Paradigm of Historical Thinking : Alternative Strategies for Utilizing Historical Thinking Skills in Implementing Independent Curriculum
Abstract
The three objectives of this research are to: (1) organize history learning utilizing the Merdeka curriculum for historical thinking skills; (2) refine the Merdeka curriculum for historical thinking skills; and (3) serve as an assessment of historical thinking abilities. activities for teaching and learning history that rely on critical thinking. In this work, a case study methodology is combined with a qualitative method. Teachers, students, records, curricula, and historical thinking abilities are the informants that provide the data. Activities for teaching and learning in history classes do not adhere to the standards of assessment. Nonetheless, educators have made an effort to follow certain guidelines and execute their own curricula as precisely as they can. Applications of the Merdeka Curriculum can be modified to take into account historical thinking abilities in the context of teaching history. The study's findings indicate that: (1) Teachers plan the history lessons in the Independent Curriculum; and (2) History lessons are implemented in a way that closely aligns with student achievement. (3) The autonomous curriculum's learning principles are not followed in the learning process. Additionally, there are less situational learning and monotonous learning strategies. (4) There are multiple instances in which the Independent Curriculum-based teaching and learning evaluation principles are not followed in the execution of the evaluation of teaching and learning activities.
Keywords
Full Text:
PDFReferences
Aan, W., Saidatul, I., & Kholida, F. (2021). Implementasi Merdeka Belajar Melalui Kampus Mengajar Perintis Di Sekolah Dasar. METODIK DIDAKTIK Jurnal Pendidikan Ke-SD-An, 16(2), 102–107.
Abdulkarim, A., RATMANİNGSİH, N., & ANGGRAİNİ, D. N. (2018). Developing Civicpedia as a Civic Education E-Learning Media To Improve Students’ Information Literacy. Journal of Social Studies Education Research, 9(3), 45–61.
Adams, C. (2014). Penyambung Lidah Rakyat. Media Pressindo.
Adams, C. (2019). Bung Karno penyambung lidah rakyat Indonesia. Media Pressindo Dan Yayasan Bung Karno.
Ainia, D. K. (2020). Merdeka Belajar dalam Pandangan Ki Hadjar Dewantara dan Relevansinya bagi Pengembangan Pendidikan Karakter. Jurnal Filsafat Indonesia, 3(3), 95–101. https://doi.org/10.5430/ijhe.v5n3p1
Amelia, D., Firman, F., & Rusdinal, R. (2019). Pendidikan dalam Pemikiran Mohammad Hatta. Jurnal Pendidikan Tambusai, 3(6), 1506–1513.
Amirul, H. dan H. (1998). Metodologi Penelitian Pendidikan untuk IAIN dan Ptain Semua Jurusan Kompenen MKK.
Ariga, S. (2022). Implementasi Kurikulum Merdeka Pasca Pandemi Covid-19. Edu Society: Jurnal Pendidikan, Ilmu Sosial, Dan Pengabdian Kepada Masyarakat, 2(2), 662–670.
Astika, Y. W., Fitriyani, F., & Burhanuddin, B. (2020). Implementasi Peraturan Menteri Pendidikan Nasional Nomor 13 Tahun 2007 Tentang Standar Kompetensi Kepala Sekolah. CERMIN: Jurnal Penelitian, 4(2), 255. https://doi.org/10.36841/cermin_unars.v4i2.769
Azanella, L. . (2019). Benarkah pelajaran sejarah akan dihapus menurut kurikulum? Ini istilah Kemendikbud. Kompas.Com.
Batubara, U., & Aman, A. (2019). Perkembangan Pembelajaran Sejarah Pasca Kemerdekaan-Reformasi. Jurnal Pendidikan Sejarah, 8(1), 14–34. https://doi.org/10.21009/jps.081.02
Darwin, D., Boeriswati, E., & Murtadho, F. (2023). Asesmen Pembelajaran Bahasa Dalam Kurikulum Merdeka Belajar Pada Siswa SMA. Lingua Rima: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 12(2), 25–36.
Djono, D., Joebagio, H., & Abidin, N. F. (2020). Gerak Sejarah Integratif-Multidimensional: Warisan Sartono Kartodirdjo Bagi Filosofi Pendidikan Sejarah Menuju Society 5.0. Criksetra: Jurnal Pendidikan Sejarah, 9(1), 32–46. https://doi.org/10.36706/jc.v9i1.10258
Hamalik Oemar. (1995). Kurikulum dan pengajaran. Jakarta, Bumi Aksara.
Handa, A., Whelan, T., McDonald, J., & Davison, A. J. (2014). A Benchmark for RGB-D Visual Odometry, 3D Reconstruction and SLAM. Proceedings - IEEE International Conference on Robotics and Automation, 1524–1531.
Hasan, S. H. (2021). Implementasi Kurikulum dan Guru. Inovasi Kurikulum, 1(1), 1–9. https://doi.org/10.17509/jik.v1i1.35593
Herman, A. U. H., & Aisiah. (2022). Analisis Dokumen Kurikulum Pembelajaran Sejarah : Studi Perbandingan Dokumen Kurikulum 2013 dengan Dokumen Kurikulum Merdeka. Jurnal Kronologi, 4(3), 242–251.
Javanisa, A., Fauziyah, F. F., Melani, R., & Rouf, Z. A. (2022). Implementasi Kurikulum Sekolah Penggerak Terhadap Motivasi Peserta Didik. Jurnal Kalam Pendidikan PGSD Kebumen, 1, 34–47.
Johnston, M., & Sheehan, M. (2016). Historical thinking and the “boy friendly” curriculum. Assessment Matters, 10, 74–99. https://doi.org/10.18296/am.0018
Kuntowijoyo. (1999). Pengantar Ilmu Sejarah. Bentang Pustaka.
Kurniawan, H. (2021). Paradigma Baru Pendidikan Dan Pembelajaran Sejarah Dalam Merdeka Belajar-Kampus Merdeka. Jurnal Pendidikan Sejarah Indonesia, 4(2), 128. https://doi.org/10.17977/um0330v4i2p128-142
Kuwoto, M. A., Yulifar, L., & Indonesia, U. P. (2022). THE MERDEKA CURRICULUM REFORM ON ASPECTS OF HISTORICAL THINKING SKILLS IN HISTORY SUBJECTS IN SENIOR HIGH SCHOOLS. Scaffolding: Jurnal Pendidikan Dan Multikulturalisme, 4(3), 754–774.
Levesque, S. (2008). Thinking Historically :educating studends for the twenty first century. Library and Archives Canada Cataloguing in Publication.
Lincoln and Guba. (1985). Naturalistic Inquiry. SAGE International Education and Professional.
McAllister, J. T., Lennertz, L., & Atencio Mojica, Z. (2021). Mapping A Discipline: A Guide to Using VOSviewer for Bibliometric and Visual Analysis. Science & Technology Libraries , 41(3), 319–348. https://doi.org/10.1080/0194262X.2021.1991547
Meiliana, D. (2020). Tidak Ada Penghapusan Pelajaran Sejarah menurut Kurikulum Nasional. Kompas.Com.
Menteri Pendidikan, Kebudayaan, R. dan T. (2022). Salinan Keputusan Menteri Pendidikan, Kebudayaan, Riset dan Teknologi Republik Indonesia Nomor 56/M/2022 tentang Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran.
Morton, T., Big, T., Historical, S., & Concepts, T. (2015). Seixas, P. y Morton, T. (2013). The big six historical thinking concepts. Nelson: Toronto. 225–228.
Rahmawati, F. D., Sutiyah, & Abidin, N. (2022). Urgensi Merdeka Belajar di Era Revolusi Industri 4.0 dan Tantangan Society 5.0. E-Tech. 22(1), 1–15.
Reisman, A. (2011). READING LIKE A HISTORIAN: A DOCUMENT-BASED HISTORY CURRICULUM INTERVENTION IN URBAN HIGH SCHOOLS [OF STANFORD UNIVERSITY]. In OF STANFORD UNIVERSITY (Issue 0). https://doi.org/10.1632/ade.154.44
Repoussi, M., & Tutiaux-Guillon, N. (2010). New trends in history textbook research: Issues and methodologies toward a school historiography. Journal of Educational Media, Memory, and Society, 2(1), 154–170. https://doi.org/10.3167/jemms.2010.020109
Sardiman AM, dan A. D. L. (2017). Buku Guru Sejarah Indonesia Kelas 11. Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud.
Saripudin, D., Yulifar, L., Fauzi, W. I., & Anggraini, D. N. (2022). Pemanfaatan Dan Penggunaan E-Book Interaktif Sejarah Lokal Jawa Barat Bagi Guru-Guru Sma/Smk Melalui in/on Training. Jurnal Pendidik Dan Peneliti Sejarah, 5(2), 137–146. https://ejournal.upi.edu/index.php/historia/article/view/40155
Seixas, P., & Morton, T. (2012). The Big Six. In Learning for Living (Vol. 10, Issue 4). https://doi.org/10.1080/00239707108557675
Somantrie, H. (2021). Evaluasi Kurikulum Tingkat Satuan Pendidikan. Inovasi Kurikulum, 6(2), 30–40. https://doi.org/10.17509/jik.v6i2.35698
Supriatna, E. (2012). IMPLEMENTASI PEMBELAJARAN SEJARAH YANG BERBASIS RELIGI DAN BUDAYA DI KAWASAN BANTEN LAMA : Suatu Kajian Transformatif Nilai-Nilai Religi dan Budaya dalam Pendidikan Sejarah di SMA. Universitas Pendidikan Indonesia.
Tarunasena, M. (2006). UPAYA MENINGKATKAN KUALITAS PEMBELAJARAN Pendahuluan Standar Nasional Bagi Mata Pelajaran Sejarah (pp. 1–9).
Umami, R., Umamah, N., Sumardi, S., & Surya, R. A. (2022). Model Pembelajaran Value Clarification Technique (VCT) dalam Meningkatkan Kesadaran Sejarah Peserta Didik. Diakronika, 22(1), 58–75. https://doi.org/10.24036/diakronika/vol22-iss1/236
Wasimin, W. (2022). Project Based Learning As a Media for Accelerating the Achievement of Profil Pelajar Pancasila in the Program Sekolah Penggerak. International Journal of Social Science, 1(6), 1001–1008. https://doi.org/10.53625/ijss.v1i6.1924
Widiadi, A. N., Aji Saputra, M. R., & Handoyo, I. C. (2022). Merdeka Berpikir Sejarah: Alternatif Strategi Implementasi Keterampilan Berpikir Sejarah Dalam Penerapan Kurikulum Merdeka. Sejarah Dan Budaya: Jurnal Sejarah, Budaya, Dan Pengajarannya, 16(1), 235. https://doi.org/10.17977/um020v16i12022p235-247
Wineburg, B. (2001). A Limited Partnership The Politics of Religion, Welfare, and Social Service. Culumbia Universty Press.
Wineburg, S. S., Martinez, M., Monas, S., Crain-thoreson, C., Julian, A., Gage, N. L., Hancock, G., Hardebeck, D., Klockars, A., Rossi, J., & Taylor, B. (1991). Historical Problem Solving : A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence Correspondence concerning this article should be addressed to. Journal of Educational Psychology, 83(1), 73–87.
Yulifar, L. (2013). Reinterpretating Pembelajaran Sejarah Kritis Dalam Rekonstruksi Strategi Pendidikan Sejarah. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Zed, M. (2008). Metode Penelitian Kepustakaan. Yayasan Pustaka Obor Indonesia.
DOI: https://doi.org/10.17509/historia.v7i1.58335
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Historia: Jurnal Pendidik dan Peneliti Sejarah
INDEXED
TOOLS
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Alamat Redaksi: Gedung Numan Soemantri, FPIPS UPI, Departemen Pendidikan Sejarah, Lantai 2, Jl. Dr. Setiabudhi No 229 Bandung, 40154