Visi pembelajaran sejarah adalah penanaman nilai kepada peserta didik dalam rangka pembentukan karakter yang paripurna. Namun, pada praktiknya materi sejarah yang terdapat dalam kurikulum nasional terbatas pada aspek-aspek nasional, ditambah faktor kemampuan guru, kadang dirasakan kurang relevan dengan tuntutan zaman. Artikel ini akan mendiskusikan potensi pengembangan materi sejarah lokal sebagai sumber pembelajaran yang kontekstual di samping sejarah nasional berdasarkan telaah deskriptif atas pelaksanaan Program Pengabdian kepada Masyarakat pada 2019. Melalui studi pustaka, kita dapat menyimpulkan (1) sejarah lokal memiliki nilai strategis sebagai sumber alternatif dalam pembelajaran sejarah (2) pemanfaatan sejarah lokal sebagai sumber pembelajaran sejarah yang kontekstual dapat diintegrasikan sejalan dengan pembelajaran sejarah nasional (3) masih minimnya pemanfaatan sejarah lokal dalam pembelajaran di sekolah memerlukan suatu upaya yang terstruktur untuk mengembangkannya secara optimal.
Most research concluded that the development of Islamic tourism was associated with business and economic factors, namely the matter of seeking benefits from the development of Muslim tourism behavior. Research on Islamic tourism only made the connection between religion and tourism behavior but it did not examine the increasing awareness of Muslims in their obedience to sharia. This article aimed to compare the results of research on the development of Islamic tourism in various countries, both those with a majority of Muslim population and those which are not. This study applied a qualitative approach and chose a literature study to examine the data. In addition, research studies on the development of Islamic tourism provided other variations of the causes of the tourist variants development, namely political factors. The development of Islamic tourism in North Africa, Middle East and Asia, in general, is an impact of Islam after the WTC tragedy and in Thailand, Islamic tourism is part of conflict resolution in Southern Thailand.
The declaration of independence in August 1945 is the beginning for Indonesian to participate as a free nation and to prosper the people by nurturing the sense of unity and the development of one united nation. History is the most important subject in curriculum, without overriding any other subjects, to nurture the values of nationalism, patriotism, and tolerance as basic for one integrated nation. In the view of the researcher, one of the topics the students learn is a period of independence revolution in Yogyakarta during 1945-1950. Unfortunately, it is not sufficiently discussed in the textbook. The researcher views that from the period young generation can learn many lessons for the present life and use them to participate in the efforts to fulfil the aims of independence, as showed by the historical figures of the period. Abstrak: Kemerdekaan yang diproklamasikan sejak Agustus 1945 merupakan modal bagi bangsa Indonesia memulai perjuangan untuk mengisi kemerdekaan dengan membangun rakyatnya agar sejahtera dengan menanamkan perasaan persatuan dan kesatuan sebagai bangsa. Sejarah merupakan mata pelajaran yang paling penting, tanpa bermaksud mengesampingkan pelajaran lainnya, untuk melahirkan perasaan kuat tentang itu, menyangkut nilai-nilai nasionalisme, patriotisme, dan toleransi dalam mewujudkan integrasi bangsa. Salah satu topik yang menurut peneliti sangat penting untuk dipelajari oleh generasi muda (siswa), namun tidak banyak disinggung dalam buku pegangan mereka yakni tentang masa revolusi kemerdekaan di Yogyakarta tahun 1945-1950. Peristiwa ini sarat dengan nilai-nilai kehidupan bagi generasi muda untuk mengisi kemerdekaan ini dengan sebaik-baiknya, seperti yang telah ditorehkan oleh generasi sebelumnya.
Online learning activities (on the network) have become an option for the Ministry of Education and Culture to prevent the spread of the Covid-19 virus from expanding. This study aims to photograph or describe the process of learning history online by looking at all the learning tools prepared by the teacher and their implementation in online learning. This research was conducted in several high schools in Bandung, using a descriptive method, and the subjects were high school teachers. Meanwhile, data collection techniques were designed in the form of observation, interviews, and documentation studies. From the results of this study, it was obtained an overview of how the implementation of online history learning in high school, which was neglected by the study program to prepare students to face the challenges of this pandemic. If this rapid change is not responded to with good preparation, you can experience stuttering in dealing with it, especially in the learning process in virtual classes.
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