Analyzing The Position of History Lessons in The Independent Curriculum
DOI:
https://doi.org/10.51622/vsh.v4i2.1998Keywords:
independent curriculum, history learning, character, national identityAbstract
The development of history subjects in Indonesia has experienced dynamics along with changes in curriculum, learning methods, and the role of teachers. History teaches the chronology of events and shapes character, nationalism, and national identity. The Merdeka Curriculum emphasizes the crucial role of history learning in creating the profile of Pancasila students who reason critically, are independent, creative, cooperative, have global diversity, and have noble character.
This paper discusses the role of history subjects in shaping students' understanding, awareness, and character of the origins of civilization, important events, and community values. The research focuses on the development of history subjects in Indonesia and the role of history learning in the context of the Merdeka Curriculum. The research method used is a document study, collecting data from various literature sources.
The history learning method in the Merdeka Curriculum emphasizes flexibility, freedom, and integration with the characteristics of students. History learning aims to develop students' historical thinking skills, creativity, and active involvement. Curriculum changes, such as the 2013 Curriculum and the Merdeka Curriculum, reflect an awareness of the vital role of history in shaping national character and identity.
Downloads
References
Amboro, K. (2020). Sejarah Publik dan Pendidikan Sejarah Bagi Masyarakat. Historis: Jurnal Kajian, Penelitian Dan Pengembangan Pendidikan Sejarah, 5(1), 20-28.
Ayundasari, L. (2022). No Title. Jurnal Sejarah, Budaya, Dan Pengajarannya, 16(
Amalia M. (2022). Inovasi Pembelajaran Kurikulum Merdeka Belajar di Era Society 5.0 Untuk Revolusi Industri 4.0. Universitas PGRI Madiun,. SENASSDRA: Seminar Nasional Sosial Sains, Pendidikan, Humaniora, 1–6.
Creswell, J. W. . and C. J. D. (2018). Research design: Qualitative, Quantitative, and Mixed Methods Approaches.
Irawati D, A M Hasanah, & Arifin B S. (2022). Profil Pelajar Pancasila sebagai Upaya Mewujudkan Karakter Bangsa. EDUMASPUL: Jurnal Pendidikan, 6(1).
Izza, A. Z., Falah, M., & Susilawati, S. (2020). Studi literatur: Problematika evaluasi pembelajaran dalam mencapai tujuan pendidikan di era merdeka belajar. Prosiding Konferensi Ilmiah Pendidikan, 1, 10-15.
Kemendikbudristek. (2022). Buku Saku: Tanya Jawab Kurkikulum Merdeka.
Kocchar S.K. (2008). Pembelajaran Sejarah Naskah Akademik Kurikulum 2013 Mata pelajaran Sejarah, Balitbang, Kemendikbud. PT Grasindo.
Kuswono, K., Sumiyatun, S., & Setiawati, E. (2021). Pemanfaatan Kajian Sejarah Lokal Dalam Pembelajaran Sejarah di Indonesia. JURNAL LENTERA PENDIDIKAN PUSAT PENELITIAN LPPM UM METRO, 6(2), 206-209.
Mubarok, A. ., Aminah S, Sukamto S, Suherman D, & Berlian U.C. (2021). Landasan pengembangan kurikulum pendidikan di Indonesia. Jurnal Dirosah Islamiyah, 3(1).
Priantini D.A.M.M.D, Suarni N.K, & Andyani I.K.S. (2022). Analisis Kurikulum Merdeka dan Platform Merdeka Belajar untuk Mewujudkan Pendidikan yang Berkualitas. Jurnal Penjamin Mutu, 8(2).
Siregar. K.Z.B, & Marjo H.K. (2022). Transisi Kurikulum di Indonesia: Apa Dampaknya Bagi Pelayanan Bimbingan Dan Konseling? . Jurnal Sains Sosio Humaniora, 6(2).
Sugiyono. (2011). Metode Penelitian Pendidikan Pendidikan Pendekatan Kuantitatif ,Kualitatif dan R&D. . CV Alfabeta.
Sumantri B.A. (2019). Pengembangan Kurikulum di Indonesia Menghadapi Tuntutan Kompetensi Abad 21. EL-HIKMAH: Jurnal Kajian Dan Penelitian Pendidikan Islam, 13(2).
Widja. I gede. (1989). Dasar-Dasar Pengembangan Setrategi Serta Metode Pengajaran Sejarah. Departemen Pendidikan dan Kebudayaan Direktorat.
Published
How to Cite
Issue
Section
Copyright (c) 2023 Farwah Fauzia, elda mbura, Nadhiva Frihatna, Ewilensia mbura
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
