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SAPI PERAH (SATU PION PENJELAJAH SEJARAH) SEBAGAI MEDIA PEMBELAJARAN IPS SEJARAH HINDU BUDHA UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS IV SDN SAMIRONO YOGYAKARTA Rahmani Hakim, Latifa Dinar; Pangestu, Dimas Aldi; Andini, Ghina
Pelita - Jurnal Penelitian Mahasiswa UNY Volume IX, Nomor 2, Agustus 2014
Publisher : Pelita - Jurnal Penelitian Mahasiswa UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (70.906 KB)

Abstract

This research aims to (1) to find out the application of Sapi Perah learningmedia to the grade IV SDN Samirono, (2) to find out the process of learning history ofHinduism and Buddhism through the use of Sapi Perah learning media, and (3) toreveal the improvement of the understanding and learning ability of grade IV studentsof Samirono Elementary School. The method used is classroom action researchinvolving two cycles. In the first cycle, the students were given a description of thehistory of Hinduism and Buddhism. Then, they were given a pre test on the materialthat has been taught and tried to apply the Sapi Perah learning media. However, theresults were not satisfying because they were not enthusiastic in learning. The secondcycle was conducted by applying the learning media of Sapi Perah again. In the secondcycle optimal results were obtained. The students’ learning outcomes of the history ofHinduism and Buddhism improved. The results of this research are (1) the applicationof a learning media Sapi Perah can improve the students’ understanding of the historyof Hinduism and Buddhism and (2) the learning process in the classroom becomesmore interesting because of the use of the media of Sapi Perah.
Anti-Chinese Incident in West Java in 1963 Pangestu, Dimas Aldi; Kumalasari, Dyah; Aman, Aman
Paramita: Historical Studies Journal Vol 31, No 1 (2021): Maritime and Socio-Economic History of Indonesia
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v31i1.23428

Abstract

Abstract: The paper aims to study the anti-Chinese incident in West Java. The research used the historiography method from Kuntowijoyo with the steps including topic selection, heuristic, source criticism, interpretation, and historiography. Ever since Indonesia's independence, the relationship between Pribumi and Chinese people is in social and economic discrepancy as they were experiencing an economic crisis. The strays of PRRI/Permesta and DI/TII still hold their grudge within the tough situation. What comes after is the riot between March and May 1963 that put Chinese people as the main target. On March 27, 1963, a raid happened in Cirebon initiated by the Pribumi. They attack the shops and houses of the Chinese people. The riot spread to Bandung on May 10, 1963, started with a fistfight between Chinese and Pribumi students in Bandung Institute of Technology. A day after, another riot is happening in Sumedang. From May 14 until 16, 1963, a series of property assaults are carried out by youngsters, students, and citizens in Bogor and Tasikmalaya. In Garut, vandalism happened on May 17 and 18, 1963, when the shops, houses, and factories were assaulted. From May 18 until 19, 1963, another riot started in Sukabumi when the mob began attacking the merchandise, properties, food supply, and Sukabumi market. This Chinese attacking incident involving Pribumi youngsters, college and high school students, and citizens. The incident was originally planned to be carried out throughout cities in West Java, but it did not turn out well. The initiators are scattered in every part of the cities in West Java, mostly dominated by college and school students and some residents. The impact of this incident is the spike in commodity prices and further social discrepancy. Abstrak: Artikel ini bertujuan mengkaji peristiwa anti Cina di Jawa Barat. Metode yang digunakan adalah metode sejarah Kuntowijoyo dengan langkah-langkah pemilihan topik, heuristik, kritik sumber, interpretasi dan historiografi. Sejak Indonesia merdeka hubungan Pribumi dan golongan Cina mempunyai kesenjangan hubungan sosial dengan ditambah keadaan krisis ekonomi. Sisa-sisa dari PRRI/Permesta dan DI/TII masih mempunyai reaksi ketidak puasan ditengah situasi yang sedang tidak menentukan. Akibatnya pada bulan Maret-Mei terjadi tindak kerusuhan yang merugikan golongan Cina. Pada tanggal 27 Maret 1963 pecah kerusuhan di Cirebon yang digerakan oleh kalangan Pribumi yang menyerang golongan Cina dengan merusak toko-toko dan rumah-rumah. Kerusuhan tersebut menjalar ke Bandung pada tanggal 10 Mei 1963 diawali oleh perkelahian di kampus ITB antara mahasiswa Cina dengan mahasiswa Pribumi. Pada 11 Mei 1963 pengrusakan kembali terjadi di Sumedang. Pada 14-16 Mei 1963 di Bogor dan Tasikmalaya terjadi pengrusakan yang dilakukan pemuda, pelajar dan rakyat. Di Garut aksi pengrusakan pecah pada 17-18 Mei 1963 dengan merusak rumah-rumah dan toko-toko serta pabrik-pabrik. Pada 18-19 Mei 1963 dimulai aksi di Sukabumi dengan merusak dagangan, perabotan rumah, persedian makanan dan pasar Sukabumi. Peristiwa kerusuhan yang terjadi merusak barang-barang golongan Cina yang dilakukan oleh mahasiswa, pelajar dan rakyat. Peristiwa tersebut sudah direncanakan diberbagai kota di Jawa Barat, namun tidak berjalan dengan baik. Dampak yang dirasakan adalah kenaikan harga barang dan kesenjangan sosial yang semakin parah.     Cite this article: Pangestu, D.A., Kumalasari, D., Aman. (2021). Anti-Chinese Incident in West Java in 1963. Paramita: Historical Studies Journal, 31(1), 93-103. http://dx.doi.org/10.15294/paramita.v31i1.23428 
PHILOSOPHY OF FREEDOM TO LEARN IN THE PERSPECTIVE OF INDONESIA Dimas Aldi Pangestu; Saefur Rochmat
Jurnal Pendidikan dan Kebudayaan Vol. 6 No. 1 (2021)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v6i1.1823

Abstract

Tujuan artikel ini adalah mengetahui hakikat dari merdeka belajar berdasarkan pemikiran merdeka belajar Soekarno, Hatta, Sjahrir dan Dewantara dan mengetahui persamaan serta perbedaannya. Metode yang digunakan pada artikel ini adalah metode sejarah yang terdiri dari pemilihan topik, heuristik, kiritik sumber, interpretasi dan historiografi. Hakikat Merdeka belajar, berdasarkan pemikiran pendidikan para pendiri bangsa Indonesia, adalah mengakui hak-hak manusia secara kodrati untuk memperoleh pembelajaran dan pengelaman secara bebas yang bertujuan menciptakan manusia yang berkarakter, manusia baru dan masyarakat baru. Persamaan pemikiran merdeka belajar dari Soekarno, Hatta, Sjahrir dan Dewantara adalah mendidik manusia dengan jiwa yang merdeka supaya menjadi manusia yang berkarakter, bersumber dari kebudayaan dan kandungan dari bangsanya sendiri, dan mempunyai objek pendidikan yaitu manusia. Sementara perbedaan dari pemikiran tokoh-tokoh terletak pada peruntukan merdeka belajar. Soekarno memandang merdeka belajar untuk menciptakan pembelajaran yang nyaman dan menyenangkan. Mohammad Hatta berpendapat bahwa merdeka belajar berperan dalam mengembangkan kemampuan peserta didik. Sjahrir menyatakan merdeka belajar untuk membangun stabilitas politik dan bukan menetapkan tujuan-tujuan pendidikan yang pragmatis. Ki Hadjar Dewantara berpandangan merdeka belajar sebagai pendidikan sesuai kodrat alam. Merdeka belajar mengakui kodrat manusia dan membebaskan manusia memperoleh pembelajaran dan pengalaman. Merdeka belajar diperuntukan sebagai pelaksanaan pembelajaran, pengembangan peserta didik, menciptakan stabilitas, dan pengakuan terhadap kodrat manusia. This article is to find out the philosophy of freedom to learn based on founders' thoughts both similarities and differences. I use historical method consisting of topic selection, heuristics, criticisms of sources, interpretation, and historiography. Freedom to learn, based on the educational ideas of the founding fathers of Indonesia, is recognizing human rights to gain free learning and experience to create human characters, new humans, and a new society. The similarity of freedom to learn is to educate humans with an independent spirit to become human beings with character, originating from the culture and content of their nation, and having an educational object (humans). Soekarno saw freedom to learn to create comfortable and enjoyable learning. Mohammad Hatta argues that freedom to learn plays a role in developing students' abilities. Sjahrir stated that he could learn to build political stability and not set pragmatic educational goals. Ki Hadjar Dewantara has the view that freedom to learn is education by nature. Freedom to learn recognizes human nature and frees humans to learn and experience. Freedom to learn is showed as the implementation of learning, the development of students, creating stability, and recognition of human nature.