Articles
<![CDATA[Preserve the existence of balala’ tamakng tradition of dayak ethnic to maintain the national identity of indonesia ]]>
<![CDATA[Iwan Ramadhan]]>;
<![CDATA[Imran Imran]]>;
<![CDATA[Muhammad Agus Hardiansyah]]>;
<![CDATA[Cary Chappel]]>;
<![CDATA[Haris Firmansyah]]>
<![CDATA[ Jurnal Pendidikan PKN (Pancasila dan Kewarganegaraan) Vol 4, No 1 (2023): Civic Education dan Citizenship Studies In culture, identity, and art (1 June 20 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jppkn.v4i1.61234
<![CDATA[The Balala' Tamakng tradition is a tradition of abstinence that is still believed and carried out by the Dayak ethnic community in Sungai Ambawang District, Kubu Raya Regency. This study aims to determine the procession of the Balala' Tamakng tradition, the symbolic meaning of the Balala' Tamakng tradition and efforts to maintain the Balala' Tamakng tradition in the era of globalization in an effort to maintain national identity. The high flow of globalization, indirectly, has gradually faded the traditions of today's traditional society. This research seeks to discover the efforts of the Dayak ethnic community in Sungai Ambawang District in preserving the Balala' Tamakng tradition in maintaining national identity amidst the influence of globalization. The research method used is descriptive research using a qualitative approach. The data collection technique that will be used is the process of observation, in-depth interviews, and documentation. The research results in a state that the Balala' Tamakng tradition is carried out through the process of the ritual. As for the meaning or meaning of the Balala' Tamakng tradition, it is abstinence for a full day with the condition that you are not allowed to set foot out of the house, not shout or make noise in the house. In this era of globalization, efforts to maintain the Balala' Tamakng tradition are made by strengthening national identity and by sharing these ritual activities through social media]]>
<![CDATA[Penggunaan Aplikasi Wordwall Pada Pembelajaran Sejarah Di SMA Negeri 5 Pontianak ]]>
<![CDATA[Baiyeni Amalia Hasanah]]>;
<![CDATA[Andang Firmansyah]]>;
<![CDATA[Haris Firmansyah]]>
<![CDATA[ JURNAL PENDIDIKAN Vol 24 No 1 (2023): Jurnal Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya ]]>
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DOI: 10.52850/jpn.v24i1.7602
<![CDATA[With the impacts of rapid technological advances, it is undeniable that many various technology-based learning media are created. Learning media has many benefits, one of which is as a tool to convey learning objectives. Moreover, for history learning, it is no stranger that many students are not interested in learning history. Because history learning contains various kinds of events that require students to remember all these things. Therefore, the use of media is needed in history learning. The purpose of the research was to description the use of Wordwall app in history learning in XI class of SMAN 5 Pontianak. The research method uses descriptive qualitative. The research location at SMAN 5 Pontianak. The data collection technique uses interviews, observations, and documentation. The source of research informants is history teachers and class XI students of SMAN 5 Pontianak. The research results are that the use of Wordwall app can help teachers convey historical materials that are difficult for students to understand. Meanwhile, for students, learning history using Wordwall app is a new and fun experience, so students more interested and active during the history learning process. ]]>
<![CDATA[Becupin Tradition: The Efforts of Young Generation in Maintaining the Existence of Malay Culture in Kapuas Hulu ]]>
<![CDATA[Iwan Ramadhan]]>;
<![CDATA[Muhammad Agus Hardiansyah]]>;
<![CDATA[Imran Imran]]>;
<![CDATA[Haris Firmansyah]]>;
<![CDATA[Mega Cantik Putri Aditya]]>
<![CDATA[ Jurnal Ilmu Sosial Mamangan Vol 12, No 1 (2023) ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/mamangan.v12i1.6625
<![CDATA[Becupin tradition is a Malay ethnic cultural heritage from Kapuas Hulu, namely an entertainment program that is held at the first wedding of the Malay ethnic Kapuas Hulu. In its development, this tradition has begun to be forgotten by the community, because it is no longer attractive, people prefer entertainment events by hiring local singers or artists. more modern both the music and the singer. The purpose of this study is to describe the becupin tradition which has begun to be eroded by the times, and the efforts of the younger generation to maintain the becupin tradition as part of the Kapuas Hulu Malay ethnic culture. The method used in this study is a descriptive qualitative method, providing an overview of the processes, implementation, and efforts made by the young generation to maintain the existence of local cultural traditions by collecting observations and reinforced by interviews with informants who have been determined by the researcher. The results of this study are the process of performing the becupin tradition with the staging that has been prepared by the wedding event committee, then the implementation is carried out at the reception and the evening after the reception event, while the value contained in this becupin tradition is to provide advice to the bride and groom so that they can maintain their marriage until the end of their lives, as well as the efforts made by the Malay community of Kapuas Hulu is to provide flexibility for the younger generation to become committee members and become actors in this tradition so that they can survive amidst the flow of modernization. This research is one of the studies that is still lacking in exploring Malay ethnic cultural traditions, especially in riverside communities in Kapuas Hulu.]]>
<![CDATA[Proses Perubahan Kurikulum K-13 Menjadi Kurikulum Merdeka ]]>
<![CDATA[Haris Firmansyah]]>
<![CDATA[ EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 5, No 3 (2023): June ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/edukatif.v5i2.4910
<![CDATA[Penelitian ini dilakukan untuk mengetahui perubahan kurikulum K-13 ke kurikulum merdeka dan implementasi unsur-unsur pembelajaran kurikulum merdeka. Metode penelitian ini deskriptif kualitatif. Hasil peneitian yaitu pembelajaran yang menekankan kepada peserta didik lebih dilibatkan dalam semua aktivitas pembelajaran sehingga peserta didik yang lebih unggul dalam aktivitas pembelajaran, sedangkan tenaga pendidik hanya sebagai fasilitator dan motivator. Pelaksanaan kurikulum merdeka lebih menyarankan pembelajaran berdiferensisasi, artinya pembelajaran yang di laksanakan berdasarkan minat peserta didik kemudian gaya belajar serta kesiapan belajarnya. Dalam proses pembelajaran kurikulum merdeka, tenaga pendidik membagi kelompok peserta didik dalam bentuk heterogen, contohnya seperti peserta didik yang memiliki kemampuan sedang di campur dengan peserta didik yang memiliki kemampuan tinggi. Model pembelajaran disesuaikan dengan minat dan kemampuan peserta didik. Sehingga guru sebagai fasilitator dan motivator dalam pelaksanaan kurikulum merdeka belajar. Implementasi pembelajaran materi masih beracuan pada kurikulum 13 sedangkan tindakan menyesuaikan dengan kurkulum merdeka belajar.]]>
<![CDATA[Implementasi Pendidikan Multikultural di Sekolah Menengah Atas ]]>
<![CDATA[Haris Firmansyah]]>
<![CDATA[ Innovative: Journal Of Social Science Research Vol. 3 No. 2 (2023): Innovative: Journal Of Social Science Research (Special Issue) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/innovative.v3i2.1366
<![CDATA[Tujuan penelitian ini dilakukan untuk menunjukkan untuk mendeskripsikan bagaimana penerapan pendidikan multikultural di sekolah menengah atas. Penelitian ini bahwa betapa pentingnya pendidikan multikultural untuk diterapkan di sekolah-sekolah terutama sekolah menengah atas. Metode penelitian yang digunakan penulis dalam penelitian ini adalah metode penelitian kualitatif dan penelitian kepustakaan. Untuk menguji keakuratan data yang terkumpul, peneliti melakukan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa untuk meningkatkan multikulturalisme pendidikan maka kurikulum, model pembelajaran, suasana sekolah, kegiatan ekstrakurikuler dan peran guru harus multikultural. Penilaian isi, pendekatan dan kurikulum harus menghargai perbedaan dan tidak diskriminatif. Sekolah harus memilih isi dan bahan ajar yang benar-benar menekankan penghargaan dan penghormatan terhadap budaya dan nilai-nilai lain. Guru harus mengatur dan mengelola konten sekolah, proses, hingga kegiatan lintas budaya. Mungkin upaya untuk menghargai budaya lain juga dapat menekankan pentingnya pedagogis mempelajari bahasa suku lain dan memotivasi pada siswa sejak awal memahami orang dari etnis lain.]]>
<![CDATA[Cagar Budaya Sepanjang Das Batanghari Dan Potensinya Sebagai Sumber Pembelajaran Sejarah ]]>
<![CDATA[Haris Firmansyah]]>
<![CDATA[ Innovative: Journal Of Social Science Research Vol. 3 No. 2 (2023): Innovative: Journal Of Social Science Research (Special Issue) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/innovative.v3i2.1516
<![CDATA[Tulisan ini bertujuan untuk mendeskripsikan cagar budaya di sepanjang DAS Batanghari dan potensinya sebagai sumber pembelajaran sejarah.bPeneliti menggunakan metode atau pendekatan studi pustaka (Librari Research) dalam penelitian ini. Teknik studi pustaka yaitu mengkaji teori-teori dari berbagai sumber bacaan ilmiah atau yang lain terkait dengan apa yang menjadi bahasan penelitian sesuai dengan situasi yang berkembang. Sungai Batanghari di Indonesia memiliki sejarah dan warisan budaya yang kaya dan dapat digunakan sebagai sumber pembelajaran bagi siswa. Memasukkan sejarah lokal ke dalam kurikulum dapat membantu siswa mengembangkan cara berpikir sistematis untuk memahami sejarah dan mentransmisikan kebijaksanaan lokal. Memahami masa lalu penting untuk masa kini dan masa depan, dan sejarah harus diajarkan jika berguna. Pembelajaran sejarah juga dapat merangsang kreativitas dan imajinasi, dan membantu individu mengembangkan potensi mereka. Memasukkan sejarah lokal ke dalam kelas sejarah dapat membantu siswa mengembangkan pemikiran sistematis dalam memahami sejarah dan mentransmisikan nilai-nilai kebijaksanaan lokal. Memanfaatkan situs sejarah di lingkungan untuk pembelajaran juga dapat memberikan pengalaman kepada siswa dan rasa tanggung jawab untuk melestarikan warisan lokal mereka. Penting untuk mengeksplorasi dan melestarikan situs sejarah sebagai bagian dari memori dan identitas kolektif.]]>
<![CDATA[Penggunaan Film Dokumenter Sejarah Belangkaet Sebagai Media Pembelajaran Sejarah di Kelas XI IPS 2 SMAN 1 Simpang Hilir ]]>
<![CDATA[Shelli Shelli]]>;
<![CDATA[Andang Firmansyah]]>;
<![CDATA[Astrini Eka Putri]]>;
<![CDATA[Rustiyarso Rustiyarso]]>;
<![CDATA[Haris Firmansyah]]>
<![CDATA[ Jurnal Ilmiah Wahana Pendidikan Vol 9 No 10 (2023): Jurnal Ilmiah Wahana Pendidikan ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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DOI: 10.5281/zenodo.7988839
<![CDATA[This observe goals to determine the usage of teachers in using the media documentary movie records beangkaet in gaining knowledge of history, the planning process, instructor implementation in the use of documentary film media records belakkaet in studying history, and the limitations felt via the teacher inside the use of historic documentary movie media beangkaet on gaining knowledge of history, in magnificence XI IPS 2. The research method used is descriptive with a shape of qualitative studies. The facts assets for this research had been history instructors and students class XI IPS 2. The region of this research is at SMAN 1 Simpang Down circulate that's on Jalan Pramuka, Teluk Melano, Kec. Simpang Downstream information series strategies used are commentary, interviews and documentation while the information collection gear are statement sheets, interview courses, and documentation. data evaluation strategies researchers use information discount, presentation statistics and drawing conclusions. to test the validity of the facts researchers use triangulation. From the outcomes of data evaluation researchers understanding that: (1) For planning using film history of belangkaet documentaries as a medium for learning history, instructors additionally have to prepare the steps education of gaining knowledge of implementation plans (RPP) for adapt to the getting to know fabric as a way to be brought to college students. (2) Implementation of use belangket ancient documentary films as gaining knowledge of media history.(three) within the use of ancient documentary film media belakaet often instances we find some barriers that turn out to be a problem in a studying manner both in terms of technical or non-technical.]]>
<![CDATA[Pemanfaatan Novel Sejarah Sebagai Media Pembelajaran Sejarah di Sekolah Menengah Atas ]]>
<![CDATA[Haris Firmansyah]]>
<![CDATA[ Jurnal Ilmiah Wahana Pendidikan Vol 9 No 10 (2023): Jurnal Ilmiah Wahana Pendidikan ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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DOI: 10.5281/zenodo.7983565
<![CDATA[This study aims to find out how to use historical novels as a medium for learning history. The research method that researchers use is descriptive qualitative method. This research was conducted at SMK Cahaya Bangsa in Rasau Jaya, Kubu Raya Regency. The techniques used for data collection are observation, interviews, and documentation. Sources of informants in this study were history teachers and class XI students. The results of this study indicate that history teachers have utilized historical novels as learning media. As one of the learning media that can develop and explain imaginative literacy, so that it can help students' interest in studying history. The teacher has a very important role in learning. Like preparing learning media for historical novels. Before starting the lesson , the teacher prepares a lesson plan in advance, including the use of historical novels as a learning medium. In its implementation the teacher divides into several groups and gives each group of students a historical novel that is appropriate to the learning material. At the learning evaluation stage the teacher gives assignments to each group to analyze what is contained in the historical novel and asks each group to present their presentation results.]]>
<![CDATA[Nilai-Nilai Budaya dalam Tradisi Gotong Royong Masyarakat Suku Dayak di Rumah Betang Ensaid Panjang ]]>
<![CDATA[Haris Firmansyah]]>
<![CDATA[ Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 9 No 2 (2023): Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jhm.v9i2.12837
<![CDATA[The Dayak tribe maintains the tradition of mutual cooperation by living in Betang houses. This Betang house provides an overview of the life of the Dayak Desa community, who live peacefully with existing cultural values, especially regarding the mutual cooperation tradition found in the Ensaid Panjang Betang house. This study aims to describe and find out what cultural values are contained in the mutual cooperation tradition of the Dayak people at Rumah Betang Ensaid Panjang. The research method used is descriptive qualitative research, where researchers obtain results with findings in sentences and words obtained by observation and interviews. The results of this research are that Ensaid Panjang's Betang House is a traditional Dayak house in Sintang, West Kalimantan. House The physical form of this house is a platform, and there are high stairs to climb this betang house. At present, there is only one more traditional Ensaid house left, and it is occupied by some of the people of Ensaid Panjang village. The mutual cooperation values in Betang Ensaid Panjang's house must be put to good use in the lives of the people of West Kalimantan, especially to mobilize community solidarity.]]>
<![CDATA[Pemanfaatan Literasi Digital dalam Pembelajaran Sejarah ]]>
<![CDATA[Haris Firmansyah]]>
<![CDATA[ Jurnal Pendidikan dan Konseling (JPDK) Vol. 5 No. 2 (2023): Jurnal Pendidikan dan Konseling ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jpdk.v5i2.12511
<![CDATA[Tujuan penelian ini yakni untuk mengetahui bagaimana kemampuan guru dalam mengakses Literasi Digital dan untuk mengetahui bagaimana upaya guru dalam menggunakan Literasi Digital sebagai media pembelajaran Sejarah. Metode penelitian yang digunakan peneliti adalah medote kualitatif deskriptif. Penelitian ini dilakukan di Madrasah Aliyah Mujahidin, Kota Pontianak. Teknik pengumpulan data antara lain observasi, wawancara dan dokumentasi. Sumber informasi dalam penelitian ini adalah guru sejarah dan siswa kelas XI. Adapun hasil penelitian ini adalah (1) guru mampu mengaplikasikan literasi digital dalam pembelajaran sejarah, membuat rancangan media pembelajaran literasi, menganalisis informasi literasi digital yang tepat dan mengevaluasi hasil pembelajaran melalui teknologi digital yang memuat meteri-meteri sejarah. kemampuan guru dalam mengelola pembelajaran sejarah menjadi lebih terarah dan tepat sasaran. (2) Pembelajaran sejarah terutama pada masa pandemic covid 19 sangat memerlukan literasi digital. Oleh sebab itu, guru sejarah Madrasah Aliyah Mujahidin memaksimalkan pemanfaatan literasi digital ini dengan beberapa tahapan. Tahap pertama yakni tahap perencanaan, selain menyusun RPP (Rencana Pelaksanaan Pembelajaran) guru juga menyiapkan serta mencari literasi digital yang sesuai dengan materi pembelajaran. Tahapan kedua, guru mengimplementasikan perencanaan yang telah disusun kedalam proses pembelajaran sejarahnya, yakni dengan membagikan atau memberi literasi digital yang bertema sejarah kepada siswa. Kemudian meminta siswa untuk membaca dan membuat review literas digital tersebut. Dengan memaksimalkan literasi digital sebagai media pembelajaran sejarah diharapkan siswa mampu memahami dan menganalisis pembelajaran sejarah dengan tepat. Kata Kunci: Literasi digital, pembelajaran sejarah]]>
