Articles
<![CDATA[PENGGUNAAN KONSEP ILMU SOSIAL DALAM KONSTRUKSI PEMBELAJARAN SEJARAH KRITIS ]]>
<![CDATA[Supriatna, Nana]]>
<![CDATA[ Paramita: Historical Studies Journal Vol 22, No 1 (2012): PARAMITA ]]>
Publisher : <![CDATA[History Department, Semarang State University and Historian Society of Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/paramita.v22i1.1877
<![CDATA[This article contains thoughts on the use of social science concepts in the construction of a critical study of history. In view of critical theory, the teaching of history is not only oriented to the past but also the present and contemporary issues. Learning not only highlight the critical history or glorify the greatness of the past but also about the failures and weaknesses in the nation that has been passed that should be corrected in the present. Such learning should be able to include all groups of society as historical figures, including the students in it. History does not only emphasize on national development, but also include local issues are more relevant to students interests. Learning the history of this kind can be presented using a variety of approaches as a way to make students active learners as well as historical actors of his day. This paper criticizing the teaching of history in schools depart from the views essentialis and perenialis and critical importance of developing the teaching of history in accordance with such critical views by using the concept of learning in particular analytical concept.Key words: learning, critical history, curriculumTulisan ini berisi pemikiran tentang penggunaan konsep ilmu sosial dalam konstruksi pembelajaran sejarah kritis. Dalam pandangan teori kritis, pembelajaran sejarah tidak hanya berorientasi pada masa lalu melainkan juga masa kini dan persoalan kontemporer. Pembelajaran sejarah kritis tidak hanya menonjolkan atau mengagungkan kebesaran masa lalu melainkan juga tentang kegagalan dan kelemahan bangsa pada masa yang telah dilewati yang harus diperbaiki pada masa kini. Pembelajaran seperti iniÃÂ harus dapat memasukkan semua kelompok masyarakat sebagai tokoh sejarah, termasuk para siswa di dalamnya. Sejarah tidak hanya menekankan pada perkembangan nasional, tetapi juga memasukkan isu-isu lokal yang lebih relevan dengan kepentingan siswa. Pembelajaran sejarah seperti ini dapat disajikan dengan menggunakan beragam pendekatan dengan cara menjadikan siswa sebagai pembelajar yang aktif sekaligus sebagai pelaku sejarah pada jamannya. Tulisan ini mengkritisi pembelajaran sejarah di sekolah yang berangkat dari pandangan perenialistis dan esensialistis serta pentingnya mengembangkan pembelajaran sejarah kritis sesuai dengan pandangan kritisÃÂ antara lain dengan menggunakan pembelajaran konsep khususnya konsep analitis. Kata kunci: pembelajaran, sejarah kritis, kurikulum]]>
<![CDATA[PENGGUNAAN KONSEP ILMU SOSIAL DALAM KONSTRUKSI PEMBELAJARAN SEJARAH KRITIS ]]>
<![CDATA[Supriatna, Nana]]>
<![CDATA[ Paramita: Historical Studies Journal Vol 22, No 1 (2012): PARAMITA ]]>
Publisher : <![CDATA[History Department, Semarang State University and Historian Society of Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/paramita.v22i1.1877
<![CDATA[This article contains thoughts on the use of social science concepts in the construction of a critical study of history. In view of critical theory, the teaching of history is not only oriented to the past but also the present and contemporary issues. Learning not only highlight the critical history or glorify the greatness of the past but also about the failures and weaknesses in the nation that has been passed that should be corrected in the present. Such learning should be able to include all groups of society as historical figures, including the students in it. History does not only emphasize on national development, but also include local issues are more relevant to students' interests. Learning the history of this kind can be presented using a variety of approaches as a way to make students active learners as well as historical actors of his day. This paper criticizing the teaching of history in schools depart from the views essentialis and perenialis and critical importance of developing the teaching of history in accordance with such critical views by using the concept of learning in particular analytical concept.Key words: learning, critical history, curriculumTulisan ini berisi pemikiran tentang penggunaan konsep ilmu sosial dalam konstruksi pembelajaran sejarah kritis. Dalam pandangan teori kritis, pembelajaran sejarah tidak hanya berorientasi pada masa lalu melainkan juga masa kini dan persoalan kontemporer. Pembelajaran sejarah kritis tidak hanya menonjolkan atau mengagungkan kebesaran masa lalu melainkan juga tentang kegagalan dan kelemahan bangsa pada masa yang telah dilewati yang harus diperbaiki pada masa kini. Pembelajaran seperti ini harus dapat memasukkan semua kelompok masyarakat sebagai tokoh sejarah, termasuk para siswa di dalamnya. Sejarah tidak hanya menekankan pada perkembangan nasional, tetapi juga memasukkan isu-isu lokal yang lebih relevan dengan kepentingan siswa. Pembelajaran sejarah seperti ini dapat disajikan dengan menggunakan beragam pendekatan dengan cara menjadikan siswa sebagai pembelajar yang aktif sekaligus sebagai pelaku sejarah pada jamannya. Tulisan ini mengkritisi pembelajaran sejarah di sekolah yang berangkat dari pandangan perenialistis dan esensialistis serta pentingnya mengembangkan pembelajaran sejarah kritis sesuai dengan pandangan kritis antara lain dengan menggunakan pembelajaran konsep khususnya konsep analitis. Kata kunci: pembelajaran, sejarah kritis, kurikulum]]>
<![CDATA[The Development of 21st Century Cultural Intelligence through Discovery Learning and First-Person Historical Presentation ]]>
<![CDATA[Vinco, Michael Silvester Mitchel]]>;
<![CDATA[Supriatna, Nana]]>;
<![CDATA[Mulyana, Agus]]>
<![CDATA[ Paramita: Historical Studies Journal Vol 29, No 2 (2019): PARAMITA ]]>
Publisher : <![CDATA[History Department, Semarang State University and Historian Society of Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/paramita.v29i2.16216
<![CDATA[The research was conducted during history learning activity in Year 11 Social 3 (Ilmu Pengetahuan Sosial 3) Santo Fransiskus Asisi Senior High School (a school with Catholic characteristic) on April-June 2018. In some opportunities, this research also included Mujahidin Senior High School (a school with Islamic characteristic). This research used action research methodology with Kemmis & Taggart model. The analysis of data used constructivism learning theories and symbolic interaction theories. This research discusses about various cultural stereotypes which are thriving in West Kalimantan, especially Pontianak. Obstacles in social interaction because of stereotypes among various cultural groups are one of challenges in 21st century that is related to cultural intelligence. First-person historical presentation as one of history education methods is developed in this research. Students involved in this research would be enriched in not only their knowledge, but also their empathy toward various cultural groups. So, this learning is successful in growing students’ cultural intelligence, as can be seen their empathic attitudes and accepting the difference among those various groups. Penelitian ini dilakukan pada pembelajaran sejarah di kelas 11 Ilmu Pengetahuan Sosial (IPS) 3 SMA Santo Fransiskus Asisi Pontianak (sekolah berciri khas Katolik), pada bulan April-Juni 2018. Pada beberapa kesempatan penelitian ini juga melibatkan SMA Mujahidin Pontianak (sekolah berciri khas Islam). Penelitian ini menggunakan metode penelitian tindakan dengan model Kemmis & Taggart. Analisis data menggunakan teori-teori pembelajaran konstruktivis dan teori interaksi simbolis. Penelitian ini membahas berbagai stereotipe kebudayaan yang berkembang di Kalimantan Barat, khususnya di Kota Pontianak. Hambatan-hambatan di dalam pergaulan sosial karena stereotipe antara berbagai kelompok kebudayaan merupakan salah satu tantangan di abad ke-21 yaitu berkaitan dengan kecerdasan budaya. First-person historical presentation sebagai salah satu metode pendidikan sejarah dikembangkan di dalam penelitian ini. Peserta didik yang terlibat di dalam pendekatan ini akan diperkaya tidak hanya pengetahuan mereka, tetapi juga empati mereka terhadap berbagai kelompok kebudayaan. Dengan demikian pembelajaran ini berhasil menumbuhkan kecerdasan budaya peserta didik. Seperti tampak pada sikap-sikap berempati dan menerima perbedaan di antara beragam kelompok tersebut. ]]>
<![CDATA[DEKONSTRUKSI SEJARAH PERANG KERAJAAN-KERAJAAN ISLAM DI ASIA TENGGARA DALAM PEDAGOGI SEJARAH ]]>
<![CDATA[Supriatna, Nana]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 9, No 2 (2008): Perkembangan Islam di Indonesia ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (180.483 KB)
|
DOI: 10.17509/historia.v9i2.12177
<![CDATA[In this article, subject-matter of history at the junior and senior high schools as well (SMP and SMA) on Islamic Sultanates in the Nusantara region “is deconstructed†from the “history of wars†to become Islamic history which is now relevant to the contemporary social issues faced by the Muslim ummah in Indonesia. Common issues such as poverty, ummah enforcement, working ethos, entrepreneurship, social networking (silaturahim) and the commemoration of the glorious grandeur of the past maritime world of the Sultanates, are all historic issues which are still problems faced by the Muslim ummah and, are more interesting as foci of inquiry in the learning process of history class. Deconstruction of war history in history pedagogy is necessary and in accordance with contextual approach and, at the same time as a response to the accusation that Islam is identical with violence and terrorism. Deconstruction in history pedagogy is to build a new image on Islamic history which. It is very important for the Islamic ummah to response all kinds of challenges which they confront at this time. In this article the notion of deconstruction is carried out on conventional history which stresses too much on progress account experienced by the Sultanates in the Nusantara, including wars which becomes problematic topic and contextual with the real life of the students. The results of deconstruction will be constructed by using interrelated construction of topics, concepts, emancipator questions, and associate to contemporary social problems which are faced by the Muslims.]]>
<![CDATA[Pengembangan Kreativitas Imajinatif Abad Ke-21 dalam Pembelajaran Sejarah ]]>
<![CDATA[Supriatna, Nana]]>
<![CDATA[ Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 2, No 2 (2019): Pendidikan Sejarah abad 21 ]]>
Publisher : <![CDATA[Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (152.097 KB)
|
DOI: 10.17509/historia.v2i2.16629
<![CDATA[“Bangsa Indonesia belum merdeka sejak tahun 1945â€. Itulah jawaban seorang peserta didik di salah satu Sekolah Menengah Atas (SMA) di Bandung ketika ditanya gurunya dengan kalimat tanya “Bagaimana cara bangsa Indonesia mengisi kemerdekaan setelah memproklamasikan kemerdekaannya pada tanggal 17 Agustus 1945? Jawaban itu muncul ketika guru melontarkan pertanyaan kepada seluruh kelas dan salah seorang siswa mengangkat tangan dan langsung menjawabnya. Kegiatan tanya jawab itu berlangsung saat seorang guru pamong mengajar sesuai Kurikulum Tahun 2013. Artikel ini dikembangkan dari hasil observasi terhadap proses pembelajaran yang dilakukan oleh guru Sejarah dan mahasiswa peserta Program Pengalaman Lapangan (PPL) Departemen Pendidikan Sejarah, UPI, di salah satu SMA di Bandung. Melalui dialog antara dosen, mahasiswa dan guru pamong disepakati kegiatan pembelajaran lebih fokus pada pencapaian kompetensi inti kedua (KI-2) disamping pencapaian Kompetensi Dasar (KD). Salah satu unsur KI-2 adalah kreatifitas yang dikembangkan lebih lanjut menjadi kreatifitas-imajinatif serta dihubungkan dengan keterampilan yang banyak digarap oleh kalangan pendidik guna menyiapkan peserta didik berperan aktif di abad ke-21 ini. Creativity and Innovation yang dikembangkn oleh Trilling and Fadel (2009), Piirto (2011) dan Griffin (2012), digunakan sebagai rujukan. Kurikulum Tahun 2013 dijadikan sebagai guideline terkait dengan KI dan KD dan diperkaya dengan curriculum as an experiences dan dikembangkan dalam pembelajaran kontekstual. Peserta didik ditempatkan sebagai pelaku sejarah pada zamannya (Supriatna, 2007).]]>
<![CDATA[SOCIAL STUDIES COMIC: APPLICATION OF NEUROPEDAGOGY APPROACH TO SOCIAL STUDIES TEXT BOOK OF SMP KELAS VII ]]>
<![CDATA[Supriatna, Nana]]>;
<![CDATA[Fauzi, Wildan Insan]]>;
<![CDATA[Holilah, Mina]]>
<![CDATA[ International Journal Pedagogy of Social Studies Vol 4, No 2 (2019): Research Social Studies ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/ijposs.v4i2.21705
<![CDATA[Research on brain based learning began intensive since the 1990s and mostly revolves around the teaching and learning process. The abundance of research on neuorsains has a profound effect on the speed of brain-based learning research. Meanwhile, research on history textbooks mostly takes the theme of historiography and minimal research on its use in learning. This is where the importance of research is brain based learning and social studies textbooks. Textbook research related to brain-based learning has been initiated by the team since 2013. This year's research, researchers will conduct further research on brain-based learning as the basis for making IPS comic textbooks. Based on the study of previous research findings, the application of Neuropedagogy in IPS textbooks in the form of comics includes: time line, a glimpse of info, historical lessons, behind characters, mind maps, historical caricatures, historical humor, historical mysteries, contemporary issues, if history, and memorizing strategies . The main limitation of this research problem is how is the application of brain-based learning in social studies text books VII class? This research uses a research and development approach model with the steps in this process referring to the form of a cycle.]]>
<![CDATA[Penerapan Metode Pembelajaran Think Talk Write Untuk Meningkatkan Pemahaman Konsep Siswa Pada Materi Mengonsumsi Makanan Dan Minuman Yang Halal Dan Menjauhi Yang Haram Di SMP Negeri 3 Ciawigebang ]]>
<![CDATA[Supriatna, Nana]]>
<![CDATA[ Syntax Idea Vol 2 No 3 (2020): Syntax Idea ]]>
Publisher : <![CDATA[Syntax Corporation ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36418/syntax-idea.v2i3.159
<![CDATA[Berdasarkan hasil studi pendahuluan pemahaman konsep siswa masih rendah, hal ini terbukti dari hasil tes sebagian besar siswa kelas VIII SMP Negeri 3 Ciawigebang Kabupaten Kuningan yaitu sebesar 75 % memperoleh nilai Pendidikan Agama Islam di bawah KKM yaitu 75. Rumusan masalah dalam penelitian ini ialah apakah penerapan metode pembelajaran Think Talk Write dapat meningkatkan pemahaman konsep siswa pada materi Mengonsumsi Makanan serta Minuman yang Halal dan Menjauhi yang Haram di SMP Negeri 3 Ciawigebang Kabupaten Kuningan ?. Tujuan penelitian adalah untuk mengetahui penerapan metode pembelajaran Think Talk Write dapat meningkatkan pemahaman konsep siswa pada materi Mengonsumsi Makanan dan Minuman yang Halal dan Menjauhi yang Haram di SMP Negeri 3 Ciawigebang Kabupaten Kuningan. Metode penelitian yang digunakan ialah penelitian tindakan kelas. Setting penelitian ini adalah siswa kelas VIII SMP Negeri 3 Ciawigebang Kabupaten Kuningan yang berjumlah 32 siswa. Teknik pengumpulan data dalam penelitian ini adalah tes dilaksanakan setiap siklus berupa tes tertulis pilihan ganda. Berdasarkan data pemahaman siswa dalam pembelajaran Pendidikan Agama Islam dengan penerapan metode pembelajaran Think Talk Write pada siklus 1 di kelas VIII SMP Negeri 3 Ciawigebang Kabupaten Kuningan memperoleh nilai terendah 30, nilai tertinggi 75 dan memperoleh nilai rata-rata 56,41 berada di bawah Kriteria Ketuntasan Minimal (KKM) yang sudah diterapkan sebesar 75. Artinya penerapan metode pembelajaran Think Talk Write belum berhasil meningkatkan pemahaman siswa untuk pembelajaran Pendidikan Agama Islam i kelas VIII SMP Negeri 3 Ciawigebang Kabupaten Kuningan. pemahaman siswa dalam pembelajaran Pendidikan Agama Islam dengan penerapan metode pembelajaran Think Talk Write pada siklus 2 di kelas VIII SMP Negeri 3 Ciawigebang Kabupaten Kuningan memperoleh nilai terendah 65, nilai tertinggi 95 dan memperoleh nilai rata-rata 83,59 berada di atas Kriteria Ketuntasan Minimal (KKM) yang telah ditetapkan sebesar 75. Artinya penerapan metode pembelajaran Think Talk Write sangat berhasil meningkatkan pemahaman siswa dalam pembelajaran Pendidikan Agama Islam di kelas VIII SMP Negeri 3 Ciawigebang Kabupaten Kuningan.]]>
<![CDATA[ANALYSIS OF STUDENTS ECOLOGICAL INTELLIGENCE ]]>
<![CDATA[Pratiwi, Rani Tania]]>;
<![CDATA[Disman, Disman]]>;
<![CDATA[Supriatna, Nana]]>;
<![CDATA[Wiyanarti, Erlina]]>;
<![CDATA[Agustira, Deden]]>
<![CDATA[ International Journal of Educational Management and Innovation Vol 1, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijemi.v1i2.1825
<![CDATA[In December 2018, Kuningan University launched the Green Campus. The eco - campus program is motivated by, among others, that the campus environment is expecting to be a comfortable, clean, shady (green), beautiful, and healthy place to gain knowledge. The campus environment as an inseparable part of the urban ecosystem is not insignificant in its role and contribution to increasing or reducing global warming. Besides that, what is also important is how the campus community can implement Environmental Science and Technology in a Real Field. Therefore the Eco-Campus program is aimed at increasing the awareness and concern of the campus community as a collection of scientific societies to participate and be responsible for reducing Global Warming. However, er, of all these issues, the most important thing is how we can apply the concept in our daily behavior better known as green behavior, then how this behavior can be transmitted and taught in the context of education. Sometimes we think too hard about behaviors like what can say green behavior]]>
<![CDATA[Introduction "Mangrove" Ecoliteracy for IPS Learning on Elementary School ]]>
<![CDATA[Herawati, Ignasia Anggi]]>;
<![CDATA[Supriatna, Nana]]>;
<![CDATA[Sulastri, Sulastri]]>
<![CDATA[ International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (138.967 KB)
<![CDATA[Mangroves are now increasingly rare in Indonesian waters because almost all of the mangroves have been damaged. This is certainly very alarming considering that mangroves actually have a very important role for the survival of all living things. Referring to the problem, it is necessary to introduce ecoliteracy of "mangroves" as a small action aimed at inviting students to save mangrove ecosystems that have been damaged one of the ways by replanting mangrove plants around the waters, to instill students' caring attitudes towards the environment and foster a student's love for environment. The method used in this research is literature study which refers to literature review in the form of articles in journals, books, and other reliable sources related to the research title. Based on the results of the study, explaining that in social studies learning at school students not only acquire basic theories but also the need to develop social skills possessed by students specifically in maintaining and preserving mangroves]]>
<![CDATA[Theoretical Aspects Of Ecological Intelligence Development Of Students In Elementary Schools ]]>
<![CDATA[Zulfikar, Hari Ahmad]]>;
<![CDATA[Supriatna, Nana]]>;
<![CDATA[Nurbaeti, Iyus]]>
<![CDATA[ International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (221.411 KB)
<![CDATA[The environment is defined as a place where living things carry out their life activities. Clean and sustainable environment can sustain continuous life(sustainability).Therefore, intelligence is needed to support it, one of the intelligence that is the basis for this ecological intelligence (ecoliteracy). Every behavior or action of a person based on ecological intelligence,it does not only have an impact on himself and others, but also on other living things and the nature around where a person lives or in other terms "empathy for all forms of life". Current conditions in elementary schools have not shown students who have ecological intelligence. The development of social skills or character of students in elementary schools still focuses on human interaction. Through ecopedagogy, teachers need to link interactions between humans and the environment or nature. The purpose of writing this article is to describe some aspects of the theory of ecological intelligence development of students in elementary schools. This study uses a literature study (literature review) which produces a description of several theories in developing ecological intelligence of students in elementary schools]]>
