<p>In the midst of the industrial revolution 4.0 and the rise of identity politics and populism. Therefore, a policy is needed that brings back Pancasila as the identity of the nation. Through the concept of Free Learning education, the Minister of Education and Culture (Mendikbud) of the Republic of Indonesia strives to generate profiles of Pancasila students. The Ministry of Education provides six indicators of pancasila student profile. Namely, noble morality, creativity, mutual assistance, global diversity, critical reasoning, and self-reliance. Historical subjects are considered as subjects capable of shaping the profile of Pancasila students. Especially in high school, historical subjects have a relatively large share in terms of time allocation. Besides, the relevance between Pancasila and history lessons gives space for teachers to explore and instil Pancasila values in students. The purpose of this research is to describe the formation of Pancasila Student Profile through historical learning. This research uses qualitative research methods of descriptive analysis. Data collection methods use literature and document studies. It is hoped that through historical learning both through the content of the content and the learning process and its relevance to Pancasila, the establishment of Pancasila Student Profile becomes an inevitable.</p>
This study aims to describe the real threat of learning loss for underprivileged students and remote areas, due to school closures and distance learning in Riau Province, Indonesia. On the other hand, keeping students safe from the dangers of the COVID-19 virus is the main factor. Distance learning is a solution to this dilemma, but it is very difficult for underprivileged students and remote regions to implement, because: 1) Students have never used various educational technology platforms in distance learning 2) Do not have a smartphone and mobile data plans 3) Internet signal in remote areas is not good for distance learning. The results of this study describe, when distance learning was first implemented, as many as 75 % of 206 underprivileged students and ten schools experienced difficulties when using educational technology platforms for distance learning. However, after two years, there has been an increase in the participation of underprivileged students in distance learning. In addition, it has become a habit, subsidized mobile data plans from the government, adaptive curricula and variations in learning methods when distance learning, have become important factor in increasing the participation of underprivileged students and remote regions.
Peristiwa G 30 S 1965 menjadi guncangan besar bagi pemerintah Presiden Soekarno bahkan membuat Soekarno lengser dari jabatannya. Tentunya, selain karena dampak dari peristiwa G30 S 1965 terdapat juga aktor-aktor yang terlibat dalam aksi menuntut Presiden Soekarno mundur dari jabatannya. Tujuan penelitian ini untuk mendeskripsikan bagaimana partnership TNI-AD dan Kesatuan Aksi Mahasiswa Indonesia (KAMI) dalam dinamika politik tahun 1965-1968. Metode yang digunakan adalah metode historis. Terdiri dari heuristik, kritik (intern dan ektern), interpretasi, dan historiografi. Hasil penelitian menunjukkan saat aksi Tiga Tuntutan Rakyat (Tritura), KAMI di dukung penuh oleh TNI-AD. Tentara sendiri tidak bisa melontarkan kritik secara langsung apalagi menentang Panglima Tertinggi. Karena itu, KAMI dibentuk oleh TNI-AD untuk secara langsung menentang Presiden Soekarno. Pada akhirnya, petinggi KAMI dan TNI-AD mendapatkan kekuasaan setelah Presiden Soekarno lengser.
The reconciliation of the Ambon Maluku conflict in 2002 is inseparable from the local wisdom of the Maluku people namely, pela gandong. When many parties find it difficult to find out how to end the conflict, pela gandong transforms into part of conflict resolution. However, peace conditions that are still vulnerable (peace vulnerabilities) allow conflict to occur again. Therefore, the achievement of conflict reconciliation must increase to the stage of peace education. The Maluku people define pela as a model of friendship, a system of brotherhood, or a system of fellowship that is developed between all indigenous people of two or more countries. Pela gandong local wisdom-based peace education has been implemented at SMPN 9 Ambon City and SMPN 4 Salahutu Liang Central Maluku District in the form of hot education pela education activities. This is different from the civil education model developed by the United Nations Children's Fund (UNICEF). Ambon Public Middle School 9 has a total of 1431 students with 99% Christians, while SMP Negeri 4 Salahatu Liang has 414 students with 100% Muslims. This study aims to reveal how the mainstreaming of peace education with the local wisdom model is implemented. The study was conducted in January 2018 at SMPN 9 Ambon. To get the answers of researchers, qualitative case study research methods are used. Data collection through literature study, interview, and participatory observation methods. The results of the study revealed the mainstreaming of peace education with the local wisdom model of Pela Gandong can be well implemented and able to maintain peace (keeping the peace) in schools.Keywords: Mainstreaming, Peace Education, Pela Gandong, Ambon Conflict Reconciliation, Schools. Rekonsiliasi konflik Ambon Maluku tahun 2002 tidak terlepas dari kearifan lokal kepunyaan masyarakat Maluku yakni, pela gandong. Saat banyak pihak sulit menemukan bagaimana cara mengakhiri konflik, pela gandong bertransformasi menjadi bagian dari resolusi konflik. Akan tetapi, kondisi perdamaian yang masih rentan (peace vulnerabilities) memungkinkan konflik dapat terjadi lagi. Oleh karena itu, pencapaian rekonsiliasi konflik harus meningkat ke tahap pendidikan perdamaian (peace education). Masyarakat Maluku mendefinisikan pela sebagai model persahabatan, sistem persaudaraan, atau sistem persekutuan yang di kembangkan antar seluruh penduduk asli dari dua negeri atau lebih. Pendidikan perdamaian berbasis kearifan lokal pela gandong telah diimplementasi di SMPN 9 Kota Ambon dan SMPN 4 Salahutu Liang Kabupaten Maluku Tengah dalam bentuk kegiatan panas pela pendidikan. Hal ini berbeda dari model pendidikan perdamaain yang kekembangkan oleh United Nations Children's Fund (UNICEF). SMP Negeri 9 Ambon memiliki jumlah peserta didik 1431 jiwa dengan 99 % beragama Kristen, sedangkan SMP Negeri 4 Salahatu Liang memiliki jumlah peserta didik 414 jiwa dengan 100 % beragama Islam. Penelitian ini bertujuan untuk mengungkapkan bagaimana pengarusutamaan pendidikan perdamaian dengan model kearifan lokal terlaksana. Penelitian dilakukan pada Januari 2018 di SMPN 9 Ambon. Guna mendapatkan jawaban peneliti, dipergunakan metode penelitian kualitatif studi kasus. Pengumpulan data melalui metode studi kepustakaan, wawancara, dan observasi-partisipatoris. Hasil penelitian mengungkapkan pengarusutamaan pendidikan perdamaian dengan model kearifan lokal pela gandong dapat terlaksana dengan baik dan mampu memelihara perdamaian (keeping the peace) di sekolah.Kata Kunci: Pengarusutamaan, Pendidikan Perdamaian, Pela Gandong, Rekonsiliasi Konflik Ambon, Sekolah.
This study aims to describe the implementation of the Indonesian history textbook used in the 2013 curriculum at SMAN 1 Rupat, Riau Province. Indonesian history textbooks are still the main source of learning in the learning process. The Ministry of Education and Culture of the Republic of Indonesia has provided Indonesian history textbooks in the 2013 curriculum. Therefore, it is interesting to look at the characteristics of the 2013 curriculum itself. This is closely related to the background and objectives of implementing the 2013 curriculum and books as a support tool for the curriculum. The research method used is library research which is research based on searching the literature related to the issues to be discussed. The data in this library research is obtained through extracting and tracing Indonesian history textbooks, journals, and internet sites with reliable sources. The results show that the use of Indonesian history textbooks at SMAN 1 Rupat is in accordance with the background of the 2013 curriculum implementation objectives. In the future, it is necessary to study the use of Indonesian history textbooks in the current Merdeka Belajar concept.
This article examines the process of desegregation through panas pela of education at SMPN 4 Salahutu Liang and SMPN 9 Ambon. Panas pela of education is a transformation of pela gandong local wisdom with the aim ofovercoming segregation in schools. Pela gandong is a bond of brotherhoodbetween the people of Maluku, regardless of religion, either Islam or Christian.The implementation of panas pela of education has been started since 2013between SMPN 9 Ambon, whose students are 99% Christian/Catholic and SMPN 4 Salahutu Liang, which are 100% Muslim students. This research method uses qualitative research with a case study approach. Data collection techniques used by observation, participation, literature review, interviews, and documentation. Panas pela of education as a process of desegregation is carried out in the form of joint activities such as sports fairs, scouts, iftar, Christmas, student council activities and teacher exchanges. In addition, the students also performed dances, songs, and poetry without any segregation between them. In the midst of the current strengthening of polarization due to political choices, the panas pela of education is present as a means of social integration and evidence of the existence of harmonization between religious adherents in Indonesia.
The post-conflict recovery effort in Ambon, Maluku, which was the largest civil conflict after the collapse of the New Order, was not only needed by the survivors of the conflict. But also by the generation that did not experience the bloody conflict. Like students in SMPN 9 Ambon City and SMPN 4 Salahutu Liang Central Maluku who are the next generation of Maluku and of course who will maintain Ambon peace in the future. The purpose of this study is to describe how Social Science Education integrated the value of peace education based on local wisdom pela gandong. This research was conducted in January 2018 and continued in November 2019. The research method uses descriptive qualitative case study approach. Data collection was carried out by means of literature study, interviews, participatory observation, and document analysis. The results showed, with the existence of social conflict material in Social Science Education which was then integrated with Ambon conflict material and peace education based on Pela Gandong. Thus, students have improved both in terms of knowledge, skills and attitudes in understanding conflict and peace education through Social Science Education. At the same time cut off the trauma, mutual suspicion and hatred experienced by students so far.
This study aims to describe the role of Siauw Giok Tjhan and Abdurrahman Wahid in mainstreaming the discourse of ethnic Chinese citizenship into an integral part of the Indonesian nation. This study uses historical research methods. The results showed that Siauw Giok Tjhan through Baperki (Indonesian Citizenship Consultative Body) an organization founded in 1954 had helped ethnic Chinese from discriminatory policies in order to obtain Indonesian citizen status (WNI). Siauw Giok Tjhan suggested that the ethnic Chinese should carry out a proper integration into the Indonesian nation-society. Through the concept of fair integration, Siauw Giok Tjhan tries to instill awareness in the ethnic Chinese about their Indonesian identity and nation building. However, the political changes after the G30S 1965 have become a setback for the ethnic Chinese to integrate. When Abdurrahman Wahid was president, various policies were carried out to assist ethnic Chinese in the integration process and eliminate discriminatory policies. The strengthening of identity politics today is also due to the absence of these two national figures.
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