cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Baskoro Suryo Banindro
Contact Email
banindro@gmail.com
Phone
+6285641432978
Journal Mail Official
paramita@mail.unnes.ac.id
Editorial Address
Sekaran Campus, first floor in C5 building, Gunungpati, Kota Semarang,
Location
Kota semarang,
Jawa tengah
INDONESIA
Paramita: Historical Studies Journal
Published by Universitas Negeri Semarang
ISSN : 24075825     EISSN : 24075825     DOI : https://doi.org/10.15294/paramita.v30i2.20890
Core Subject : Humanities,
Humanities
The journal publishes writings on (1) historiography, (2) philosophy of history, (3) history of education, and (4) history educaiton. Historiography means the writing of history based on the critical examination of sources, the selection of particular details from the authentic materials in those sources, and the synthesis of those details into a narrative that stands the test of critical examination. Historiography studies cover chronologically various themes, such as local history, social history, cultural history, economic history, political history, military history, intellectual history, environmental history, and other historical studies. Philosophy of history, the study either of the historical process and its development or of the methods used by historians to understand their material. History of education is a study of the past that focuses on educational issues. These include education systems, institutions, theories, themes and other related phenomena in the past. History education includes studies of how history teaches in school or society, curriculum, educational values in events, figures, and historical heritage, media and sources of historical learning, history teachers, and studies of textbooks.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 20 Documents
 1   2 
Search results for , issue "Vol 30, No 1 (2020): PARAMITA" : 20 Documents clear
Preservation of Megalithic Sites as Integrated Tourism Objects in Lahat Regency, South Sumatra Wargadalem, Farida Ratu; Siswanto, A; Ardiansyah, Ardiansyah; Indriastuti, K
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
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.v30i1.21698

Abstract

Megalithic sites, tourist assets in Lahat Regency besides waterfalls, are a wealth of culture in the past that have the potential to be a tourist attraction. The location of megalithic sites scattered in several subdistricts and mostly located outside the settlement becomes an obstacle to be developed as a tourist destination. The purpose of this research is to develop an integrated tourism strategy that composes megalithic sites, natural attractions, artificial attractions, settlements, and the empowerment of local communities. This research combines historical research and case study. The case study is used by observing the location of megalithic sites in several districts in the Lahat Regency. The rapid mapping of potential megalithic sites and tourist objects and developed into two zonings. Community empowerment is conducted by focusing on group discussion (FGD) involving related parties. Megalithic sites are unique, scattered over a wide area, and different geographic conditions make them difficult for tourists to visit. There are several megalithic sites in the settlement, plantation, or rice fields. Local Communities already have an understanding of utilizing homes as homestays. It is concluded that the determination of zonation in Lahat regency can direct the management of the megalithic site as a tourism object according to the site characteristics and the built environment through community empowerment. The first zoning is the location of megalithic sites on Pagaralam as the direction of tourist arrivals with the village of Gunung Kaya in the Jarai sub-district as the node, and the second zonation on Lahat as the direction of tourist arrivals with the village Sinjar Bulan in Gumay Ulu sub-district as the node. Megalithic site management strategy as an integrated tourist attraction is also carried out by utilizing all the existing potential.Situs megalitik adalah warisan budaya di masa lalu yang berpotensi menjadi objek wisata. Lokasi situs megalitik yang tersebar di beberapa kecamatan dan sebagian besar berada di luar pemukiman menjadi kendala untuk dikembangkan sebagai tujuan wisata. Tujuan dari penelitian ini adalah untuk mengembangkan strategi pariwisata terpadu yang menyusun situs megalitik, atraksi alam, atraksi buatan, permukiman, dan pemberdayaan masyarakat lokal. Penelitian menggunakan dua pendekatan, yakni penelitian historis dan studi kasus. Situs megalitik unik, tersebar di wilayah yang luas, dan kondisi geografis yang berbeda membuat mereka sulit dikunjungi wisatawan. Ada beberapa situs megalitik di pemukiman, perkebunan, atau sawah. Masyarakat setempat sudah memiliki pemahaman tentang pemanfaatan rumah sebagai homestay. Disimpulkan bahwa penentuan zonasi di Kabupaten Lahat dapat mengarahkan pengelolaan situs megalitik sebagai objek wisata sesuai dengan karakteristik situs dan lingkungan binaan melalui pemberdayaan masyarakat. Zonasi pertama adalah lokasi situs megalitik di Pagaralam sebagai arah kedatangan wisatawan dengan desa Gunung Kaya di kecamatan Jarai sebagai simpul, dan zonasi kedua di Lahat sebagai arah kedatangan wisatawan dengan desa Sinjar Bulan di kecamatan Gumay Ulu sebagai simpul.
Local Wisdom of Tanjung Tanah Manuscript to Increase Historical Comprehension Ability Lionar, Uun; Mulyana, Agus; Isrok'atun, Isrok'atun
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
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.v30i1.15950

Abstract

Learning history in schools has always been based on the process of knowledge transfer, including memorizing textbooks. That kind of method has reduced essence historical thinking, especially in the ability to historical comprehension. For the process to successfully reconstruct knowledge, one way that can be done is to use the history book of local wisdom in ancient manuscripts. The Tanjung Tanah manuscript is one of the ancient documents which contains the value of local wisdom, such as the value of responsibility, respect, and honesty. Through history learning based on local wisdom of the Tanjung Tanah manuscript, it is expected that students will be able to comprehend historical comprehension more quickly. This study uses quantitative methods with a quasi-experimental design. The population is students at grade ten of senior high school in Kerinci Regency, while the sample is students at degree ten of SMA Negeri 2 Kerinci. The results of the study show that learning the history of local wisdom of Tanjung Tanah manuscripts improves the students’ historical comprehension ability.Pembelajaran sejarah di sekolah selama ini masih bertumpu pada proses transfer of knowledge berupa menghafal isi buku teks. Cara tersebut telah mereduksi esensi keterampilan berpikir sejarah, terutama pada kemampuan pemahaman sejarah. Agar terjadi proses reconstruct of knowledge maka salah satu cara yang dapat dilakukan adalah menghadirkan pembelajaran sejarah berbasis kearifan lokal dalam naskah-naskah kuno. Naskah Tanjung Tanah merupakan salah satu naskah kuno yang sarat nilai kearifan lokal, seperti nilai tanggung jawab, sikap hormat, dan kejujuran. Melalui pembelajaran sejarah berbasis kearifan lokal Naskah Tanjung Tanah diharapkan akan terjadi peningkatan kemampuan pemahaman sejarah pada siswa. Penelitian ini menggunakan metode kuantitatif kuasi eksperimen, populasi adalah siswa SMA kelas X di Kabupaten Kerinci, sampel siswa kelas X SMA Negeri 2 Kerinci. Hasil penelitian menunjukkan pembelajaran sejarah berbasis kearifan lokal Naskah Tanjung Tanah efektif meningkatkan kemampuan pemahaman sejarah siswa.
Ethnic Chinese during the New Order: Teaching Materials Development for History Learning based on Multiculturalism Kurniawan, Hendra
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
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.v30i1.22442

Abstract

The history of Indonesian Chinese society is still rarely studied in history learning at school. One of them concerns the discriminatory treatment of them during the New Order era. This article aimed to describe discriminatory policies against ethnic Chinese during the New Order era, to present it as a history teaching materials, and to elaborate on the importance of studying it for the younger people. This research used historical and qualitative descriptive method using literature. The result showed that (1) Ethnic Chinese in the New Order era received discriminatory treatment in various sectors. It was a violation of human rights and susceptible to trigger conflict. (2) The study of the Chinese people can be served as a history teaching material in the subject of the New Order era. (3) Teaching materials development is expected to be used to create awareness of multiculturalism through history teaching.Sejarah masyarakat Tionghoa Indonesia masih jarang dikaji dalam pembelajaran sejarah di sekolah. Salah satunya mengenai perlakuan diskriminatif terhadap mereka pada masa Orde Baru. Maka penelitian ini bertujuan untuk mendeskripsikan kebijakan diskriminatif terhadap etnis Tionghoa selama Orde Baru, menyajikannya sebagai bahan ajar sejarah, dan menguraikan arti penting mempelajarinya bagi generasi muda. Penelitian ini menggunakan metode historis dan kualitatif deskriptif dengan studi pustaka. Hasil penelitian menunjukkan bahwa (1) Etnis Tionghoa pada masa Orde Baru menerima perlakuan diskriminatif di berbagai sektor. Hal itu merupakan pelanggaran atas hak asasi manusia dan terbukti rentan konflik. (2) Studi tentang dinamika masyarakat Tionghoa tersebut dapat disajikan sebagai bahan ajar sejarah pada pokok bahasan masa Orde Baru. (3) Kajian tersebut diharapkan dapat menciptakan kesadaran multikulturalisme melalui pembelajaran sejarah.
Constructing the Local Wisdom Values of the Yel Lim Culture as a Historical Learning Source Ufie, Agustinus; Ritiauw, Samuel P; Kubangun, Nur Aida
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
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.v30i1.15506

Abstract

This study describes the living tradition of the indigenous people who live in a cluster of small islands in the southeast and south of the Maluku Islands, Indonesia, namely the Kei People. They have a robust local culture that influences in guiding and directing them to build social relations amid the onslaught of globalization with various attributes modernity that continues to go back and forth. The Yel Lim Culture, as the symbol and the identity of the Kei Community, radiates messages of humanity, tolerance, solidarity, and friendship, based on the life principle of siblings regardless of differences in ethnicity, religion, and race, it must continue to be preserved. To discover and then to elaborate on the main essence of the Yel Lim culture in the life of the Kei Community, a descriptive-analytical approach, as part of qualitative research, was taken. The results of this research showed that the Yel Lim Culture up to now was still being carried out because these cultural values were the guide, a guideline in realizing social order as a society that lived and developed in the Kei Islands. Observing the current social reality, then constructing Yel Lim's cultural values as a source in history class is very important in preparing future generations who have integrity and youthful identity, which is not easily trapped in various negative things because it continues to lean on local cultural values as their identity. Thus, the future generation that we build is the generation that is civilized and has virtuous and noble character as well.  Kajian ini mendeskripsikan tradisi masyarakat adat yang tinggal di kepulauan Kei Maluku Tenggara, dan memiliki budaya lokal dalam menuntun, mengarahkan mereka membangun relasi sosial walaupun ditengah-tengah gempuran arus modernisasi. Budaya Yel Lim sebagai simbol, identitas masyarakat Kei memancarkan pesan kemanusiaan, persaudaraan, toleransi, solidaritas dan silahturhami. Untuk menemukan, mempertahankan dan mengelaborasi budaya Yel Lim dalam kehidupan masyarakat Kei, sebagai salah satu sumber pembelajaran maka pendekatan deskriptif analitis sebagai bagian dari penelitian kualitatif ditempuh. Hasil penelitian ini memperlihatkan bahwa nilai-nilai budaya Yel Lim harus terus dimanifestasikan guna mewujudkan keteraturan sosial komunitas masyarakat adat Kei dari generasi ke generasi. Untuk itu, mengkonstruksi nilai-nilai budaya Yel Lim sebagai sumber pengembangan pembelajaran sejarah di Sekolah (SMP/SMA) sangatlah penting guna mempersiapkan generasi masa depan yang memiliki integritas, jati diri sehingga tidak muda terjerumus dalam berbagai hal negatif. Sehingga generasi masa depan yang kita bangun nantinya adalah generasi yang memiliki peradaban, budi pekerti luhur dan ahklak mulia.  
Agricultural Extension Education in Indonesia in the Colonial Period 1900-1941 Wahyono, Effendi; Huda, Nurul
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
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.v30i1.22893

Abstract

This paper examines agricultural extension education during the colonial period in Indonesia and used historical research to investigate it. The agricultural extension was formed in 1911. Agricultural experts in Indonesia at that time were agricultural engineers who graduated from Agricultural College in Wageningen, the Netherlands. They did not understand much about indigenous cultures, languages, and agrarian systems. The task of the agricultural extension was to improve the economy of rural peasant communities. Agricultural education in Indonesia began with the Middlebare Landbouw School for higher education. For lower-level education or the first secondary school, Cultuur School was established. This school prepared graduates to work as forestry officials, agricultural supervisors, and agricultural extension workers. The number of graduates was minimal, so it can not reach the vast territory of Indonesia. For this reason, graduates of agricultural schools who worked in extension offices (Landbouwvoorlichtingsdienst) gave agricultural courses to village school teachers (Vervolksschool). The teachers then taught agriculture to grade five elementary school students, and peasant groups formed in the villages. These peasant groups were led by peasants who have succeeded in the village, which were then used as movers in village economic growth.Tulisan ini membahas pendidikan penyuluhan pertanian selama periode kolonial di Indonesia dan menggunakan menggunakan metode sejarah untuk menelitinya. Penyuluhan pertanian dibentuk pada tahun 1911. Ahli pertanian di Indonesia pada waktu itu adalah insinyur pertanian yang lulus dari Sekolah Tinggi Pertanian di Wageningen, Belanda. Mereka tidak mengerti banyak tentang budaya, bahasa, dan sistem agraria lokal. Tugas penyuluhan pertanian adalah untuk meningkatkan ekonomi masyarakat petani pedesaan. Pendidikan pertanian di Indonesia dimulai dengan Middlebare Landbouw School untuk pendidikan tinggi. Untuk pendidikan tingkat rendah atau sekolah menengah pertama, Cultuur School didirikan. Sekolah ini mempersiapkan lulusan untuk bekerja sebagai pejabat kehutanan, pengawas pertanian, dan penyuluh pertanian. Jumlah lulusannya sangat minim, sehingga tidak bisa menjangkau wilayah Indonesia yang luas. Untuk alasan ini, lulusan sekolah pertanian yang bekerja di kantor penyuluhan (Landbouw voorlichtings dienst) memberikan kursus pertanian kepada guru sekolah desa (Vervolksschool). Para guru kemudian mengajar pertanian ke kelas lima siswa sekolah dasar, dan kelompok tani terbentuk di desa-desa. Kelompok tani ini dipimpin oleh petani yang telah berhasil di desa, yang kemudian digunakan sebagai penggerak dalam pertumbuhan ekonomi desa.
From Tarekat to Arab Community: the Islamization Process in Indramayu Tabroni, Roni; Muhsin Z, Mumuh; Dienaputra, Reiza D; Mulyadi, R M
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
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.v30i1.19947

Abstract

This research talks about the process of Islamization in Indramayu. The Islamization in Indramayu raises three main questions. The first question is, where was the arrival of Islam in Indramayu. Second, when is the appearance of Islam. Third, who has a role in the Islamization process. This research uses the historical method, which consists of four stages: heuristic, criticism, interpretation, and historiography. This method was then collaborated with Islamic social movement theory to analyze the ideology of leadership and movement mobility of the propagator group of Islam in Indramayu. The results showed that the arrival of Islam in Indramayu came from the port of Cimanuk. Then spread to various areas, including in the countryside. Second, Islam has been dating in Indramayu since the 15th century. Third, some communities play a role in Islamization in Indramayu. The communities were very influential until the 19th century. They consisted of the Arab community and the adherents of the tarekat, especially from Cirebon. The first order to develop was Syattariyah. Meanwhile, the Arabic community leader from Cirebon was Sayyid Abdur Rahman bin Muhammad Basy-Syaiban. He is a figure who originated from the Hadramaut in the early seventeenth century.Penelitian ini berbicara tentang proses islamisasi di Indramayu. Proses islamisasi di Indramayu memunculkan tiga pertanyaan utama. Pertanyan pertama adalah dari mama dan di mana kedatangan islam. Kedua, kapan waktu kedatangan Islam. Ketiga, siapa yang berperan dalam proses islamisasi. Untuk menjawab pertanyaan tersebut, penelitian ini menggunakan metode sejarah yang terdiri atas empat tahap: heuristic, kritik, interpretasi, dan historiografi. Hasil penelitian menunjukkan bahwa kedatangan Islam di Indramayu berasal dari pelabuhan Cimanuk. Kemudian menyebar ke berbagai daerah, termasuk di pedesaan. Kedua, Islam telah dating di Indramayu sejak abad ke 15. Ketiga, terdapat komunitas yang berperan dalam Islamisasi di Indramayu. Komunitas tersebut sangat berpengaruh sampai abad ke 19. Mereka terdiri atas komunitas Arab dan para penganut tarekat, terutama dari Cirebon. Tarekat pertama yang berkembang adalah Syattariyah. Sementara itu, tokoh komunitas arab yang berasal dari Cirebon adalah Sayyid Abdur Rahman bin Muhammad Basy-Syaiban. Ia merupakan tokoh yang berasal dari Hadramaut pada awal abad ketujuh belas.
Challenge of History Teachers in Teaching and Learning Higher Order Thinking Skills (HOTS) Wijayasari, Estik; Kurniawati, Kurniawati; Winarsih, Murni
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
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.v30i1.20031

Abstract

This study aims to identify the challenges faced by teachers and the efforts made in the implementation of HOTS-based history learning. In this study, a qualitative method was used by taking research at the Lab School in Kebayoran Jakarta. The analysis was carried using Strauss & Corbin grounded theory approach. The results illustrate three interrelated things, namely the concept of HOTS used, implementation, and challenges faced by history teachers. This study shows that the difficulty faced by history teachers in teaching and learning history based on HOTS is that assessment has been carried out using the HOTS model. On the other hand, training in learning that supports HOTS has not been provided to teachers, many curriculum demands, teacher competencies/skills, lack of time in the learning process, and the learning design made by the teacher does not yet support HOTS. The efforts to answer these challenge can be overcome by (1) increasing teacher understanding/mastery of HOTS concepts, (2) the planning of learning devices arranged to suit the needs of students, and (3) during the implementation of learning using models that support HOTS namely inquiry learning.Penelitian ini bertujuan untuk mengidentifikasi tantangan yang dihadapi guru dan upaya yang dilakukan dalam pelaksanaan pembelajaran sejarah berbasis HOTS. Dalam penelitian ini, metode kualitatif digunakan dengan mengambil penelitian di SMA Lab School Kebayoran Jakarta. Analisis dilakukan dengan menggunakan pendekatan teori ground Strauss & Corbin. Hasil penelitian menggambarkan tiga hal yang saling terkait, yaitu konsep HOTS yang digunakan, implementasi, dan tantangan yang dihadapi oleh guru sejarah. Studi ini menunjukkan bahwa kesulitan yang dihadapi oleh guru sejarah dalam pengajaran dan pembelajaran sejarah berdasarkan HOTS adalah penilaian telah dilakukan dengan menggunakan model HOTS. Di sisi lain, pelatihan dalam pembelajaran yang mendukung HOTS belum diberikan kepada guru, banyak tuntutan kurikulum, kompetensi / keterampilan guru, kurangnya waktu dalam proses pembelajaran, dan desain pembelajaran yang dibuat oleh guru belum mendukung HOTS. Upaya menjawab tantangan ini dapat diatasi dengan (1) peningkatan pemahaman guru / penguasaan konsep HOTS, (2) perencanaan perangkat pembelajaran yang disesuaikan dengan kebutuhan siswa, dan (3) selama pelaksanaan pembelajaran menggunakan model yang mendukung HOTS yaitu pembelajaran inkuiri.
Critical Analysis on Historiography of Gamelan Bebonangan In Bali Santosa, Hendra
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
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.v30i1.18480

Abstract

Historical sources on gamelan Bebonangan refer to the different shapes and forms of the ensemble. This inevitably results in perplexity on the origin, shapes, and forms of gamelan Bebenongan. The paper, therefore, aims to redress the confusion by rewriting it through critical history, a type of criticism on historical sources related to the term gamelan Bebonangan in Bali. The method used for the paper is historical approaches that include heuristics, criticism, interpretation, and historiography as the finale. The word bebonangan is not found in historical sources of Balinese karawitan in the form of Old Javanese literature, which is today preserved in Bali and the Balinese literature itself. The only literary work that mentions these pencon-ed instruments is the Book of Pararaton, calling the as reyong instruments. The Book of Prakempa refers to the instruments in names such as reyong barangan and reyong pangageng. By indicating that the reyong instrument becomes the main instrument, one may expect peculiarity in the claims. It may be pointed out that opinions have been led in the beginning by the foreign influence to impose the view to the Balinese to challenge their own identity and, at the same time to be applauded for their arts and culture.Sumber sejarah tentang gamelan Bebonangan yang menunjuk bentuk dan wujud yang berbeda. Hal ini tentu saja menyebabkan kesimpang siuran tentang asal-usul dan wujud gamelan Bebonangan itu sendiri. Oleh karenanya penulisan ini bertujuan untuk meluruskan kesimpangsiuran yang terjadi dengan menuliskannya melalui kritik terhadap sumber-sumber sejarah istilah gamelan Bebonangan di Bali. Metode yang dipergunakan yaitu metode sejarah yaitu heuristik, kritik, interpretasi atau penafsiran, dan terakhir adalah historiografi. Kata bebonangan tidak ditemukan dalam sumber-sumber sejarah karawitan Bali yang berupa literatur kesusastraan Jawa Kuna yang sekarang diawetkan di Bali dan literatur kesusastraan Bali sendiri. Satu-satunya karya kesusastraan yang menyebutkan instrumen berpencon ini adalah kitab pararaton yang menyebutnya dengan instrumen reyong. Prakempa menyebutkan instrumen-instrumen gamelan Bebonangan antara lain reyong Barangan dan reyong Pangageng. Merujuk hal tersebut dimana instrumen reyong merupakan instrumen utama, maka tentulah hal ini menjadi sebuah keanehan. Sepertinya telah terjadi penggiringan sejak awal, adanya pengacauan asing telah memaksakan orang Bali untuk mempertanyakan dasar identitas mereka, pada saat yang sama mereka juga mendapat sanjungan untuk seni dan budayaannya.
Gayo Highland Takengon from 1904 To 1942: A Historical Analysis of Coffee Plantations at the Era of Dutch Colonialism Iswanto, Sufandi; Zulfan, Zulfan; Suryana, Nina
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
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.v30i1.21637

Abstract

This article analyzes the history of Coffee Plantations in Gayo Highland Takengon at the time of the Dutch Colonialism era from 1904 to 1942. This historical research aimed to reveal the social and economic background, history, and the labors' condition of Gayo Highland Takengon Coffee Plantations. The historical method, which consisted of five analytical stages, was used as the method to reconstruct the history of the coffee plantations in Gayo. The findings of the research show that the geographical factors supported Gayo Highland Takengon as the area of the coffee plantation. Coffee was firstly developed at Gayo Highland by Veenhuyzen in 1908. From 1908 to 1918, coffee was a non-commercial commodity and produced on a small scale. In 1918, after the establishment of Wilhelmina Blang Gele Coffee Plantation and other plantations managed by both private and state companies, coffee increasingly became a commercial commodity. Private and state-owned companies started to employ Javanese laborers or popularly known as Jawa Kontrak and Jawa Kolonisasi. The laborers were brought in gradually from Java and bounded by the Labor System based on the Staatsblad 1911 and Staatsblad 1915. Based on these findings, it can be concluded that the geographical factors and the spirit of capitalism had driven the Dutch private and state companies to develop coffee plantations in Gayo Highland by employing the Javanese contract laborers.Tulisan ini merupakan kajian tentang analisis historis perkebunan kopi di Dataran Tinggi Gayo Takengon pada era kolonial Belanda (1904-1942). Tujuannya tidak lain untuk mengetahui faktor dibukanya perkebunan, sejarah perkebunan pertama dan buruh yang berkerja pada perkebunan kopi. Metode penelitian yang digunakan adalah metode sejarah dengan menggunakan lima tahapan. Adapun hasil penelitian menunjukkan bahwa secara geografis Dataran Tinggi Gayo cocok dijadikan sebagai kawasan perkebunan kopi, hal tersebut telah mendorong adanya penerapan kapitalisme Barat. Tanaman kopi untuk pertama kalinya dikembangkan di Dataran Tinggi Gayo pada tahun 1908, pelopor pertamamnya seorang Belanda bernama Veenhuyzen. Tanaman kopi tersebut awalnya hanya sebagai tanaman non komersial dengan jumlah terbatas, namun sejak tahun 1918 dengan dibukanya perkebunan kopi Wilhelmina Blang Gele, tanaman kopi menjadi tanaman komersial baik yang dikelola oleh Belanda maupun swasta. Buruh yang diperkerjakan pada perkebunan baik Belanda maupun swasta merupakan buruh kontak orang-orang Jawa yang disebut sebagai Jawa Kontrak dan Jawa Kolonisasi. Para buruh tersebut didatangkan dari Pulau Jawa secara bergelombang dan terikat dengan sistem kontak yang mengacu pada staatsblad tahun 1911 dan staatsblad tahun 1915. 
Discourse on Relations Between Indonesia and Papua: Content Analysis of History Textbook of 2013 Curriculum Handoko, Susanto T; Wasino, Wasino
Paramita: Historical Studies Journal Vol 30, No 1 (2020): PARAMITA
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.v30i1.16215

Abstract

This research is motivated by the existence of a national identity crisis in Indonesian society, especially in young people or students. This research aims to analyze the discourse on relations between Indonesia and Papua found in a history textbook for senior high school of 2013 curriculum. Through this research, an understanding of how the state reconstructs national identity (Indonesian-ness) and local identity (Papuan-ness) in a history textbook for senior high school used by senior high school students in Jayapura City. The research method used is the qualitative method, which focuses on the content analysis of the history textbook. This analysis will focus on the relations between Indonesia and Papua. The meaning process was conducted using two concepts, namely Indonesian-ness and Papuan-ness. Then, those two concepts were represented in three themes: ethnic nationalism, nationalism, and national integration. The results of the research showed that the discourse on national identity (Indonesian-ness) and local identity (Papuan-ness) was a product of the government’s political policies in education, namely ideology and state identity. Penelitian ini dilatarbelakangi oleh adanya krisis identitas nasional di masyarakat Indonesia, terutama pada kaum muda atau pelajar. Penelitian ini bertujuan untuk menganalisis wacana tentang hubungan Indonesia dan Papua yang ditemukan dalam buku teks sejarah untuk kurikulum SMA 2013. Melalui penelitian ini, pemahaman tentang bagaimana negara merekonstruksi identitas nasional dan identitas lokal dalam buku teks sejarah untuk SMA yang digunakan oleh siswa SMA di Kota Jayapura. Metode penelitian yang digunakan adalah metode kualitatif, yang berfokus pada analisis isi buku teks sejarah. Analisis ini akan fokus pada hubungan antara Indonesia dan Papua. Proses pemaknaan dilakukan dengan menggunakan dua konsep, yaitu keindonesiaan dan ke-Papua-an. Kemudian, kedua konsep tersebut diwakili dalam tiga tema: nasionalisme etnis, nasionalisme, dan integrasi nasional. Hasil penelitian menunjukkan bahwa wacana tentang identitas nasional dan identitas lokal adalah produk kebijakan politik pemerintah dalam pendidikan, yaitu ideologi dan identitas negara.

Page 1 of 2 | Total Record : 20

 1   2 

Filter by Year

2020 2020


Reset
Filter By Issues
All Issue Vol 33, No 2 (2023): History and Tragedy Vol 33, No 1 (2023): Social and Religious Aspect in History Vol 32, No 2 (2022): Social, Political, and Economic History Vol 32, No 1 (2022): Local Figure and Local History Vol 31, No 2 (2021): History of Asia and Indonesia Vol 31, No 1 (2021): Maritime and Socio-Economic History of Indonesia Vol 30, No 2 (2020): PARAMITA Vol 30, No 1 (2020): PARAMITA Vol 29, No 2 (2019): PARAMITA Vol 29, No 1 (2019): PARAMITA Vol 28, No 2 (2018): PARAMITA Vol 28, No 1 (2018): PARAMITA Vol 27, No 2 (2017): PARAMITA Vol 27, No 1 (2017): PARAMITA Vol 27, No 1 (2017): PARAMITA Vol 26, No 2 (2016): PARAMITA Vol 26, No 2 (2016): PARAMITA Vol 26, No 1 (2016): PARAMITA Vol 26, No 1 (2016): PARAMITA Vol 25, No 2 (2015): PARAMITA Vol 25, No 2 (2015): PARAMITA Vol 25, No 1 (2015): PARAMITA Vol 25, No 1 (2015): PARAMITA Vol 24, No 2 (2014): PARAMITA Vol 24, No 2 (2014): PARAMITA Vol 24, No 1 (2014): PARAMITA Vol 24, No 1 (2014): PARAMITA Vol 23, No 2 (2013): PARAMITA Vol 23, No 2 (2013): PARAMITA Vol 23, No 1 (2013): PARAMITA Vol 23, No 1 (2013): PARAMITA Vol 22, No 2 (2012): PARAMITA Vol 22, No 2 (2012): PARAMITA Vol 22, No 1 (2012) Vol 22, No 1 (2012): PARAMITA Vol 22, No 1 (2012): PARAMITA Vol 21, No 2 (2011) Vol 21, No 2 (2011) Vol 21, No 1 (2011) Vol 21, No 1 (2011) Vol 20, No 2 (2010) Vol 20, No 2 (2010) Vol 20, No 1 (2010) Vol 20, No 1 (2010) More Issue