Pendidikan Sejarah Untuk Kehidupan Abad Ke-21

Abstract

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...

PSPB dan Dekonstruksi Sejarah Indonesia pada Masa Orde Baru

“…Secara konvensional kajian peristiwa untuk suatu penelitian sejarah adalah 25 tahun yaitu ketika dokumen-dokumen negara yang terkait dengan peristiwa yang dikaji telah dinyatakan terbuka untuk masyarakat/ sejarawan. Warna kuat sejarah politik memang mempengaruhi tradisi 25 tahun ini walau pun dalam sejarah kontemporer tradisi tersebut tidak selalu berlaku (Hasan, 2019).…”

Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

“…Since its independence in 1945, the history education curriculum in Indonesia has undergone a number of changes 1 , and the latest one is 2013 Curriculum (Budiarti & Fahmi, 2013;Dewi & Aman, 2019). In the 2013 Curriculum, history is not only required to instil values of nationalism and patriotism but must also be able to equip students with 21 st -century skills such as curiosity, criticality, and the ability to cooperate and communicate (Hasan, 2019).…”

“…Teaching students to be able to think historically is essential to equip them with the skills needed in life in the 21 st century (Hasan, 2019;Lévesque, 2008;Widja, 2018). These skills will be useful for them in being more critical in dealing with global conditions that are full of uncertain and rapidly changing information.…”

“…The first type of knowledge needed to study history is generally referred to as the 'content' aspect (Hasan, 2019;Lazer, 2015). This type of knowledge is also commonly referred to by experts with a variety of different terms, such as 'historical knowledge and perspective' , or 'substantive knowledge' (VanSledright, 2011(VanSledright, , 2014, or 'declarative knowledge' , and also 'first-order concepts' (P. J.…”

“…The knowledge included in this category, for example, is people or historical actor names, dates or chronological periods, regions, events, capitalism, socialism, economic production, democracy, and many others. Historical content knowledge is the starting point for developing students to a higher level of competence (Hasan, 2019).…”