Tsabit Azinar Ahmad, - (2025) ANALISIS SITUASIONAL TERHADAP RESPONS GURU SEJARAH PADA PEMBELAJARAN DIFFICULT HISTORY DI SEKOLAH MENENGAH ATAS PROVINSI JAWA TENGAH DITINJAU DARI PEDAGOGI KRITIS-DIALOGIS. S3 thesis, Universitas Pendidikan Indonesia.
Abstract
Pendidikan sejarah abad ke-21 tidak hanya berperan sebagai sarana pemahaman masa lalu, tetapi juga bersinggungan dengan beragam isu-isu sosial, empati sejarah, dan literasi kritis, termasuk membahas difficult history yang mencakup narasi masa lalu traumatis, emotif, sensitif, konfliktual, dan bernuansa kekerasan. Oleh karena itu, penelitian ini bertujuan untuk (1) Menganalisis penyebab terjadinya dinamika materi sejarah, khususnya muatan difficult history, dalam setiap perubahan kurikulum di SMA; (2) Menganalisis tanggapan dan upaya guru sejarah SMA di Jawa Tengah terhadap muatan difficult history melalui pedagogi kritis-dialogis; (3) Mengidentifikasi situasi yang berkontribusi terhadap respons guru sejarah SMA di Jawa Tengah pada pembelajaran difficult history melalui pedagogi kritis-dialogis; (4) Menganalisis posisi guru sejarah SMA di Jawa Tengah pada pembelajaran difficult history ditinjau dari pedagogi kritis-dialogis. Penelitian ini menggunakan pendekatan Multi-Method Research (MMR). Pertama, menggunakan analisis kebijakan kritis Foucauldian untuk menganalisis bagaimana muatan difficult history pada kurikulum Sejarah di SMA sejak Kurikulum 1994 yang disempurnakan sampai Kurikulum Merdeka. Kedua, analisis situasional untuk menganalisis tentang respons guru terhadap muatan dan pembelajaran difficult history ditinjau dari pedagogi kritis-dialogis. Pengumpulan data dilakukan sejak Mei-Agustus 2024 dengan mewawancarai 22 guru penggerak pada Mata Pelajaran Sejarah yang tersebar di 14 Kabupaten/Kota di Provinsi Jawa Tengah. Analisis data menggunakan peta situasional, peta relasional, peta dunia/arena sosial, dan peta posisi. Hasil penelitian menunjukkan (1) dalam kurikulum sejarah terjadi dinamika materi, terutama berkaitan dengan muatan difficult history, karena dipengaruhi oleh perubahan politik dan sosial-budaya masyarakat. Contohnya adalah terjadinya resistensi terhadap perubahan narasi resmi pada kurikulum 2004 akibat tarik-ulur antara objektivisme sejarah dan konservatisme politik serta penolakan masyarakat terhadap konten mengenai peristiwa 1965; (2) Sebagian besar guru mendukung pembelajaran difficult history, karena berpotensi memberikan pemahaman sejarah yang utuh, menanamkan nilai moral, dan mengembangkan keterampilan kritis serta empati siswa. Namun masih ada guru yang tidak nyaman karena menghadapi tantangan pembelajaran, seperti rendahnya literasi sejarah, keterbatasan sumber belajar, dan sensitivitas isu yang bernuansa sosial-politik; (3) Situasi yang memberikan kontribusi terhadap respons guru sejarah mencakup kurikulum sejarah, narasi sejarah resmi dalam historiografi dan buku teks, sensitivitas masyarakat, dinamika politik dan sosial, literasi sejarah siswa, penyebaran hoaks, serta dukungan komunitas profesional seperti AGSI, MGMP, dan program Guru Penggerak; (4) Posisi guru sejarah di Jawa Tengah menunjukkan spektrum pendekatan dari konservatif-konformis hingga kritis-dialogis. Guru yang progresif menggunakan pendekatan kritis-dialogis dengan menciptakan ruang refleksi dan dialog untuk memberdayakan siswa memahami narasi sejarah secara mendalam, sementara guru yang lebih konformis cenderung lebih berhati-hati dan terhambat oleh resistensi sosial dan kekhawatiran emosional siswa. History education in the 21st century not only serves as a means of understanding the past but also intersects with various social issues, historical empathy, and critical literacy, including discussing difficult history, which includes narratives of the traumatic, emotive, sensitive, conflictual, and violent past. Therefore, this study aims to (1) Analyze the causes of the dynamics of historical material, especially the content of difficult history, in every change in the curriculum in high schools; (2) Analyze the responses and efforts of high school history teachers in Central Java to the content of difficult history through critical-dialogical pedagogy; (3) Identify situations that contribute to the response of high school history teachers in Central Java to learning difficult history through critical-dialogical pedagogy; (4) Analyze the position of high school history teachers in Central Java in learning difficult history in terms of critical-dialogical pedagogy. This study uses a Multi-Method Research (MMR) approach. First, Foucauldian critical policy analysis was used to analyze how the content of difficult history in the history curriculum in high schools since the 1994 curriculum to the Merdeka Curriculum. Second, situational analysis analyzes teacher responses to difficult history content and learning and reviews them from a critical-dialogical pedagogy perspective. Data collection was conducted from May to August 2024 by interviewing 22 driving teachers in the History Subject spread across 14 regencies/cities in Central Java Province. Data analysis used situational maps, relational maps, world maps/social arenas, and position maps. The study results showed (1) a dynamic of material in the history curriculum, especially related to the difficult history content because political and socio-cultural changes influenced it in society. An example is the occurrence of resistance to changes in the official narrative in the 2004 curriculum due to the tug-of-war between historical objectivism and political conservatism and the community’s rejection of content regarding the 1965 events; (2) Most teachers support difficult history learning because it has the potential to provide a complete understanding of history, instill moral values, and develop critical skills and empathy in students. However, there are still teachers who are uncomfortable because they face learning challenges, such as low historical literacy, limited learning resources, and sensitivity to issues with socio-political nuances. (3) Situations that contribute to history teachers’ responses include the history curriculum, official history and textbooks, community sensitivity, political and social dynamics, students’ historical literacy, the dominance of conservative narratives, the spread of hoaxes, and the support of professional communities such as AGSI, MGMP, and the Guru Penggerak program; (4) The position of history teachers in Central Java shows a spectrum of approaches from conservative-conformist to critical-dialogical. Progressive teachers use a critical-dialogical approach by creating a space for reflection and dialogue to empower students to understand historical narratives deeply. In contrast, more conformist teachers tend to be hampered by social resistance and students’ emotional concerns.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
D_SEJ_2105037_Title.pdf Download (1MB) |
|
Text
D_SEJ_2105037_Chapter1.pdf Download (210kB) |
|
Text
D_SEJ_2105037_Chapter2.pdf Restricted to Staf Perpustakaan Download (1MB) | Request a copy |
|
Text
D_SEJ_2105037_Chapter3.pdf Download (679kB) |
|
Text
D_SEJ_2105037_Chapter4.pdf Restricted to Staf Perpustakaan Download (787kB) | Request a copy |
|
Text
D_SEJ_2105037_Chapter5.pdf Restricted to Staf Perpustakaan Download (1MB) | Request a copy |
|
Text
D_SEJ_2105037_Chapter6.pdf Download (183kB) |
|
Text
D_SEJ_2105037_Appendix.pdf Restricted to Staf Perpustakaan Download (2MB) | Request a copy |
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | Google Scholar: https://scholar.google.com/citations?user=c3CWCzcAAAAJ&hl=en&oi=ao Scopus: https://www.scopus.com/authid/detail.uri?authorId=57223964070 |
| Uncontrolled Keywords: | difficult history, kurikulum sejarah, respons guru sejarah, pedagogi kritis-dialogis, analisis situasional difficult history, history curriculum, history teacher responses, critical-dialogical pedagogy, situational analysis |
| Subjects: | D History General and Old World > D History (General) L Education > L Education (General) |
| Divisions: | Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan Sejarah-S3 |
| Depositing User: | Tsabit Azinar Ahmad |
| Date Deposited: | 25 Feb 2025 07:33 |
| Last Modified: | 25 Feb 2025 07:33 |
| URI: | http://repository.upi.edu/id/eprint/131187 |
Actions (login required)
 |
View Item |