Konstruksi Pembelajaran Sejarah yang Berorentasi pada Masalah Kontemporer Pembangunan

Nana Supriatna

Abstract


This research seeks to explore alternative approach in teaching history which commonly oriented  toward enhancing collective memory. By applying Habermas’ model of “ways of knowing” attributed to the contemporary social issues experienced by high school students, there are several findings need to be addressed as results of this research. First, students were emancipated during the process of teaching history by critical praxis. Second, this emancipation has enabled students to create their own knowledge and experience toward the issue being discussed in historical perspective. Finally, the process of knowledge production has empowering teachers and students as well. Pembelajaran sejarah dalam kurikulum nasional, selama ini didominasi oleh hafalan kolektif. Kajian ini membahas  pendekatan alternatif dalam mengajarkan mata pelajaran sekolah, yang diterapkan di SMA. Menggunakan model “ways of knowing” Habermas, sebagai bagian dari pendidikan kritis, penelitian dilakukan terhadap pelajaran sejarah yang didasarkan pada isu-isu sosial kontemporer sebagaimana dialami para siswa. Hasilnya, siswa mengalami proses emansipasi sepanjang pembelajaran. Emansipasi tersebut memungkinkan siswa menciptakan pengetahuannya sendiri menyangkut isu yang dibahas dengan perspektif historis. Pada dasarnya, keseluruhan proses produksi pengetahuan dengan pendekatan ini berhasil memberdayakan guru maupun siswa.

Keywords


Contemporary Issues in History; Critical Pedagogy in Teaching History; Emancipatory Research; Pembangunan

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DOI: https://doi.org/10.29313/mimbar.v27i1.308

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