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All Journal Historia: Jurnal Pendidik dan Peneliti Sejarah Paramita: Historical Studies Journal Jurnal Sejarah dan Budaya
surya, riza afita
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Humanities Education Social Sciences

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Chinese Merchants Role of Java Trade in 19th Century Surya, Riza Afita; Fikriya, Rif'atul
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 4, No 1 (2021): Monumen Sejarah dan Pembelajaran Sejarah
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (45.178 KB) | DOI: 10.17509/historia.v4i1.27167

Abstract

Chinese arrival in Java was encouraged with significant factors both internal and external. Chinese in Java eventually brought shifting in economical, social, and political aspect of Java under Dutch realm. In 19th century, Chinese in Java were differed into two clusters, known as peranakan and totok. These two terms possed different languange, culture, economical conditions. This study aimed to determine the role of Chinese merchants of Java during 19th century. The study engaged literature study which includes planning, selection, extraction, and excution. Literature review tries to review several books, scholarly articles, and other relevant sources which focused on particular area. Under Dutch realm, Chinese in Java portrayed many different roles, such as moneylenders, middlemen, kapitan, opium traders, and etec. Chinese were considered active in and around Java as the settled in Netherland Indies trade withi coastal shipping. Chinese possess priviledge spot under Dutch colonial policy, due to their advance skill in business and their independency of local rulers. In term of trade, the Chinese were ubiquitous and essential, since everyone commited trade in Java had to do business with Chinese. Java’s Chinese men and unknown number of peranakan and native Javanese women whom they married or related were almost all participated in the money economy.
Utilizing the Enrichment Triad Model in History Learning: a Conceptual Framework Surya, Riza Afita; Nurdin, Elan Artono
Paramita: Historical Studies Journal Vol 31, No 1 (2021): Maritime and Socio-Economic History of Indonesia
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v31i1.26717

Abstract

Abstract: History learning brings students the ability to construct past events. History as the means to shape youth characteristics in understanding the nation. However, there are several identical issues found within the history learning process that relates to many factors. The enrichment Triad Model is a theoretical learning model that was initially framed for gifted students. It has been applied and tested into any level of grade and many subjects and students with average ability. The Enrichment Triad Model has several prominences that are suitable for history learning. It enhances students’ interests, curiosity, participation, and also learning outcomes. Enrichment Triad Model has three main types with varied activities to be applied upon history learning: General Exploratory Activities, General Training Activities, and Individual and Small Investigation of Real Problems. Unfortunately, many Indonesian educators and scholars have not recognized this model, referring to the scarcity of publication. Besides, several prior research was mainly conducted on the gifted program, not the regular ones. This article is a descriptive study that discussing how Enrichment Triad Model being implemented in history learning for regular programs and to solve the common issues with providing interest-based learning. There is a growing interest in research on how the Enrichment Triad Model may support the needs of pedagogical practice. Abstrak: Sejarah sebagai salah satu cara untuk membentuk karakter generasi muda dalam memahami bangsanya. Akan tetapi, ada banyak persoalan yang muncul dalam pembelajaran sejarah yang diakibatkan oleh berbagai factor. Enrichment Triad Model merupakan suatu model belajar yang adaptif yang pada awalnya diperuntukkan untuk peserta didik yang dianggap cerdas. Model ini telah diterapkan pada berbagai tingkat pendidikan dan berbagai mata pelajaran, dan juga peseta didik dengan kemampuan rata-rata. Enrichment Triad Model memiliki banyak keunggulan yang cocok untuk pembelajaran sejarah yang mampu meningkatkan ketertarikan, rasa ingin tahu, partisipasi, dan hasil belajar peserta didik. Enrichment Triad Model memiliki tiga tipe umum dengan berbagai aktivitas belajar yang dapat diterapkan dalam pembelajaran sejarah, antara lain General Exploratory Acntivities, General Training Activities, dan Individual and Small Investigation of Real Problems. Masing-masing tahap bersifat akomodatif dan fleksibel. Namun demikian, model ini tidak banyak dikenal para pendidik dan akademisi di Indonesia berdasarkan jumlah publikasi yang ada. Selain itu, penelitian yang dilakukan sebelumnya lebih banyak diterapkan untuk program kelas khusus ‘anak berbakat,’ dibandingkan kelas regular. Artikel ini merupakan deskriptif yang membahas bagaimana penerapan Enrichment Triad Model dalam pembelajaran sejarah untuk kelas regular dan mengatasi persoalan-persoalan yang lazim ditemui dengan menyediakan pembelajaran berbasis minat peserta didik. Saat ini, kajian tentang Enrichment Triad Model terus berkembang untuk mengatasi dan memenuhi kebutuhan dalam pelaksanaan pedagogis pendidikan. 
The Contribution of Western Humanism Ideas Towards Education Policy in The Dutch East Indies (1817-1942) Surya, Riza Afita; Fikriya, Rif'atul
Paramita: Historical Studies Journal Vol 32, No 1 (2022): Local Figure and Local History
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v32i1.30787

Abstract

Abstract: This study aims to investigate the contribution of Western humanism ideas towards education policy in the Netherland Indies or Dutch East Indies. This study engaged historical method with four stages, namely heuristic, criticism, interpretation, and historiography. Humanism ideas that initially appeared in Italy obtained significant impact on European history afterwards. Thinkers as Rousseau, Montesquieu, Hobbes, and so on brought humanitarian ideas towards children, education as well as policy towards colonies as the result of humanisms movement. Those ideas clarify how children should be perceived and be treated that spread almost in many countries of Europe. At the time, many Europeans colonized several countries in Asia and Africa. Therefore, the ideas of humanism also encouraged the changes of colonial policy regarding how they should treat colonies in the sense of humanitarian thoughts. As many Southeast Asian countries were controlled by the western, Indonesia experienced several occupations of Europeans after initially colonized by the Portuguese, followed by Dutch, France and British. Officially, Indonesia under the realm of Dutch government since 1817 experienced the changes and shifts upon colonial treatment. After the collapse of VOC, Dutch colonial policy was affected by humanism movement. In term of education, there were policies being established such as Nativism, Concordantie, and Ethical Politic. Abstrak: Penelitian ini bertujuan untuk mengidentifikasi pengaruh gagasan humanisme Barat terhadap kebijakan politik di Hindia Belanda. Penelitian ini menggunakan metode sejarah yang terdiri atas, heuristik, kritik, interpretasi, dan historiografi. Gagasan humanisme pertama kali muncul di Italia memberikan dampak signifikan terhadap sejarah Eropa pada periode berikutnya. Para pemikir seperti Rousseau, Montesquieu, Hobbes, dan lain-lain berusaha membawa gagasan humanism terhadap peserta didik, pendidikan, serta kebijakan pendidikan terhadap wilayah jajahan sebagai konsekuensi gerakan humanisme. Gagasan humanisme memberikan penjelasan bagaimana seharusnya peserta didik dilihat dan diperlakukan menyebar ke hampir seluruh negara di Eropa. Pada waktu yang bersamaan, banyak bangsa Eropa yang melakukan penjajahan di kawasan Asia dan Afrika. Dengan demikian, gagasan tentang humanisme juga mendorong perubahan kebijakan penjajah tentang bagaimana mereka memperlakukan koloni berdasarkan gagasan humanitarian. Beberapa kawasan di Asia Tenggara di kuasai bangsa Barat, Indonesia mengalami serangkaian pengalaman penjajahan setelah pertama kali dijajah oleh Portugis, kemudian Belanda, Perancis, Inggris, dan Jepang. Secara resmi, Indonesia dijajah oleh pemerintah Belanda pada tahun 1817 mengalami berbagai perubahan kebijakan. Setelah pembubaran VOC, kebijakan colonial Belanda juga dipengaruhi oleh gerakan humanisme. Dalam konteks pendidikan, pengaruh gagasan humanisme terhadap kebijakan colonial tertuang dalam kebijakan Nativisme, Konkordansi, dan Politik Etis.Cite this article: Surya, R.A., FIkriya, R. (2022). The Contribution of Western Humanism Ideas Towards Education Policy in The Dutch East Indies (1817-1942) . Paramita: Historical Studies Journal, 32(1), 107-116. http://dx.doi.org/10.15294/paramita.v32i1.30787 
PENGEMBANGAN MEDIA PETA TEMATIK DENGAN MATERI SEJARAH LOKAL ALUN-ALUN KOTA DI SMAN 1 TUBAN Khakim, Mochammad Nurfahrul Lukmanul; Primanggalang, Kautsar Ranggi; Yuliati, Yuliati; Surya, Riza Afita
Sejarah dan Budaya: Jurnal Sejarah, Budaya, dan Pengajarannya Vol 16, No 1 (2022): Sejarah dan Budaya: Jurnal Sejarah, Budaya, dan Pengajarannya
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um020v16i12022p93-108

Abstract

This research begins by looking at the learning problems that occur in class XI IPS 1 at SMAN Tuban, namely the lack of motivation and student learning outcomes, then conducting a needs analysis and selecting media development according to the problems that occur. The thematic map media development that utilizes the Google Maps application uses a development model from Lee & Owen. The results of the validation show: 1) Material validator with a percentage of 85.41 percent with "valid" criteria, 2) Media validator with a percentage of 86.86 percent with "valid" criteria, 3) Increasing learning motivation, after comparing before and after applying thematic maps show a difference of 24 percent, with the criteria "motivated", 4) Improve student learning outcomes, the comparison between pretest and post-test shows a difference of 21 percent, with the criteria "satisfactory". Based on the research results, it can be concluded that thematic map media using the Google Maps application can increase student motivation and learning outcomes.
Co-Authors Alamsyah, Adi Wildan Azizah Azizah Bunyamin, Litha Verlisya Putri Elan Artono Nurdin Fikriya, Rif'atul Hidayah, David Khakim, Moch Nurfahrul Lukmanul Khoiro, Nazidatul Laila Sari Lestari, Cyntia Ayu Marjono Marjono Mujianti, Yunita Ika na'im, mohamad Nina Mardiana (F01108057) Nurul Umamah Oktaviani, Anik Prasetyo, Bayu Tri Primanggalang, Kautsar Ranggi Rufaidah, Laili Nur Sumardi . Winarno, Novyantika Eka Putri Yuliati -