Nur Fatah Abidin, Nur Fatah
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MODEL OF HISTORY TEACHING BASED ON THE USE OF PRIMARY HISTORICAL SOURCES Abidin, Nur Fatah
Jurnal Pendidikan Vol 11, No 1 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (912.939 KB) | DOI: 10.31258/jp.11.1.1-11

Abstract

Analyzing primary historical sources become the biggest challenge for students in history class. This research aims to develop EAR learning instruction based on the elaboration of historical thinking and three cognitive processes of knowledge construction. The Elaboration Theory was adopted to calibrate those concepts into systematic learning instruction for analyzing the primary source in history class. The elaboration generates EAR learning instruction consisted of three stages namely Engagement, Anatomization, and Reconstruction. These stages represent systematic steps to sourcing, analyzing, and reconstructing historical narrative based on the analysis of the primary source. EAR learning instruction can provide implementable steps to examine primary historical sources in history class and support the improvement of students? historical thinking by giving a simple path to analyze the primary historical sources. EAR is expected diminishing students? barriers in facing complexity in analyzing the primary source in history class.
PENINGKATAN KEAKTIFAN DAN KERJA SAMA MELALUI PENDEKATAN 4C DAN PROBLEM POSING DALAM PEMBELAJARAN SEJARAH DI KELAS X IPS 2 SMAN 8 SURAKARTA Setiyani, Esti; Musadad, Akhmad Arif; Wahyuni, Sri; Abidin, Nur Fatah
Yupa: Historical Studies Journal Vol 2 No 2 (2018)
Publisher : Program Studi Pendidikan Sejarah FKIP Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (739.235 KB) | DOI: 10.30872/yupa.v2i2.133

Abstract

Tujuan dari penelitian ini adalah meningkatkan keaktifan dan kerja sama siswa kelas X IPS 2 SMA N 8 Surakarta dengan pendekatan 4C dan model pembelajaran Problem Posing. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK). Sumber data pada penelitian ini adalah 30 siswa, guru, dan kelas X IPS 2 SMA N 8 Surakarta. Hasil penelitian menunjukkan bahwa pendekatan 4C dan model pembelajaran Problem Posing dapat meningkatkan keaktifan dan kerja sama siswa kelas X IPS 2 SMA N 8 Surakarta. Peningkatan keaktifan siswa dibuktikan dengan meningkatnya persentase keaktifan dan kerja sama siswa dari tahap pra-siklus sampai dengan siklus II. Peningkatan tersebut telah melampaui target yang ditentukan yaitu sebesar 75%. Simpulan dari penelitian ini yaitu pendekatan 4C dan model pembelajaran Problem Posing dapat meningkatkan keaktifan dan kerja sama pada siswa kelas X IPS 2 SMA N 8 Surakarta
PENILAIAN PEMBELAJARAN SEJARAH KONSTRUKTIVISTIK: PENDEKATAN CRITICAL DISCOURSE ANALYSIS Abidin, Nur Fatah; Joebagio, Hermanu; Sariyatun
Yupa: Historical Studies Journal Vol 1 No 1 (2017)
Publisher : Program Studi Pendidikan Sejarah FKIP Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (262.284 KB) | DOI: 10.30872/yupa.v1i1.87

Abstract

This article discusses about assessment of the constructivism approach in history learning with Critical Discourse Analysis (CDA). CDA provides a set of in-depth analysis method which includes the realm of linguistic, social, and cultural. The CDA is composed of three stages of a dynamic analysis and related to each other: (1) analysis of the text, (2) analysis of the practice of discourse, and (3) analysis of social practices. In the context of history learning with constructivism approach, the third stages can be used to assess the development of the system and the structure of the thinking of learners. CDA approach can be used to analyse the work of learners with description test. Therefore, the necessary rubric based on assessment rubrics and discourse analysis of the level of development of thinking learners. Based on the research results, the CDA can be used in learning history, specifically with constructivism approach. Assessment of history learning with constructivism approach is expected to be an alternative assessment of learning that not only assess student knowledge of quantity, but also to measure the development of the system and the structure of the thinking of learners.  
GERAK SEJARAH INTEGRATIF-MULTIDIMENSIONAL: WARISAN SARTONO KARTODIRDJO BAGI FILOSOFI PENDIDIKAN SEJARAH MENUJU SOCIETY 5.0 Djono, Djono; Joebagio, Hermanu; Abidin, Nur Fatah
Criksetra: Jurnal Pendidikan Sejarah Vol 9, No 1 (2020)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jc.v9i1.10258

Abstract

Tulisan ini berupaya mengumandangkan kembali warisan pemikiran Sartono Kartodirdjo sebagai kerangka filosofi pendidikan sejarah (philosophical  framework of history education) dan historigrafi sekolah (school historiography). Metode peninjauan dilakukan dengan pembacaan terhadap tulisan dan karya Sartono Kartodirdjo untuk mengungkap logika narasi (narrative logic) yang dikembangkannya untuk menarasikan sejarah Indonesia. Berdasarkan pembacaan karya Sartono Kartodirdjo, peneliti menggaris bawahi pendekatan gerak sejarah integratif berperspektif multidimensional sebagai jalan tengah bagi kontestasi filosofi Pendidikan sejarah di Indonesia. Melalui pendekatan ini setidaknya dua arah landasan filosofis Pendidikan sejarah yaitu penguatan kebangsaan dan tuntutan pengembangan pengetahuan kesejarahan bagi masyarakat Indonesia dapat disejajarkan secara proporsional dalam ruang Pendidikan Sejarah. Dalam konteks pendidikan sejarah di era Society 5.0, gagasan gerak sejarah integratif dan perspektif multidimensional tersebut dapat menjadi landasan filosofis dan arah pembelajaran sejarah yang memberikan ruang seimbang bagi penguatan identitas nasional dan kemampuan berfikir ilmiah peserta didik.Kata kunci: Pendidikan Sejarah, Sartono Kartodirdjo, filosofi pendidikanThis paper seeks to reiterate the legacy of Sartono Kartodirdjo's thought as a philosophical framework of historical education (philosophical framework of history education) and school history (school historiography). The review method was carried out by reading the writings and works of Sartono Kartodirdjo to reveal the narrative logic he developed to narrate the history of Indonesia. Based on the reading of Sartono Kartodirdjo's work, the researcher underlined the multidimensional perspective of integrative historical motion approaches as a middle ground for the contestation of the philosophy of historical education in Indonesia. Through this approach, at least two directions of the philosophical foundation of historical education, namely the strengthening of nationality and the demand for thedevelopment of historical knowledge for the Indonesian people, can be aligned proportionally in the Historical Education space. In the context of history education for Society 5.0, the concept of integrative historical movement can be a philosophical foundation that lead future direction of history learning to give an equal opportunity to strengten the national identity as well as the scientific thinking skills of the students.Keywords: Historical Education, Sartono Kartodirdjo, Philosophy of Education
DINAMIKA POLITIK, HERIOFIKASI KIM IL SUNG, DAN IDEOLOGI JUCHE DI KOREA UTARA (1948-2011) Abidin, Nur Fatah
Diakronika Vol 20 No 1 (2020): DIAKRONIKA
Publisher : FIS Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/diakronika/vol20-iss1/135

Abstract

Penelitian ini bertujuan untuk mengungkap dinamika sejarah politik Korea Utara, khususnya terkait strategi politik Korea Utara tahun 1948 sampai 2011, yang digunakan oleh dinasti Kim untuk mempertahankan kekuasaan politiknya selama hampir delapan puluh tahun. Metode penelitian adalah kajian pustaka terkait sejarah Korea Utara. Temuan penelitian menunjukkan bahwa dinasti politik di Korea Utara menyusun strategi preventif dan represif dalam bentuk ideologi negara yaitu ideologi Juche. Ideologi Juche merupakan akulturasi dari semangat komunis dan budaya setempat yang berkembang sejalan dengan proses de-Stalinisasi (1956) di Korea Utara. Penguatan birokrasi dan militer yang loyal diupayakan sebagai alat pengendali masa. Penggunaan teror juga diterapkan sebagai bentuk langkah represi terhadap para oposan dalam negeri. Melalui strategi politik tersebut, dinasti Kim dapat bertahan dari tantangan politik internal dan mendapatkan loyalitas rakyat secara berkesinambungan.
PEMBELAJARAN SEJARAH LOKAL DI SEKOLAH PEDESAAN DAN VOKASI Abidin, Nur Fatah
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Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

One of the problems of history learning in the rural and vocational schools lies in the gap between the learning objectives, which covers philosophical, normative-educative, and political purposes, and the students? learning purposes that tend to be pragmatic. This paper seeks to construct a concept and practice of local history learning that accommodate those learning objectives for the rural and vocational schools. Through library research methods, the author formulates the concept of the practicality of history into a conceptual foundation for learning local history in rural and vocational schools. The practicality of history emphasizes the benefits of the learning history for the daily lives of students. Learning local history in rural schools is focused on analyzing and exploring local potential, according to what extent it can be useful to fulfill the basic needs of students. In vocational schools, local history learning is directed to strengthening students' skills to align with the concept of link and match. Practically, the local history learning in rural and vocational schools can be carried out in the form of project-based learning, for instance, Historical Project-based Learning.
PEMBELAJARAN SEJARAH LOKAL DI SEKOLAH PEDESAAN DAN VOKASI Abidin, Nur Fatah
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Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

One of the problems of history learning in the rural and vocational schools lies in the gap between the learning objectives, which covers philosophical, normative-educative, and political purposes, and the students? learning purposes that tend to be pragmatic. This paper seeks to construct a concept and practice of local history learning that accommodate those learning objectives for the rural and vocational schools. Through library research methods, the author formulates the concept of the practicality of history into a conceptual foundation for learning local history in rural and vocational schools. The practicality of history emphasizes the benefits of the learning history for the daily lives of students. Learning local history in rural schools is focused on analyzing and exploring local potential, according to what extent it can be useful to fulfill the basic needs of students. In vocational schools, local history learning is directed to strengthening students' skills to align with the concept of link and match. Practically, the local history learning in rural and vocational schools can be carried out in the form of project-based learning, for instance, Historical Project-based Learning.