This study aimed to: 1) Produce higher order thinking skill<strong> </strong>(HOTS) assessment instruments in learning Indonesian history; 2) Know the validity of HOTS assessment instruments in learning Indonesian history; 3) Find out the characteristics of HOTS questions in learning Indonesian history. This study employed the research and development method of the Borg and Gall model. The HOTS test item was conducted on 36 students in class XI of 2 Ngaglik State Senior High School. Data analysis includes tests of validity, reliability, level of difficulty, distinguishing features and deception index. The study found: 1) The HOTS assessment instrument of multiple-choice questions consisted of 25 items; 2) The results of the HOTS question validation by two Indonesian history learning assessment experts on the material, construction and language aspects were valid and appropriate. The results of the validation by three Indonesian history teachers also stated that the assessment instruments were valid and appropriate; 3) The characteristics of HOTS questions had fulfilled the validity criteria of 23 questions, reliability with a coefficient of 0.97 (very strong), the average difficulty level is 0.33 (moderate), the average differentiation test is 0.42 (good), and the average deception index is 0.56 (good).

This article discusses the system of government during the Japanese occupation in Indonesia. The research method uses historical methods with four stages, namely heuristics, source criticism, interpretation and historiography. The result is that during the three and a half years of Japanese rule it was an important period for Indonesian history. After being able to conquer the Netherlands, Japan directly replaced the position of the Dutch East Indies government. On March 8, 1942 Japan had officially occupied Indonesia which immediately made changes to remove Western dominance. The system of government adopted by Japan in Indonesia is using a system of military government, so that those in power are army commanders. In contrast to the Dutch colonial period the system of government used by the civil administration became the ruling governor general. Policies carried out by Japanese government in various fields including politics, social-economy, education and the military.

<p>Artikel ini membahas tentang sistem pendidikan masa Orde Lama dimana pendidikan masa ini dimulai dari Periode 1945-1950 dan Periode 1950-1966. Penelitian ini menggunakan metode History (Sejarah) dengan tahapan-tahapan: Heuristik, Kritik sumber (kritik intern dan kritik ekstern), Interpretasi dan Historiografi. Hasil kajian membahas bahwa pendidikan pada masa Orde Lama diharapkan mampu menentukan tujuan pendidikan Indonesia ke arah yang lebih jelas dan maju. Dengan tujuan pendidikan jelas maka bisa mengarahkan ke pencapaian kompetensi-kompetensi yang dibutuhkan serta metode pembelajaran yang kondusif dan efektif. Berdasarkan tujuan tersebut pada masa Orde Lama banyak dikeluarkannya kebijakan-kebijakan di dalam bidang pendidikan yang digunakan untuk merencanakan dan mengatur pendidikan. Pasca kemerdekaan pendidikan Indonesia berlandaskan pada Pancasila dan UUD 1945, salah satunya terdapat pada pasal 31 UUD 1945 telah mengatur mengenai sistem pendidikan nasional. Tahun-tahun selanjutnya ditetapkan juga tentang pendidikan nasional yang diatur dalam UU No. 4/1950 yang kemudian disempurnakan (jo) menjadi UU No. 12/1954 tentang dasar-dasar pendidikan dan pengajaran di sekolah. Pada 1961 diatur UU No. 22/1961 tentang Pendidikan Tinggi, dilanjutkan dengan UU No.14/1965 tentang Majelis Pendidikan Nasional, dan UU No. 19/1965 tentang Pokok-Pokok Sitem Pendidikan Nasional Pancasila.</p>

ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) proses penanaman nlai-nilai nasionalisme melalui pembelajaran Sejarah, (2) kesulitan-kesulitan yang dialami oleh guru Sejarah, dan (3) upaya yang dilakukan oleh guru Sejarah untuk mengatasi kesulitan tersebut. Penelitian ini menggunakan metode kualitatif naturalistik, menggunakan snowball sampling. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Teknik analisis data menggunakan model analisis interaktif Miles & Huberman. Hasil penelitian menunjukkan: (1) Proses penanaman nilai-nilai nasionalisme melalui pembelajaran Sejarah di SMA Kebangsaan yakni melalui persiapan pembelajaran, pelaksanaan pembelajaran (menggunakan strategi yang bervariasi seperti merumuskan perasaan siswa melalui karikatur, cerpen, puisi, pantun, teka-teki silang dan memanfaatkan berbagai media yang disesuaikan dengan tujuan pembelajaran seperti film, gambar, artefak dan lain-lain), dan evaluasi. (2) Kesulitan-kesulitan yang dihadapi oleh guru Sejarah dalam proses penanaman nilai-nilai nasionalisme adalah latar belakang peserta didik yang berbeda-beda, kesulitan untuk mengontrol penggunaan internet, pemberitaan media massa (kurang contoh dari tokoh nasional), dan belum adanya laboratorium sejarah. (3) Upaya yang dilakukan oleh guru Sejarah dalam mengatasi kesulitan tersebut adalah dengan menjadikan dirinya sebagai teladan dan motivator bagi siswanya, mengadakan agenda wajib kunjungan ke tempat-tempat bersejarah, dan ikut serta dalam setiap acara peringatan hari-hari besar nasional. Kata Kunci: nasionalisme, pembelajaran sejarah ABSTRACKThis research aims to revead: (1) the inculcation of the nationalism values in the history lesson, (2) the difficulties that the teacher faces during the nationalism values implementation process, and (3) the efforts done by the history teacher as the attempt to overcome the difficulties those. The method used in this research was naturalistic qualitative method, used was the snowball sampling. The data collection was done through direct observation, in-depth interview, and documentation. The data analysis technique used was the interactive analysis model of Miles & Huberman. The results of the research show that:(1)The inculcation process of the nationalism values in SMA Kebangsaan starting from the preparation of learning, implementations of learning (using strategy various such as expressions, feeling trough caricature, short story, poem, verse, crossword to discover the students depth nationalism, and using various media based on the purpose of learning historical science movies, pictures, artefac,etc) and evaluation.(2)The difficulties faced by the teacher in the nationalism-values inculcation process are caused by the various background of students, internet abuses, lack of news, and the insufficient school facilities. (3) The efforts done by the History teacher to overcome the difficulties are done by showing the teacher's role as the role and inspiring learning model, study tour to historical places, also participate in every n...

This research was aimed at knowing Sultan Babullah’s struggle in expelling Portuguese from North Maluku in year 1570-1783. This research employed history method with the following steps (1) heuristic (2) source critic (3) interpretation (4) historiography. The research results were: (1) The murder of Sultan Khairun that was done by Antonio Pimental ordered by Diego Lopez de Masquita was the cause of resistance arising as well as eviction that was done by Sultan Babullah to Portuguese, (2) Babullah struggle started when he was inducted as Sultan of Ternate in 28th of February 1570. During his induction he swore to take revenge on his father’s death. Babullah flamed Soya-soya war or land liberation war. Portuguese’s posts were destroyed. Portuguese’s defense fortresses were taken down one by one except Gamlamo Fortress, (3) The final struggle of Babullah was when Gamlamo Fortress as Portuguese’s defense fortress was encircled for five years from 1570-1575, until Portuguese surrendered and was evicted from North Maluku.

AbstrakTulisan ini bertujuan untuk mengelaborasi pemikiran KH. Dewantara dalam bidang pendidikan. Hal ini penting mengingat beliau merupakan salah satu pahlawan nasional yang mencurahkan perhatiannya dalam pengembangan pendidikan. Beliau juga mendirikan sekolah Tamansiswa dan pernah menjabat sebagai menteri pendidikan nasional.Hasil kajian menunjukkan bahwa pemikiran Ki Hadjar Dewantara tentang pendidikan yang diwujudkan melalui lembaga pendidikan Taman Siswa memberikan harapan baru untuk kemajuan bangsa Indonesia. Taman berarti tempat bermain atau tempat belajar, dan Siswa berarti murid. Sebagai sebuah sekolah yang berbasis budaya lokal masyarakat Jawa, Taman Siswa mampu bertahan di tiga jaman, yaitu jaman kolonial Belanda, kolonial Jepang dan masa kemerdekaan sampai dengan sekarang. Beberapa pemikiran Ki Hadjar dalam Taman Siswa sangat relevan untuk menyikapi perkembangan terkini pendidikan di Indonesia, dan sejalan dengan prinsip pendidikan yang humanis-religius. Kata kunci: KH Dewantoro, pendidikan, Taman Siswa. AbstractThis article was aimed to elaborate the opinion of KH Dewantoro at education system.It was urgent because his role as national hero that focus to develop education.He was erected Taman Siswa, so the former of national education minister. The result of studied shows that opinion KH Dewantoro about education implement by Taman Siswa that provide new expectation for Indonesian progress. Means of Taman is place to play or to study, and means of Siswa is student.As a school in what have alocal cuture basically, especially Java, Taman Siswa could exist in three periods: Dutch-Indies, Japanese occupation, and independence age. Some opinion KH Dewantoro is relevant to against Indonesian development in education, and analogously with the principal of religious-humanistic in education. Keyword: KH Dewantoro, education, Taman Siswa 1Dosen pada Jurusan Pendidikan Sejarah Fakultas Ilmu Sosial Universitas Negeri Yogyakarta.

Penelitian ini bertujuan untuk mengetahui perilaku sosial siswa SMP Muhammadiyah Luwuk Sulawesi Tengah, pengaruh penggunaan telepon seluler di kalangan siswa SMP Muhammadiyah Luwuk, faktor-faktor yang mendorong siswa SMP Muhammadiyah Luwuk menggunakan telepon seluler, serta pengaruh hubungan teman sebaya terhadap perilaku sosial siswa SMP Muhammadiyah Luwuk. Penelitian ini menggunakan metode kualitatif naturalistik, yaitu jenis penelitian yang mendeskripsikan kondisi yang alamiah. Teknik sampling yang digunakan adalah insidental sampling yaitu teknik penentuan sampel berdasarkan kebetulan. Hasil penelitian menunjukkan bahwa (1) siswa SMP Muhammadiyah Luwuk memiliki perilaku yang tidak sesuai dengan nilai dan moral; (2) siswa SMP Muhammadiyah Luwuk bebas melakukan apapun yang diinginkan salah satunya dalam hal penggunaan ponsel; (3) dengan ponsel remaja mendapatkan banyak informasi, mendapatkan banyak teman serta menghilangkan kejenuhan; (4) siswa SMP Muhammadiyah Luwuk lebih memilih teman yang mampu menjaga kepercayaan, mampu menjaga solidaritas dan kesetiakawanan, tetapi justru mengarah kepada hal-hal negatif. Kata Kunci: telepon seluler, hubungan teman sebaya, dan perilaku sosial______________________________________________________________PENGGUNAAN HANDPHONE DAN HUBUNGAN TEMAN PADA PERILAKU SOSIAL SISWA SMP MUHAMMADIYAH LUWUK SULAWESI TENGAH Abstract This study aims to investigate social behavior students of SMP Muhammadiyah Luwuk Central Sulawesi, the effect of use mobile phones among students of SMP Muhammadiyah Luwuk, factors which are encourage students of SMP Muhammadiyah Luwuk to use mobile phones, and effect of peer relation on social behavior among students of SMP Muhammadiyah Luwuk Central Sulawesi. This research used naturalistic qualitative research method, which was description natural condition. Meanwhile the sampling technique was used is incidental sampling that is based on coincidence. The results of this study show that; (1) student of SMP Muhammadiyah Luwuk have behavior not agree with value and norm; (2) students of SMP Muhammadiyah Luwuk are free to do anything they want such as using mobile phones; (3) mobile phone is a part of the needs of young people, many of them to obtain information, make lots of friends and eliminate boredom; (4) the student of SMP Muhammadiyah Luwuk prefer friends who are able to maintain the confidence, able to maintain solidarity among friends, but it leads to negative things. Keywords: mobile phone, peer relations, and social behavior

This article aims to describe the process in the tradition of the appointment of Minangkabau traditional leaders in Tanah Datar regency, which in terms of the Minangkabau community is called the Batagak Pangulu traditional ceremony. The purpose of this study was first, to find out the history of the origin of the Batagak Pangulu ceremony in Tanah Datar district. Second, to find out the stages in the process of the Batagak Pangulu ceremony in Tanah Datar district. Third, to find out the significance of the Batagak Pangulu ceremony for the community in Nagari, Tanah Datar district. Fourth, to find out the values contained in the Batagak Pangulu ceremony in Tanah Datar district. This study uses a descriptive qualitative method, namely by literature study and collecting data and sources related to the tradition of the appointment of Minangkabau traditional leaders and interviews with traditional leaders and resource persons who are considered to have insight and knowledge about the tradition of the Batagak pangulu traditional ceremony in Tanah Datar district. The results of this study are that the people in Tanah Datar District held a Batagak Pangulu ceremony with several stages of the process that have very important meaning for the community in inheriting cultural values and for continuing traditional leadership in each tribe in Tanah Datar district. In the Batagak Pangulu ceremony it has three important stages, namely the planning stage, the preparation stage and the stage of implementation or inauguration.