This article dealt with the issue of History Education which is fundamental in preparing the young generation for their future lives, namely the future which coloured by the development of 21st-century technology. The issue emerges because history education material is conventionally related to historical events' study, that is the past's event that reconstructed by historians based on information availability. History's events are things that are considered completed, unrepeated, and specific. Whereas, the present life is past life's continuation and retains into future life with many repetitions on general matters. In this article, it stated that in order to prepare the young generation for their present's lives and in the future. We need changes in objectives, material, learning processes, and history education's outcomes learning assessment are needed. The concept that underlies the industrial revolution and the life presented in history is change. And therefore history education is required in develope study's ability addressing changes in the past, the ongoing, and the upcoming events by developing 21st-century skills such as curiosity, critical, the ability to cooperate and communicate. These abilities require history learning's elaboration material that is not only about events but past experiences and their changes as well as enriches Indonesian's history events with local history's events. The learning process needs to apply the Scientific Learning Experience or 5M while the assessment based on the Documentary-based Question and SOLO Taxonomy model which of recommended. Abstrak: Artikel ini berkenaan dengan persoalan Pendidikan Sejarah yang mendasar dalam mempersiapkan generasi muda bangsa bagi kehidupan masa depan mereka yaitu masa depan yang diwarnai oleh perkembangan teknologi abad ke 21. Persoalan ini muncul karena materi pendidikan Sejarah secara konvensional berkenaan dengan kajian terhadap peristiwa sejarah yaitu suatu peristiwa di masa lampau yang direkonstruksi sejarawan berdasarkan ketersediaan informasi. Peristiwa sejarah adalah sesuatu yang dianggap sudah selesai, tidak berulang, dan bersifat spesifik. Sedangkan kehidupan masa kini adalah kelanjutan kehidupan masa lalu dan berlanjut ke kehidupan masa depan dengan banyak pengulangan pada hal-hal yang bersifat umum. Dalam artikel ini dikemukakan bahwa untuk berfungsi mempersiapkan generasi muda bagi kehidupan mereka masa kini dan masa depan diperlukan perubahan dalam tujuan, materi, proses pembelajaran, dan penilaian hasil belajar pendidikan sejarah. Konsep yang mendasari revolusi industri dan kehidupan yang disajikan dalam sejarah adalah perubahan dan oleh karena itu maka pendidikan sejarah perlu mengembangkan kemampuan mengkaji perubahan di masa lalu, yang sedang terjadi, dan yang akan datang dengan mengembangkan keterampilan abad ke-21 yaitu rasa ingin tahu, kritis, kemampuan kerjasama dan berkomunikasi. Kemampuan ini menghendaki perluasan materi pembelajaran sejarah yang tidak hanya mengenai peristiwa tetapi pengalaman masa lalu beserta pe...
There has been so many findings and thoughts indicating that teaching history is dominated by what teachers tell of what happened in the past as it is written in the textbooks or reference books. Students listen, read, and memorize the narration and the more details the student could memorize the higher mark she/he will get. The plan for teaching history, syllabus or lesson plan, shows a high level of consistency amongst the learning objectives, teaching processes, and assessment of student learning outcomes. Memorize of historical facts and the reproduction of historical narratives as indication of student’s understanding of historical events, the transmission of information from teacher to student to realize the objectives, and the use of pencil and paper test to assess student level of achievement are the common practices in school from primary to secondary education. It would be no surprise if teaching history at the higher level of education would follow the same path. Public still consider a good scholar or historian in this case, is measured by the amount of knowledge she/he can memorize and she/he should be able to answer some many questions of the facts of historical events. In fact, there is no question of how many a student has in her/his memory apart from what is questioned.
Tobelo Dalam (Togutil) ethnic group has been using local plants for years; one of them is Canarium. The ethnic are nomads and live in conservation forests. Data on ethnobotanical knowledge was collected through interview technique with "work in the wood" method. There were three types of informant: main informants, key informants, and recommended informants. Main informants were chosen through purposive sampling technique while key informants and recommended informants were chosen through snowball sampling technique. The informants in this study were grouped based on their age: 14 children (5-11 years), 18 teenagers (12-25 years), 13 adults (26-45 years), nine elder (46-65 years) and three old age (≥ 65 years). The result of fidelity level analysis (FL%) indicated that all age groups had FL value of 100% in utilizing walnut as local food. Regarding the use of skin exocarp the result was as follow: children (FL: 28.57%), teenagers (FL: 77.77%), adults (FL: 69.23%), and elder and old age (FL: 100%). Whereas, the use of Shell endocarp among the age groups was as follow: children (FL: 14.28%), teenagers (FL: 66.66%), adults (FL: 46.15%), elder (FL: 33.33%), and old age (FL: 100%). Canarium bark had value of FL% in children (FL: 35.71%), teenagers (FL: 61.11%), adults (FL: 92.3%), elder (FL: 33.33%), and old age (FL: 100%). The use of resin by the groups was children (FL: 50%), teenagers (FL: 83.33%), adults (FL: 92.3%), elder and old age (FL: 100%). The use of Canarium root among the groups was children (FL: 14.28%), teenagers (FL: 61.11%), adults (FL: 92.3%), elder (FL: 33.33%), and old age (FL: 100%). The use of plant's trunk was as follow: children (FL: 50%), teenagers (FL: 77.77%), adults, elder, and old age (FL: 100%).The research indicated that walnut had high utility value. All parts of the plant (root, wood, bark, and resin) were exploited for economic, health and cultural interest.
Mangrove is an ecosystem that is a habitat for various both aquatic and terrestrial biota. This research aims at revealing the distribution and community structure of mangrove in Donrotu, Guratu and Manomadehe Islands, West Halmahera Regency, North Maluku. This work was conducted from April to June 2019. Data collection using the spot check method, while the analysis of mangrove distribution was carried out qualitatively. Community structures quantitatively include type density (Di), relative density types (RDi), frequency types (Fi), relative frequency types (Rfi), closing types (Ci), closure of relatively types (RCi), and Important value (VIi). The results showed that Rhizophora stylosa in the three islands (Donrotu, Guratu, and Idamdehe) had the highest species density and highest density values. Closing types and closures are relatively varied. The type of R. stylosa also has a higher importance in all three islands. The highest mangrove density was mainly found in Donrotu Island (0.96 ind/m2), then Guratu Island (0.46 ind/m2), and Idamadehe Island (0.32 ind/m2), respectively.
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