Unearthing Heritage: Empowering High School History Teachers to Illuminate Local Narratives
Abstract
Purpose of the study: This research aims to discuss the role of history teachers in local history learning at State 3 Palu high school, the development of local history learning at State 3 Palu high school, and the role of history teachers in local history learning.
Methodology:This research is descriptive qualitative research. The sample in this research was high school history teachers with a sampling technique using purposive sampling. Data collection techniques use interviews, observation and documentation. The analysis was carried out using interactive model data analysis.
Main Findings: The research results show that in the history learning process, history teachers have carried out their role well. History teachers try to build students' historical awareness by teaching local history of Central Sulawesi and visiting historical sites in the environment around students. Local history is integrated into history subjects so that in implementing learning, history teachers adjust learning plans to the basic competencies specified in curriculum. Adding historical material with local history, especially by utilizing historical sources that are close to the students' environment. History teachers are one of the important elements who must play an active role in developing local history learning.
Novelty/Originality of this study: This research provides valuable insight into the role of history teachers in the context of local history learning, with a focus on integration, local resources, and the development of students' historical awareness.
References
H. Hikmawati, I. W. Suastra, and N. M. Pujani, “Ethnoscience-Based Science Learning Model to Develop Critical Thinking Ability and Local Cultural Concern for Junior High School Students in Lombok,” J. Penelit. Pendidik. IPA, vol. 7, no. 1, p. 60, 2020, doi: 10.29303/jppipa.v7i1.530.
S. Acabado and M. Martin, “Decolonizing the past, empowering the future: Community-led heritage conservation in Ifugao, Philippines,” J. Community Archaeol. Herit., vol. 7, no. 3, pp. 171–186, 2020, doi: 10.1080/20518196.2020.1767383.
A. Miftakhu Rosyad, J. Sudrajat, and S. Heng Loke, “Role of Social Studies Teacher to Inculcate Student Character Values,” Int. J. Sci. Educ. Cult. Stud., vol. 1, no. 1, pp. 1–15, 2022, doi: 10.58291/ijsecs.v1i1.20.
Suharno, N. A. Pambudi, and B. Harjanto, “Vocational education in Indonesia: History, development, opportunities, and challenges,” Child. Youth Serv. Rev., vol. 115, no. January, p. 105092, 2020, doi: 10.1016/j.childyouth.2020.105092.
N. Popa, “Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning,” Rev. Educ. Res., vol. 92, no. 2, pp. 171–208, 2022, doi: 10.3102/00346543211052333.
A. Erll, “Afterword: Memory worlds in times of Corona,” Mem. Stud., vol. 13, no. 5, pp. 861–874, 2020, doi: 10.1177/1750698020943014.
A. Bayer, G. A. Hoover, and E. Washington, “People in the Economics Profession,” J. Econ. Perspect., vol. 34, no. 3, pp. 193–219, 2020.
T. K. Ng, “New Interpretation of Extracurricular Activities via Social Networking Sites: A Case Study of Artificial Intelligence Learning at a Secondary School in Hong Kong,” J. Educ. Train. Stud., vol. 9, no. 1, p. 49, 2020, doi: 10.11114/jets.v9i1.5105.
P. J. H. Schoemaker, “How historical analysis can enrich scenario planning,” Futur. Foresight Sci., vol. 2, no. 3–4, 2020, doi: 10.1002/ffo2.35.
E. M. Zygmunt, K. Cipollone, and S. Tancock, “Community-engaged teacher preparation and the development of dispositions for equity and social justice,” Handb. Promot. Soc. Justice Educ., pp. 1299–1319, 2020, doi: 10.1007/978-3-030-14625-2_135.
M. Kaiser, “The idea of a theory of values and the metaphor of value-landscapes,” Humanit. Soc. Sci. Commun., vol. 11, no. 1, pp. 1–10, 2024, doi: 10.1057/s41599-024-02749-4.
P. Luyten, “Integrating and differentiating personality and psychopathology : A psychodynamic perspective,” J. Pers., vol. 90, pp. 75–88, 2022, doi: 10.1111/jopy.12656.
D. R. Rizaldi, E. Nurhayati, and Z. Fatimah, “The Correlation of Digital Literation and STEM Integration to Improve Indonesian Students’ Skills in 21st Century,” Int. J. Asian Educ., vol. 1, no. 2, pp. 73–80, 2020, doi: 10.46966/ijae.v1i2.36.
A. F. Susanto, “Identity Building of Indonesian Legal Education ( From Progressive Liberalism to Transgressive Religious Cosmic ),” Int. J. Multicult. Multireligious Underst., vol. 8, no. 2, pp. 481–496, 2021.
I. Ding, D. Slater, and H. Zengin, “Populism and the Past: Restoring, Retaining, and Redeeming the Nation,” Stud. Comp. Int. Dev., vol. 56, no. 2, pp. 148–169, 2021, doi: 10.1007/s12116-021-09333-w.
B. Elley, “‘The rebirth of the West begins with you!’—Self-improvement as radicalisation on 4chan,” Humanit. Soc. Sci. Commun., vol. 8, no. 1, pp. 1–10, 2021, doi: 10.1057/s41599-021-00732-x.
H. C. Giang, “Screening Eco-trauma in the Context of Post-socialism: ‘The Great Flood’ and Local Identity Crisis in Chinese and Vietnamese Independent Films (the Cases of Taking Father Home and 2030),” NALANS J. Narrat. Lang. Stud., vol. 11, no. 21, pp. 70–84, 2023, doi: 10.59045/nalans.2023.16.
R. Jovanović and Á. Bermúdez, “The next generation: Nationalism and violence in the narratives of Serbian students on the break-up of Yugoslavia,” Stud. Ethn. Natl., vol. 21, no. 1, pp. 2–25, 2021, doi: 10.1111/sena.12339.
N. Bekus, “Reassembling Society in a Nation-State: History, Language, and Identity Discourses of Belarus,” Natl. Pap., vol. 51, no. 1, pp. 98–113, 2023, doi: 10.1017/nps.2022.60.
E. P. M. Brouwers, “Social stigma is an underestimated contributing factor to unemployment in people with mental illness or mental health issues: Position paper and future directions,” BMC Psychol., vol. 8, no. 1, pp. 1–7, 2020, doi: 10.1186/s40359-020-00399-0.
D. J. Solove, “The Myth of the Privacy Paradox,” George Washington Law Rev., vol. 89, no. 1, pp. 1–51, 2021, doi: 10.2139/ssrn.3536265.
B. A. Varga, “Posthuman figurations and hauntological graspings of historical consciousness/thinking through (re)photography,” Int. J. Qual. Stud. Educ., vol. 37, no. 3, pp. 785–815, 2024, doi: 10.1080/09518398.2022.2098402.
H. Bartelds, G. M. Savenije, and C. van Boxtel, “Students’ and teachers’ beliefs about historical empathy in secondary history education,” Theory Res. Soc. Educ., vol. 48, no. 4, pp. 529–551, 2020, doi: 10.1080/00933104.2020.1808131.
L. T. Tran, H. L. T. Phan, and A. Bellgrove, “‘There’s a much bigger world of science than just Australia’’: Australian students’ development of disciplinary knowledge, transferable skills and attributes through a New Colombo Plan short-term mobility program to Japan,’” Int. J. Sci. Educ., vol. 43, no. 6, pp. 888–905, 2021, doi: 10.1080/09500693.2021.1891322.
D. A. Sulthani and I. Thoifah, “Urgency of Stakeholders in Improving the Quality of Education,” Riwayat Educ. J. Hist. Humanit., vol. 5, no. 2, pp. 443–451, 2022.
C. B. Utomo and Wasino, “An Integrated Teaching Tolerance in Learning History of Indonesian National Movement at Higher Education Cahyo Budi Utomo 1 , Wasino 2,” J. Soc. Stud. Educ. Res. Sos., vol. 11, no. 3, pp. 65–108, 2020.
W. Park and H. Cho, “The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education,” Asia Pacific Educ. Rev., vol. 23, no. 3, pp. 457–474, 2022, doi: 10.1007/s12564-022-09741-0.
A. Susilo and A. Sofiarini, “Peran Guru Sejarah dalam Pemanfaatan Inovasi Media Pembelajaran,” J. Komun. Pendidik., vol. 4, no. 2, 2020.
E. L. Tuthill, A. E. Maltby, K. Diclemente, and J. A. Pellowski, “Longitudinal Qualitative Methods in Health Behavior and Nursing Research : Assumptions , Design , Analysis and Lessons Learned,” Int. J. Qual. Methods, vol. 19, pp. 1–21, 2020, doi: 10.1177/1609406920965799.
Y. L. Pathiranage, “Case Study Research Design for Exploration of Organizational Culture Towards Corporate Performance,” Rev. Int. Comp. Manag., vol. 21, no. 3, pp. 361–372, 2020, doi: 10.24818/RMCI.2020.3.361.
S. Anif, A. Sutopo, and H. J. Prayitno, “Lesson Study Validation : Model for Social and Natural Sciences Teacher Development in the Implementation of National Curriculum in Muhammadiyah Schools , Indonesia,” Univers. J. Educ. Res., vol. 8, no. 1, pp. 253–259, 2020, doi: 10.13189/ujer.2020.080132.
I. Fauzi et al., “Paper Airplane Toys: Interpreting Children’s Thinking,” J. Iqra’ Kaji. Ilmu Pendidik., vol. 8, no. 1, pp. 224–242, 2023.
M. Afrillyan, D. Syahputra, and D. T. Ardianto, “Peranan Penting Sejarah Lokal Sebagai Objek Pembelajaran Untuk Membangun Kesadaran Sejarah,” Hist. J. Pendidik dan Peneliti Sej., vol. 4, no. 1, pp. 85–94, 2021.
Copyright (c) 2024 Iwan Setiawan, Tuan Waheda, Kevin A Conn
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of social knowledge education (JSKE) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
