The Living History approach to Improve The Empathy in Historical Learning

Dewicca Fatma Nadilla, Sariyatun Sariyatun, Sunardi Sunardi

Abstract


Substitution of education curriculum in Indonesia requires teachers to continue to innovate in order to explore the abilities and skills of learners. History as a subject based on value education is expected to then have a dominant role to help character of learners, one of which is having empathy that cause love to his country. In order to cultivate the empathy of learners is needed an approach in learning that is able to accommodate the creativity as well as the liveliness of the participants in accordance with the applicable curriculum guide. Living History is a concept of learning that can present a life there in a class by ignoring the reactor masalalu. A living history approach that can be used to analyze the historical events that occurred around the neighborhood learners and subsequently also used in an attempt to do decon s truksi growing local value in the Community. So through the use of living history students can be guided to build the mind constructs and perceptions of past figures in historical events. This study used a qualitative approach with data collection method using literature study to collect relevant sources such as books and research journals, and then to see the problems and needs of the students will be done by observation and interviews to several schools in Tabalong. The approach of living history to strengthen historical empathy is an innovation in historical learning based on needs analysis and problems that occurred in Tabalong, South Kalimantan.


Keywords


Historical Empathy; Living History; Historical Learning

Full Text:

PDF

References


Adisusilo, S. 2013. Pembelajaran Nilai- Karakter. Jakarta : PT. Rajagrafindo.

Aman. 2011. Model Evaluatif Pembelajaran Sejarah. Yogyakarta:Ombak.

Brooks, S. 2010. Displaying Historical Empathy : What Impact can a Writing Assighment Have?. Jurnal Sosial Studies and Research Practice.Vol. 3 No. 2.(Online).

Daniel, M. L. 2010. A Living History Classroom Using Re-Enactment to Enchance Learning.Social Education Journal.Vol. 74 No. 3. (Online)

Douch, R. 1970. “Local History”, dalam New Movement in the Study and Teaching of History (M. Ballard ed.). London : Temple Smith.

Endacott, J & John S. 2014.Historical empathy and pedagogical reasoning.The International Society for the Social Studies.dalamJurnal Social Studies Research Vol. 39. (Online).

George, W.M. 2010. Dynamic Sosial Studies For Constructivist Classroom : Inspiring Tomorrow’s Social Scientiest, Ninth Edition.USA : Pearson Education.Inc

Gottschalk, L. 2006. Mengerti Sejarah. Terj. Nugroho Notosusanto. Jakarta: Penerbit Universitas Indonesia (UI-Press).

Hassan, H. 2015. Pendidikan Sejarah dalam mempersiapkan Generasi Emas.Prosiding Seminar Nasional dan Pertemuan Asosiasi Pendidik dan Peneliti Sejarah : Pendidikan Sejarah untuk Menyiapkan Generasi Emas Indonesia 2050. Banjarmasin 27-28 November 2015. Program Studi Pendidikan Sejarah Universitas Lambung Mangkurat.

Howe, D. 2015. Empati : Makna dan Pentingnya. Yogyakarta: Pustaka Belajar.

Jensen, J. 2011. Developing Historical Empathy through Debate. Dalam Jurnal Sosial Studies Research and Practice.Vol. 3 No. 1 Spring (Online).

Karli, H &Yuliariatiningsih. 2003. Model-model Pembelajaran. Bandung : Bina Media Informasi.

Mutiani. 2015. Model Pembelajaran Sosial : Strategi Pembelajaran Afektif Pendidikan IPS pada Kelas Kontruktivis. Prosiding Seminar Nasional dan Pertemuan Asosiasi Pendidik dan Peneliti Sejarah : Pendidikan Sejarah untuk Menyiapkan Generasi Emas Indonesia 2050. Banjarmasin 27-28 November 2015. Program Studi Pendidikan Sejarah Universitas Lambung Mangkurat.

Nadilla, D.F. 2017. Membangun Kesadaran Moral Melalui Pembelajaran Sejarah Lokal Gerakan Baratib Baamal di Tabalong dalam Kelas Kontruktivis. Prosiding Seminar Sejarah Lokal : Tantangan dan Masa Depan. Malang 26 April 2017. Program Studi Pendidikan Sejarah Universitas Negeri Malang.

Nadilla, DF, Sariyatun, & Sunardi. 2017. Strengthening The Student’s Historical Emphaty by Living History of Learning History. Proceeding The 3rd International Conference on Teacher Training and Education. Surakarta 7 Oktober 2017. Faculty of Teacher Training and Education Sebelas Maret University.

O’Neil, D. P. 2016. Experiencing History Where it Happened : Living History and Re-enactment as Public History Tools. Vermont History.Vol.84 No. 1.(Online).

Puspita, D. E. 2017. Rancangan Pengembangan Media Pembelajaran Portofolio sebagai Pendukung Living History dalam Pembelajaran Sejarah Lokal. Sejarah Lokal : Tantangan dan Masa Depan. Malang: Fakultas Ilmu Sosial Universitas Negeri Malang

Selwyn, D. 2008. Living History in the Classroom : Integrative ats activities for making social studies meaningful. _______ : Prafrock Press (Online)

Sjamsuddin, H. 2012. Metodologi Sejarah.Yogyakarta: Penerbit Ombak

Susanto, H. 2015. Menghadirkan Kelas Konstruktivis dalam Melatih Kemampuan Berpikir Historis Melalui Model Latihan Penelitian. Prosiding Seminar Nasional dan Pertemuan Asosiasi Pendidik dan Peneliti Sejarah : Pendidikan Sejarah untuk Menyiapkan Generasi Emas Indonesia 2050. Banjarmasin 27-28 November 2015. Program Studi Pendidikan Sejarah Universitas Lambung Mangkurat.

Theodore R. H. 2015. Living History Interpretation. Diakses pada tanggal 01/01/2018. Tersedia pada situs Sumber: http://www.angelfire.com/folk/molinologist/livinghistorical.html (Online).

Tucel, I & Bahtiyar, A. 2015. A case study on constructivist learning environment in content knowledge courses in science teaching. Procedia : Social and Behavioural Science. Vol. 174 3178 – 3185 (Online).

Yılmaz, K., & Koca, F. 2012. A Qualitative Study on Historical Empathy: Examination of. Gaziantep Üniversitesi Sosyal Bilimler Dergisi. Vol. 3 (Online).




DOI: http://dx.doi.org/10.18415/ijmmu.v5i3.175

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 International Journal of Multicultural and Multireligious Understanding

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

International Journal of Multicultural and Multireligious Understanding (IJMMU) ISSN 2364-5369
https://ijmmu.com
[email protected]
dx.doi.org/10.18415/ijmmu
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.