction of history teachers. The study concluded that learning Modern Southeast Asian History with the film media recitation model can improve student learning outcomes in learning history at the senior high school level.

Development of E-MORPITT (Electronic Module of the 1975 East Timor Integration Struggle-Reconciliation) for History Learning

2024-07-17T13:28:14+07:00

This article aims to describe the development of the E-Module for the 1975-Reconciliation struggle for East Timor Integration. Indonesian history teaching materials that discuss the struggle for 1975-East Timor Integration-Reconciliation are still lacking, even the topic of reconciliation has not been discussed in the curriculum. The next problem is the absence of teaching materials that can be accessed as a reference in schools that discuss the topic of reconciliation. The problems of this research are, how is the development of the E-Module teaching materials, whether the E-Module is appropriate as a teaching material, whether the E-Module is effective as a teaching material. This study uses research and development methods. The research steps are looking for potentials and problems in the curriculum, collecting data on sources of teaching materials, designing, validating, revisions that are given criticism and expert advice, small group trials, revising if they find deficiencies, conducting final large group trials, revision before production, and producing teaching materials that have been tested. The results of the E-Modul research have met the objectives of the development, namely valid, practical and effective. Materials and media experts gave a very valid value. Practitioners (teachers), small group trials, and large groups all rated the E-Module as practical and feasible to use. From the effectiveness test, the E-Modul provides effective results in improving student learning outcomes through pretest and posttest evaluations.

Narrative Competence on Nationalism

2024-07-17T13:28:15+07:00

This research aims to analyze narrative competence on nationalism. This research uses qualitative research methods with a descriptive approach. This research was carried out at SMA Muhammadiyah 2 Semarang (a Senior High School) with class XI history teachers and several class XI students as informants. The data collection techniques used in this research are in-depth interviews, observation, and document review. Test the validity of the data using source triangulation and technical triangulation. The research results show; students have implemented the material on the history of the proclamation, however some students do not really know in depth about the events of the proclamation. Students feel happy in learning about the history of the Indonesian proclamation material. Students have shown nationalist attitudes at school and in everyday life, but there are students who feel that nationalist attitudes are normal. This research has limitations, namely the analysis at a single research location. The results of this research encourage future researchers to continue research on a broader scope.

Analysis of Final Semester Assessment Question Items for Class XI Indonesian History Subjects

2024-07-17T13:28:16+07:00

This research aims to determine the quality of the final semester assessment (PAS) questions in the Indonesian History subject Class Quantitative analysis is reviewed from the aspects of validity, reliability, level of difficulty, distinguishing power, and effectiveness of distractors. The results of the qualitative analysis of the research showed that the material aspect was met at 96%, the construction aspect at 95.14%, and the language aspect at 73.5%. Judging from the distribution of cognitive domain levels, category (C1) has 7 questions (14%), category (C2) has 35 (70%) questions, category (C3) has 3 questions (6%) and category (C4) has 5 questions (10%). The results of the quantitative analysis of the validity aspect showed that 39 questions (78%) were valid while 11 questions (22%) were invalid. The reliability of the questions is very high at 0.862. From the level of difficulty, 10 (20%) questions were declared difficult, 25 questions (50%) were medium and 15 questions (30%) were easy. Looking at the aspect of differentiating power, there are 6 (12%) questions in the poor category, 7 (14%) questions in the fair category, 26 (52%) questions in the good category, and 9 (18%) questions in the very good category, while the total category is 2 bad. (4%) questions. Judging from the effectiveness of the distractor, the category is very good 21 (42%) questions, functioning well 10 (20%) questions, functioning quite well 10 (20%) questions, functioning poorly 5 (10%) questions, and functioning not well/poorly 4 (8%) questions. Overall, the quality of the questions in terms of quantitative analysis is not good.

Epistemic Cognition in the Formation of Students' Memories and Narrative Competence

2024-07-17T13:28:16+07:00

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.