Abstrak: Sejarah lokal selalu menarik diperbincangan karena dua hal. Pertama, batasan "lokal" cukup problematis karena selalu mengalami perubahan cakupan dan maknanya. Istilah lokal seringkali dihadapkan atau dipertentangkan dengan supra-lokal (regional, nasional, global). Makna lokalpun tidak statis dan tunggal tetapi selalu berubah sesuai konteks zaman. Oleh karena itu, penulisan sejarah lokal, seperti penulisan unit sejarah lainnya, dihadapkan bukan hanya persoalan kepastian historis yang menuntut tersedianya sumber yang lengkap dan valid, tetapi juga persoalan penjelasan sejarah yang menuntut pendekatan multidimensional dengan kerangka teoritik dan metodologi yang relevan. Di luar persoalan kepastian dan pemaknaan historis, penulisan sejarah lokal juga dihadapkan pada unsur kewajaran sejarah (fairness) yang bersifat non-akademik. Berbagai kepentingan, orientasi filosofis, prasangka ideologis, seringkali menyelinap dengan sengaja ke dalam proses penulisan sejarah lokal. Dengan mengesampingkan persoalan yang disebutkan terakhir ini, penulisan sejarah lokal ke depan harus tetap bertumpu pada prinsip-prinsip teori dan metodologi sejarah kritis agar dapat memberi kontribusi positif bagi pengembangan penulisan sejarah nasional yang bercorak indonesiasentrisme. Keywords: history, local, nationalJohn Naisbitt dalam Global Paradox (1994) menyebutkan adanya kecenderungan paradoksal dalam era globalisasi. Di satu sisi ikatan-ikatan primordial/lama mulai memudar dan digantikan ikatan baru yang melampaui batas-batas primordial. Gejala ini semakin kuat dan meluas berkat adanya perkembangan teknologi informasi dan komunikasi yang mampu mengatasi batasan ruang dan waktu. Terbentuklah apa yang disebut "desa global" di mana para penghuninya disatukan melalui jaringan komunikasi modern. Namun, di sisi lain, di tengah arus globalisasi yang semakin deras mengubah tatanan lama dan ikatan-ikatan primordial, muncul gerakan kembali ke yang "lokal" dalam rangka menemukan dan menegaskan identitas masing-masing kelompok primordial. Selain membawa dampak positif, globalisasi tidak jarang dirasakan menjadi ancaman. Globalisasi menyebabkan disorientasi, dislokasi, dan alienasi bagi sebagian masyarakat yang tidak siap menghadapinya. Salah satu cara untuk bertahan hidup di tengah gempuran modernisasi dan globalisasi adalah melalui penegasan dan penguatan kembali identitas primordial. Cara terbaik untuk memenuhi keinginan itu adalah dengan menuliskan sejarah lokalnya untuk memberi kesadaran transendental tentang makna hidupnya. Dalam konteks ini, penulisan sejarah lokal bukan semata-
This research aims to describe the strategies and the effectiveness of history module based on problems in increasing the solidarity of Senior High School Students. The efforts to improve the social solidarity of Senior High School Students were done to minimalize the problems which occurred in the school environment and to find the conflict resolution on multicultural society. To achieve the objectives, this research used combination methods of qualitative and quantitative which refer to the design of exploratory sequential mixed methods. The result of the research shows that students could understand the material and solve the problems structurally through history module based on problems. The problems arranged in the module are contemporary and associated with interethnic conflict in the students' environment while the material on the module is local history. The students' understanding towards the material and the ability relating to the contemporary problem can improve the social solidarity. Based on the statistic data analysis, the history module based on problems is effective to improve the social society.
This study aimed to analyse the using of history textbook in the learning process, the role of history textbook to support the cultural literacy of local history, the local history literacy of students, and the need of teaching material that support the local history literacy. This research used qualitative method to get the qualitative data about the using history textbook and the cultural literacy of local history in SMAN 2 Ponorogo. The result showed that: (1) the history textbook that is used has not been supporting the cultural literacy of local history, (2) the cultural literacy of local history of students is in the low level, and (3) the students need a supplementary material of local history that allows them to do research and history writing integrated with the local history.
Peace education is a necessity in creating a civil society in today's multicultural world. This article is an attempt to develop the concept and practice of peace education with dialogic teaching approach in history learning. This study used qualitative research method with literature review approach by analyzing articles related to the research corpus, i.e. peace education, dialogic teaching approach, controversial history, and history learning. The results of this study indicate that the dialogic teaching approach is an effective learning approach in teaching controversial historical material. The concept of peace education with dialogic teaching approach in teaching history consist of three learning domains, thus are teaching-learning, instruments, and assumption. The dialogic teaching approach can create a democratic dialogue between students-teacher and studentstudent so that students can build critical thinking skills, as well as responsibility and tolerance.Thus values are important in the peacebuilding process so that students are able to eliminate prejudice and build trust in the social community they are living.
Kata Kunci: bahan ajar pengayaan, projectbased learning, metode penelitian dan penulisan sejarah, sekolah menengah atas, ponorogo.,
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